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  • 1.
    Agevall, Lena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Jonnergård, KarinLinnaeus University, School of Business and Economics, Department of Management Accounting and Logistics.Krantz, JoakimLinnaeus University, Faculty of Social Sciences, Department of Education.
    Frihet under ansvar eller ansvar under tillsyn?: Om dokumentstyrning av professioner2017Collection (editor) (Other academic)
    Abstract [sv]

    De professionellas arbetssätt befinner sig i förändring. Att följa manualer och standarder, att möta en ny typ av redovisningsansvar, extern kvalitetskontroll och krav på dokumentation utmanar på flera sätt den traditionella bilden av professioner. I Frihet under ansvar eller ansvar under tillsyn belyses erfarenheter av dokumentstyrning från tre professioner, revisorer, lärare och socionomer.

    Boken fokuserar vad dokumentstyrningen betyder för professionernas kunskapsbas och normbas samt hur professionernas autonomi förändras när det gäller att bedöma vad som ska göras, vad som är kvalitet i arbetet och när det gäller möjligheten att ta ett professionellt ansvar.

    De professionellas erfarenheter analyseras utifrån en modell – kunskapstriaden – vars aspekter; kännarskap, känslomässigt engagemang och utvärdering av och ansvar för eget arbete tillsammans antas utgöra en motor för utvecklingen, upprätthållandet och vidareutvecklingen av de professionellas kunskaps- och normsystem.

    Boken vänder sig till studerande inom professionsutbildningar företrädesvis på en avancerad nivå och till forskare och andra som har ett övergripande intresse för styrnings- och professionsfrågor. Frihet under ansvar eller ansvar under tillsyn manar också till fortsatt forskning om de professionellas villkor.

  • 2.
    Gillberg, Claudia
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Krantz, Joakim
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    In What Way is Methodology Compatible with Democratic Principles of Participation?2005Conference paper (Refereed)
  • 3.
    Jonnergård, Karin
    et al.
    Linnaeus University, School of Business and Economics, Department of Management Accounting and Logistics. Lund University.
    Krantz, Joakim
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    När tanke blir regel: om dokumentstyrning av lärare och socionomer2017In: Organisation & Samhälle, ISSN 2001-9114, E-ISSN 2002-0287, no 2, p. 56-61Article in journal (Refereed)
    Abstract [sv]

    Ökade krav på dokumentation leder till förslust av kännarskap och engemang

  • 4.
    Jonnergård, Karin
    et al.
    Linnaeus University, School of Business and Economics, Department of Management Accounting and Logistics.
    Krantz, Joakim
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Usch vad tråkigt jag har: dokumentstyrningens påverkan på professionellas arbetssituation2016Conference paper (Refereed)
  • 5.
    Krantz, Joakim
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Den pedagogiska praktikens professionella objekt i skärningspunkten mellan autonomi, kompetens och styrning2008In: Att tolka pedagogikens språk - perspektiv och diskurser / [ed] Christer Fritzell, Växjö University Press , 2008, p. 69-91Chapter in book (Other academic)
  • 6.
    Krantz, Joakim
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Lärares kunskaper och handlingar i ljuset av integrativa och reproduktiva spänningsfält2007In: Integrativ didaktik i olika ämnesperspektiv, Växjö University Press , 2007Chapter in book (Other academic)
  • 7.
    Krantz, Joakim
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Management by documents - how it affects the teaching profession´s knowledge base and norms2014Conference paper (Refereed)
    Abstract [en]

    In this paper we discuss how teachers' knowledge and norms are influenced by management by documents.

     

    Documents and documentation requirements have in recent decades grown and changed in the direction of control through standards and to ensure visibility of professionals working processes. Management by documents means claims for transparency of work processes and it influence the work performance. The steering alignment affects both the content of the documents and the demands for documentation. In this paper various types of action plans, drawn up to support the students' increased achievement, effectiveness and performance outcomes, provides the basis for management by documents affecting teachers´. Based on the teachers' union materials and on interviews with teachers in the Swedish compulsory school discussed how both teaching profession's collective self-image has changed and how individual teachers are influenced by and developed strategies in relation to the reforms which have led to management by document. In the collective self-image, five fields of tension identified, linked to teaching profession's knowledge base and normative systems. These are teachers as 1) generalist - specialist, dealing with 2) complex learning - measuring and assessing learning, with a fundamental focus on 3) holistic care focus - focus on results at the individual level, see themselves in the light of 4) autonomy - heteronomy and externalization, and job orientation towards 5) input - output. On an individual level, identified how the enhanced features of management by documents have impact to teachers' ability to recognition, in terms of (in) security, needs and risk. How it affects teachers' emotional involvement, in terms of (dis) comfort and passion. And evaluation of its own performance and accountability and finally the relationships, in terms of high/low trust and confidence between teachers and between teachers parents and students.

  • 8.
    Krantz, Joakim
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Professional acting, knowledge and political conditions2006Conference paper (Refereed)
  • 9.
    Krantz, Joakim
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Skolans mening och bedömningspraktikens professionalisering i policy och praktik2009Conference paper (Refereed)
  • 10.
    Krantz, Joakim
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Skolverksutvärderingar av demokratisk kompetens - en kritisk granskning2003In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 12, no 3, p. 89-112Article in journal (Refereed)
  • 11.
    Krantz, Joakim
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Styrning och mening: - anspråk på professionellt handlande i lärarutbildning och skola2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study addresses how political and professional claims directed at teachers change, and in many ways challenge teachers’ professional autonomy, as well as affect preconditions for meaning-making in pedagogic practices. Focus is placed on political steering and its implications for teacher education and teachers’ work in schools. Professional tensions between claims for system-oriented success de-fined as goal achievement versus a communicative understanding are analysed within a conceptual framework of steering and meaning. Based on official educational policy documents as well as teachers’ development projects the analysis revolves around issues concerning core competencies in teacher education and professionalisation processes. The empirical material comprises the Swedish 2001-teacher education reform and the Swedish National Higher Education Agency’s criticism of that part of teacher education which is obligatory for all teacher students (AUO). Moreover, grounds for educational policy that lead to the introduction of individual development plans (IUP) in school are analysed. Additionally, comments on circulated proposals submitted by universities and teacher organisations in connection with Bologna and the IUP-reforms are subject to analysis. In terms of methodology, the study primarily draws upon theories of communicative action, critical discourse analysis and theories of the professions. The results indicate that emphasis in educational policy is placed on the clarification of goals, progression and assessment practices in schools and teacher edu-cation. Thus teachers and teacher educators need to address functional steering claims which demand commitment and loyalty for political reforms. This entails that teachers’ professional autonomy is restricted. Teachers are encouraged to take difficult decisions and act strategically in order to maximise the pedagogic outcome based on economic and political claims for excellence, collaboration, and a clear-cut steering direction. Professionalism now appears to connote quality control by way of more specified formulations and assessments towards learning outcomes. Political rhetoric stipulates as essential that teachers determine knowledge progression and boundaries between the various exam and knowledge levels. Teachers are also to expound internal documentation in order to fulfil system-related claims. The study illustrates how conditions and preconditions emanate from shared profes-sional considerations, competencies and convictions, and that teachers need to be able to discuss these. However, this is challenged by a continuously increasing management by documents. In light of recentralised steering, claims are directed at teachers who are now to create transparency, quantifiable criteria for assessment and employability. Based on the teachers’ development projects, the results indicate that teachers are critical of how the education system is subjected to increasing pressure due to a stream of reforms and evaluations. Politicisation and economisation of education underscore a need for pragmatic and strategic actions within the profession. In contrast to experiences of political lack of vision, impellent user orientation and marketisation, universities and teachers claim that critical communicative-oriented pedagogy boost professional autonomy. Moreover, the study indicates that teachers’ positions and professional identities vary depending on the perceived validity of the political claims. Claims for objectivity, simplification, clarity and functional criteria for assessment are countered by claims for in-depth meaning-making and consideration of the complexity and knowledge instability that is constitutive of pedagogic practices. Ultimately, this study illustrates a professional shift within the teacher body towards notions of objectivity and individualisation, thereby threatening teachers’ critical discussions of their organisation and work.

  • 12.
    Krantz, Joakim
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Fritzén, Lena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    From Expert to Novice?: The Influence of Management by Documents on Teachers Knowledge Base and Norms.2017In: Professions & Professionalism, ISSN 1893-1049, E-ISSN 1893-1049, Vol. 7, no 3, article id e2113Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to reveal how teachers experience the effects of management by documents in their professional practice. Approximately one hundred primary school teachers were asked to describe their daily teaching work with special focus on the demands in terms of the production of documentation. The reports were analysed using a “profession theoretical” model which focuses on the following aspects of professional knowledge: recognition, emotional engagement, and evaluation of and responsibility for one’s own work. The results show that the teachers have experienced that the teaching profession has changed because of fixation on results, and fragmentation has resulted in a decrease in the levels of trust and a feeling that the work is boring. The internal pedagogic discourse is weakened because of the presence of an external legal discourse. Management by documents can thus be a factor that causes a professional regression.

  • 13.
    Krantz, Joakim
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Fritzén, Lena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Lärarprofessionen - som den framträder i Lärarnas tidning och Pedagogiskt Magasin 1990 - 20092011Conference paper (Refereed)
    Abstract [sv]

    Lärarprofessionen har de senaste decennierna genomgått stora förändringar, där kommunaliseringen ofta pekas ut som en av huvudorsakerna. Med ändrade styrformer har bl a följt att lärares arbete alltmer kommit att styras, kontrolleras och standardiseras via olika typer av dokument. Det handlar dels om styrning via standarder för hur olika processer ska genomföras, dels om styrning via krav på dokumentering av den egna arbetsprocessen. I båda fallen innebär dokumentstyrning att de professionellas arbetsprocesser synliggörs. I vårt antagande ligger att synliggörandet förändrar lärarprofessionens kunskaps- och normbas. Med fokus på relationen mellan professionell autonomi och synliggörande av professionella arbetsprocesser, och med hjälp av en teoretiskt grundad analysmodell, har vi analyserat den bild som Lärarförbundet gett av lärarprofessionen under åren 1990 – 2009. Det empiriska underlaget har bestått av ett stort antal artiklar i Lärarnas tidning och Pedagogiskt Magasin med relevans för relationen mellan autonomi och synliggörande av arbetsprocesser. Syftet med papret är att problematisera förskjutningar i lärarprofessionens kunskaps- och normbas, så som dessa framträder i Lärarförbundets bild av lärarprofessionen. Förskjutningarna diskuterar vi utifrån begrepp som auktorisation, legitimation, inre och yttre gränsdragning i arbetsprocessen, styrning, organisering, dokumentation, social status samt politisk och massmedial granskning. Bilden som framträder är en profession som kämpar för självständighet, och då ofta med elevernas bästa för ögonen, samtidigt som olika kontrollmekanismer alltmer begränsar deras handlingsutrymme. 

  • 14.
    Krantz, Joakim
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Fritzén, Lena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Lärarprofessionens kollektiva självbild: som den framträder i Lärarnas tidning och Pedagogiska magasinet 1990 - 20102013Report (Other academic)
  • 15.
    Krantz, Joakim
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Linnér, Susanne
    Linnaeus University, Faculty of Social Sciences, Department of Sport Science.
    Lärarkvalitet och lämplighet ur ett professionsperspektiv2017In: Att bedöma lärarkvalitet: Skicklighet, lämplighet & kompetens / [ed] Per Gerrevall, Stockholm: Natur och kultur, 2017, 1, p. 63-76Chapter in book (Other academic)
  • 16.
    Krantz, Joakim
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Lund, Anna
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Elevers möte med skapande skola2016In: Möten med mening: Ämnesdidaktiska studier i konst och humaniora / [ed] Karin L. Eriksson, Lund: Nordic Academic Press, 2016, p. 71-86Chapter in book (Other academic)
  • 17.
    Krantz, Joakim
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Särnholm-Eriksson, Stefan
    Linnaeus University.
    Democracy as Learning; some aspects on pedagogical practice and democratic competence2004Conference paper (Refereed)
  • 18.
    Lund, Anna
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Krantz, Joakim
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Gustafsson, Birgitta E.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Skapande skola - En kalejdoskopisk reform och dess praktik2013Report (Other academic)
1 - 18 of 18
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