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  • 1.
    Agevall, Lena
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Fritzén, Lena
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Johnsson, Eva
    Växjö University, Faculty of Humanities and Social Sciences, School of Health Sciences and Social Work.
    Jonnergård, Karin
    Växjö University, Faculty of Humanities and Social Sciences, School of Management and Economics.
    Tidens tand - att analysera förändringsprocesser i professionella grupper2009Conference paper (Other academic)
  • 2. Fritzell, Christer
    et al.
    Fritzen, Lena
    Integrativ didaktik i olika ämnesperspektiv2007Collection (editor) (Other (popular science, discussion, etc.))
  • 3.
    Fritzén, Lena
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Academic knowledge and civic competence2003Conference paper (Refereed)
  • 4.
    Fritzén, Lena
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Deliberative didactics2003Conference paper (Refereed)
  • 5.
    Fritzén, Lena
    Växjö University, Faculty of Humanities and Social Sciences, School of Education. Didaktik.
    Det engelska inspektionssystemet - en god förebild för Sverige?2006In: Skolans kontrollregim - ett kontraproduktivt system för styrning?, HLS , 2006, p. 183-Chapter in book (Other (popular science, discussion, etc.))
  • 6.
    Fritzén, Lena
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Det engelska skolsystemet – en god förebild för Sverige?2006In: Skolans kontrollregim- ett kontraproduktivt system för styrning?, Stockholm: HLS Förlag. , 2006Chapter in book (Other (popular science, discussion, etc.))
  • 7.
    Fritzén, Lena
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Handledningens pedagogiska praktik2009In: Högskolepedagogik: att vara professionell som lärare i högskolan, Stockholm: Liber , 2009, 1, p. 79-96Chapter in book (Other academic)
  • 8.
    Fritzén, Lena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Hur värnar vi om "Lillen"?2012In: Kvalitet och kollegialitet: vänbok till Leif Lindberg / [ed] Martin Stigmar & Thomas Sandstedt, Kalmar/Växjö: Linnéuniversitetet. Institutionen för pedagogik, psykologi och idrottsvetenskap , 2012, p. 21-34Chapter in book (Other academic)
  • 9.
    Fritzén, Lena
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Integrativ didaktik - en möjlig teoretisk referensram för lärarutbildningen?2007In: Integrativ didaktik i olika ämnesperspektiv., Växjö, Acta Wexionensia. Nr 111/2007. , 2007Chapter in book (Other academic)
  • 10.
    Fritzén, Lena
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Leading and learning through myth and metaphor.2007In: Mythical inspirations for organizational realities., Hampshire: Palgrave. , 2007Chapter in book (Other (popular science, discussion, etc.))
  • 11.
    Fritzén, Lena
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Ledarskap på kommunikativa grunder2006In: On the edge” – om förändringsledarskap i hälso- och sjukvård., Växjö: Acta Wexionensia Nr 97/2006. , 2006Chapter in book (Other academic)
  • 12.
    Fritzén, Lena
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Lärarutbildningens vetenskapliga samtal2008In: Att tolka pedagogikens språk - perspektiv och diskurser.: perspektiv och diskurser, Växjö, Acta Wexionensia. Nr 143/2008 , 2008Chapter in book (Other academic)
  • 13.
    Fritzén, Lena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Magnus - mästaren i manegen2012In: Vilken cirkus! I manegen med Magnus Söderström / [ed] Bengt Abrahamsson, Gunnar Berg & Bengt-Åke Gustafsson, Växjö: Linnaeus University Press, 2012, p. 39-42Chapter in book (Other (popular science, discussion, etc.))
  • 14. Fritzén, Lena
    "On the edge" - om förbättringsledarskap i hälso- och sjukvård2006Collection (editor) (Other (popular science, discussion, etc.))
  • 15.
    Fritzén, Lena
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Qualified dialogue as scientific base in teacher education2007Conference paper (Refereed)
  • 16.
    Fritzén, Lena
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Statliga inspektioner med avseende på skolans demokratiuppdrag - jämförelser mellan England och Sverige2004In: Påväg mot integrativ didaktik. Växjö: Acta Wexionensia, nr 53/2004, 2004Chapter in book (Other academic)
  • 17.
    Fritzén, Lena
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    The microsystem model as a pedagogical tool2008Conference paper (Refereed)
  • 18.
    Fritzén, Lena
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Ämneskunnande och demokratisk kompetens - en integrerad helhet?2003In: Utbildning och didaktik, Vol. 112, no 3, p. 67-88Article in journal (Refereed)
  • 19. Fritzén, Lena
    et al.
    Gerrevall, Per
    Om kunskap och demokrati i konkret skolpraktik2003In: Utbildning och demokrati, Vol. 12, no 3, p. 5-7Article in journal (Other (popular science, discussion, etc.))
  • 20.
    Fritzén, Lena
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Gustafsson, Barbro
    Växjö University, Faculty of Mathematics/Science/Technology, School of Technology and Design.
    Sustainable Development in Terms of democracy - an Educational Challenge for Teacher Education2004In: Learning to Change our World?, Lund: Studentlitteratur , 2004, p. 145-161Chapter in book (Other academic)
  • 21. Fritzén, Lena
    et al.
    Gustafsson, Barbro
    Växjö University, Faculty of Mathematics/Science/Technology, School of Technology and Design.
    Sustainable development in terms of democracy – an educational challenge for teacher education2005In: Jiaoyu cujin kechixu fazhan. Guoji yanjiu yu shijian de qushi., p. 167-174Article in journal (Refereed)
  • 22.
    Fritzén, Lena
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Gustafsson, Birgitta
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Now and Then: The Similar and the Different. Time Travels Bring Schools and Museums Together.2007In: Time Travels. Innovative and Creative Methods of Historic Enviroment Education in Modern Museums, . Tukum: Muzeological Library. , 2007Chapter in book (Other (popular science, discussion, etc.))
  • 23.
    Fritzén, Lena
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Tapola, Anna
    Linnaeus University, Faculty of Science and Engineering, School of Natural Sciences.
    Habermasian Socio-Philosophical Theories and Socio-Constructionism in Pedagogical Practice – A Theoretical DiscussionManuscript (preprint) (Other academic)
  • 24.
    Fritzén, Lena
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Tapola, Anna
    Linnaeus University, Faculty of Science and Engineering, School of Natural Sciences.
    Habermasian Socio-Philosophical Theories and Socio-Constructionism in Pedagogical Practice – A Theoretical Discussion:  2010In:  Moral and Democratic Education and its influence on the society:   / [ed] Roni Reingold, Achva College of Education, The MOFET Institute , 2010, p. 55-Conference paper (Refereed)
  • 25.
    Fritzén, Lena
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Tapola, Anna
    University of Kalmar, School of Pure and Applied Natural Sciences.
    Habermas’s Discourse Ethics in Educational Practice: EARLI SIG 13 (Moral and Democratic Education) symposium in Florina (Greece), 24–27 August.2008Conference paper (Refereed)
  • 26.
    Fritzén, Lena
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Tapola, Anna
    Linnaeus University, Faculty of Science and Engineering, School of Natural Sciences.
    The Linnaeus Project: SIG 13 Future & Vision session2011Conference paper (Other academic)
  • 27.
    Gustafsson, Birgitta
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Fritzen, Lena
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Barnkultur – kulturkonfrontation som utmanar gränser2008In: Centrum för barnkulturforskning, ISSN 0280-6061, no 40, p. 75-92Article in journal (Refereed)
  • 28.
    Gustafsson, Birgitta
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Fritzén, Lena
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Barnteater - kulturkonfrontation som utmanar gränser2008In: Centrum för barnkulturforskning., ISSN 0280-6061, no 40, p. 75-92Article in journal (Refereed)
  • 29.
    Gustafsson, Birgitta
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Fritzén, Lena
    Idag ska vi på teater. Det kan förändra ditt liv.2004Report (Other (popular science, discussion, etc.))
  • 30.
    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.

  • 31.
    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. 

  • 32.
    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)
  • 33.
    Norman, Ann-Charlott
    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.
    'Money talks': En kritisk diskursanalys av samtal om förbättringar i hälso- och sjukvård2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 2, p. 103-124Article in journal (Refereed)
    Abstract [en]

    Based on learning as taken for granted in health care quality improvement, the aim was to identify discursive patterns in practice, and to discuss how these patterns create conditions for learning. Observations of quality improvement conversations were made at a clinic and analyzed through critical discourse analysis. Four different discursive patterns were found; a market pattern, a care-for-all pattern, a medical pattern and a value pattern. The order of discourse shows that the market pattern dominates the others while money is linked to quality control. The findings also showed a balance between discourse patterns when economical incentives were absent. In other words, the professionals can handle all complex, and sometimes contradicting, quality aspects when they don’t compete about money. We discuss that market principles impact on learning in terms of displacement effects which discourages long-term sustainable improvements.

  • 34.
    Norman, Ann-Charlott
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy. Jönköping University.
    Fritzén, Lena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Andersson Gäre, Boel
    Jönköping University ; Academy for Health and Care Region Jönköping County.
    Pedagogical approaches in quality improvement coaching in healthcare: A Swedish case study of how improvement coaches approach learning in a contemporary healthcare system2015In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 1, article id 30178Article in journal (Refereed)
    Abstract [en]

    In this study we adopt a critical perspective and explore different coaching styles in quality improvement (QI) work in the provision of healthcare. Coaching has gained attention as an effective way to enhance QI in healthcare. This study investigates how coaching is realized in terms of learning: What kinds of learning ideals pervade QI coaching, and how is support for learning realized, given the prevailing conditions in a contemporary healthcare system? For the purpose of this case study, a group of coaches exchanged experiences of their pedagogic roles and the strategies that they employ, on four occasions, over a period of four months. The conversations were filmed and then analyzed, using critical discourse analysis as an analytic framework. Three parallel styles of coaching were identified, which were symbolized by (i) a pointing, (ii) a bypassing, and (iii) a guiding discourse. No persistent dominance of any one of the discourses was found, which suggests that there exists an ever-present tension between a pointing and a guiding pedagogy in the coaching activities. The findings indicate that QI coaching in healthcare is more complex than previous conceptualizations of coaching. Additionally, the findings present a new, ‘bypassing’ coaching style which the coaches themselves were not fully aware of.

  • 35.
    Norman, Ann-Charlott
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy. Hälsohögskolan i Jönköping, Jönköping Academy for Health and Welfare.
    Fritzén, Lena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Lindblad-Fridh, Marianne
    School of Health Sciences, Jönköping University.
    One Lens Missing? Clarifying the Clinical Microsystem Framework with Learning Theories2013In: Quality Management in Health Care, ISSN 1063-8628, E-ISSN 1550-5154, Vol. 22, no 2, p. 126-136Article in journal (Refereed)
    Abstract [en]

    Introduction: The clinical microsystem (CMS)approach is widely used and is perceived as helpfulin practice but, we ask the question: “Is its learningpotential sufficiently utilized?” Objectives: Toscrutinize aspects of learning within the CMSframework and to clarify the learning aspects theframework includes and thereby support theframework with the enhanced learning perspectivethat becomes visible. Methods: Literature on theCMS framework was systematically searched andselected using inclusion criteria. An analytical toolwas constructed in the form of a theoretical lensthat was used to clarify learning aspects that areassociated with the framework. Findings: Theanalysis revealed 3 learning aspects: (1) The CMSframework describes individual and social learningbut not how to adapt learning strategies forpurposes of change. (2) The metaphorical languageof how to reach a holistic health care system foreach patient has developed over time but can stillbe improved by naming social interactions totranscend organizational boundaries. (3) Powerstructures are recognized but not as a characteristicthat restricts learning due to asymmetriccommunication. Conclusion: The “lens” perspectivereveals new meanings to learning that enhance ourunderstanding of health care as a social system andprovides new practical learning strategies.

  • 36.
    Tapola, Anna
    et al.
    University of Kalmar, School of Pure and Applied Natural Sciences.
    Fritzén, Lena
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Biology, Democracy, and Morality – An Integrative Approach in Teacher Education.: EARLI  (European Association for Research on Learning and Instruction) in Amsterdam (The Netherlands), 25–29 August.2009Conference paper (Refereed)
  • 37.
    Tapola, Anna
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Natural Sciences.
    Fritzén, Lena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Fear and self-appointed superiority: Two major hindrances in education for a global networked society.: EARLI (European Association for Research on Learning and Instruction) conference in Exeter, the UK, 30 August–3 September 2011.2011Conference paper (Refereed)
  • 38.
    Tapola, Anna
    et al.
    University of Kalmar, School of Pure and Applied Natural Sciences.
    Fritzén, Lena
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Integrative Approach to Moral and Democratic Education.: EARLI SIG 13 (Moral and Democratic Education) symposium in Florina (Greece), 24–27 August.2008Conference paper (Refereed)
  • 39.
    Tapola, Anna
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Natural Sciences.
    Fritzén, Lena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    On the Integration of Moral and Democratic Education and Subject Matter Instruction2010In: Moral Courage and the Normative Professionalism of Teachers / [ed] C. Klaassen & N. Maslovaty, Rotterdam:: Sense Publishers, 2010, p. 149-174Chapter in book (Other academic)
1 - 39 of 39
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