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  • 1.
    Ackesjö, Helena
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Lindqvist, Per
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    “Betwixt and Between”: Leisure-time Teachers and the Construction of Professional Identities2019Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, nr 6, s. 884-898Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In 2014, a newly formed group of teachers graduated from Swedish universities. In addition to their qualification as leisure-time pedagogues, their degree includes teaching practical/aesthetical subjects in compulsory school. This group of teachers thus has to relate to dual professional identities and to maintain a balance between the socially oriented leisure-time centres and a goal- and results-driven school. In this article we describe their first two years after graduation, trying to get hold of their negotiation of professional identities and orientation in the professional landscape. Results shows that the graduates try to balance own ideals and hybrid professional intentions against traditional professional identities and labour market conditions and that position in a liminal phase might be crucial for the outcome.

    Fulltekst (pdf)
    fulltext
  • 2.
    Ackesjö, Helena
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL). Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Lindqvist, Per
    Mälardalen university, Sweden.
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP). Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    De första åren i yrket: nyutexaminerade lärares upplevelser av en ny yrkesroll2020Inngår i: Fritidshemmets pedagogik i en ny tid / [ed] Björn Haglund, Jan Gustafsson Nyckel, Karin Lager, Malmö: Gleerups Utbildning AB, 2020, 1, s. 101-117Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 3.
    Ackesjö, Helena
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Lindqvist, Per
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    "Att jag kallar mig själv för lärare i fritidshem uppfattar jag skapar en viss provokation": Om de nya grundlärarna med inriktning mot arbete i fritidshem2016Inngår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1, s. 86-109Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In 2014 the first cohort of (a newly designed group of teachers) ”primary teachers with a specialization in extended school education” graduated from Swedish universities. In addition to the traditional formal qualifications as leisure pedagogues their degree also includes the competency to teach practical/aesthetical subjects in compulsory school up to year six. The newly designed teachers thus have to relate to dual professional identities and try to maintain balance between their work in the traditional socially oriented recreation centers against their teaching in a goal- and results-driven school. In this article we study a group of 40 new teachers before and after graduation, trying to get hold of how they perceive and negotiate their professional identities and how they orient themselves in the professional landscape. The results show that the graduates try to balance their own ideals and professional intentions against traditional professional identities and labor market conditions.

    Fulltekst (pdf)
    fulltext
  • 4.
    Carlsson, Rickard
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Lindqvist, Per
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Is teacher attrition a poor estimate of the value of teacher education? A Swedish case.2019Inngår i: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 42, nr 2, s. 243-257Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Far from all who complete teacher education end up working as teachers throughout their entire career. At first sight the value of teacher education, in terms of efficiency, seems to be a failure. In the present article we argue that teacher attrition, when defined as whether one is working as teacher or not, is a too blunt measure to gauge whether teacher education has been valuable. With a unique dataset, where we have detailed information on 87 Swedish teacher graduates’ working life across 23 years, we can consider whether activities and/or experiences point to an apparent use of teacher education. In conclusion, we find that in order to get informative estimates of its value it is important to consider it from different perspectives and to consider attrition related to the total working time spent in educational settings across a career rather than percentage leaving teaching after a set of years.

  • 5.
    Fonseca, Lars
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Lindqvist, Per
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Ackesjö, Helena
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Gardesten, Jens
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Herrlin, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Lärarassistenter och lärare - samarbete, arbetsdelning eller konflikt?2018Inngår i: Nordisk netværk for Professionsforskning: Magt, teknologi og mennesker – samtidige udfordringer for professionelle og borgere, 2018Konferansepaper (Fagfellevurdert)
    Abstract [sv]

    Problemställning:

    Internationella studier visar att svenska lärare ägnar mer tid åt administration och mindre åt undervisning och kompetensutveckling än lärare i andra OECD-länder (OECD, 2013). I Sverige styrs skolan offensivt med ökade inslag av granskning och kontroll, vikande PISA-resultat och en ökande lärarbrist (Bejerot m.fl., 2015; UKÄ, 2016).

    Trycket på svenska lärare är högt och skilda initiativ tas för att lärare ska kunna fokusera på "kärnuppdraget". Bland annat föreslås införandet av avlastande tjänster, lärarassistenter. Innehållet i avlastningen beskrivs emellertid på olika sätt. Introduktionen av lärarassistenter kan ses som ett försök till intern stratifiering av läraryrket, där arbetet delas upp och där delar av arbetet lämnas över till andra yrkesgrupper. Följden blir att professionella domäner behöver förhandlas, förskjutas och fördelas.

    Frågeställningar:

    -       Vilka delar av lärares arbete förväntar skolledare att redan införda avlastande tjänster skall ta över?

    -       Vilka förväntningar på önskvärda avgränsningar mellan professionella domäner beskrivs av lärarna själva?

    -       Vilka förväntningar om professionell domän för den nya yrkeskategorin lärarassistenter beskrivs i utbildningsinformation för lärarassistentutbildningar?

    -       Harmonierar dessa olika förväntningar? Finns potentiella eller redan konstaterade konfliktytor?

     

    Teoretiska utgångspunkter:

    Introduktionen av lärarassistenter i den svenska skolan medför med stor sannolikhet att skolorganisationens ekologi rubbas, att professionella rörelser uppstår och att professionella domäner förhandlas, förskjuts och fördelas. (Abbott, 1988).

     

    Ett tydliggörande av läraryrkets kärna (Lindqvist & Nordänger, 2007; Gardesten, 2016) och en nyintroducerad arbetsspecialisering kan betraktas som ett sätt att förstärka läraryrkets professionella status. Men introduktionen av nya yrkesgrupper kan lika gärna uppfattas som ett hot mot det professionella. Idén om införandet av lärarassistenter ”översätts” således på olika sätt - i olika praktiker - av olika aktörer (Czarniawska & Joerges, 1996) där uppfattningar om vad som är kärnan i lärararbetet (Gardesten, 2016; Lindqvist & Nordänger, 2007) och vad framstår som ”smutsigt” (Landahl, 2006; Hughes, 1958/1981) kan skilja sig åt.

     

    Metoder:

    -       Webb-enkät till skolledare om innehållet i 408 införda avlastande tjänster.

    -       Enkäter till 65 lärare vid tre skolor där lärarassistenter införts. Enkätfrågor om vilka arbetsuppgifter lärarna vill bli av med, vill behålla, vill tillföra respektive vill samarbete med andra yrkesprofessioner om. Uppföljande intervjuer om utfallet av arbetsfördelningen med olika professioner på de tre skolorna.

    -       Innehållsanalys av utbildningsplaner för 18 svenska lärarassistentutbildningar

    Empiriskt fält:

    Professionella domäner i skolan

  • 6.
    Fransson, Göran
    et al.
    University of Gävle, Sweden.
    Frelin, Anneli
    University of Gävle, Sweden.
    Lindqvist, Per
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Lessons Learned – Changing Times: 87 Former Teacher Graduates on their Careers During 15 Years2012Inngår i: ECER 2012, The Need for Educational Research to Champion Freedom, Education and Development for All, European Educational Research Association , 2012Konferansepaper (Fagfellevurdert)
  • 7.
    Gardesten, Jens
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Gör det någon skillnad? Universitetslärares erfarenheter av en verksamhetsintegrerad lärarutbildning.2018Inngår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, nr 2, s. 25-40Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article, some initial findings from a research project where the practice/theory relationship and collaboration between schools and universities in teacher education are studied. The purpose of the study is to highlight possible effects of a work-integrated teacher education. The empirical base are eight interviews where university teachers describe how the increased time spent in schools might influence student teachers´ performances in university courses. Are any dimensions of teacher competence developed? The answers from the university teachers are first categorized into three themes, namely knowledge of subject didactics, connections theory/practice and practice/practice and finally in relation to the student teachers as legitimate participants. The themes are thereafter related to the concepts of spectator-knowledge and participant-knowledge and to Biestas (2012) concepts: qualification, subjectification and socialization. In conclusion, findings indicate that the “work integrated profile” have potential to balance these purposes of education.

  • 8.
    Gardesten, Jens
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP). Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP). Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Herrlin, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP). Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Scenkonst eller gatuteater?: Lärares arbete i relation till struktur, organisering och yrkesgränsernas utsträckning2021Inngår i: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, nr 2, s. 148-166Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The study highlights the extension and scope of teachers’ work. Swedish teachers reflected on this before and after visiting schools in France, where “CPE-staff” alleviate teachers with different tasks. In sum, findings indicate that the extension and scope of teachers’ work can be discussed in terms of what, when and where, but also as already institutionalized or something that reshapes during negotiations on a daily basis. The findings are analyzed by the concepts of “structure” and “communitas” (Turner, 1974, 2008), highlighting how the professional boarders are dependent on patterns of structures and relationships within the school as an organization.

  • 9.
    Hegender, Henrik
    et al.
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Lindqvist, Per
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Från samspråk om lämplighet mot förhandling om skicklighet?: Bedömningssamtal i verksamhetsförlagd lärarutbildning2012Inngår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 12, nr 1-2, s. 61-79Artikkel i tidsskrift (Fagfellevurdert)
  • 10.
    Hegender, Henrik
    et al.
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Lindqvist, Per
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    The assessment of student teachers' vocational knowledge. A design experiment.2011Inngår i: Paper presented at the Conference of EERA (European Educational Research Association), Berlin., 2011Konferansepaper (Fagfellevurdert)
  • 11.
    Hegender, Henrik
    et al.
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Lindqvist, Per
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    The assessment of student teachers' vocational knowledge: A design experiment2010Inngår i: Paper presenterat vid Forskarskolan i pedagogisk bedömning:s Forsknings- och utvecklingskonferens, Stockholm, 2010Konferansepaper (Fagfellevurdert)
  • 12. Hultman, Glenn
    et al.
    Schoultz, Jan
    Wedin, Ann-Sofi
    Lindqvist, Per
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Hegender, Henrik
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Lärandet i den verksamhetsförlagda delen av lärarutbildningen: Yrkeslärande, lärlingsprocesser och handledarskap. Resultatdialog 2012, Vetenskapsrådets rapportserie, 7:20122012Rapport (Annet vitenskapelig)
  • 13.
    Lindqvist, Per
    et al.
    Mälardalen university, Sweden.
    Ackesjö, Helena
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL). Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Fonseca, Lars
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL). Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Gardesten, Jens
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP). Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Herrlin, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP). Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP). Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Klope, Eva
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP). Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Johansson, Maria
    Malmö university, Sweden.
    (Lärar)avlastande yrkesgrupper – Var går gränserna?: En studie om nya fördelningar av och förhandlingar om arbete i skolan2020Rapport (Annet vitenskapelig)
    Fulltekst (pdf)
    FULLTEXT01
  • 14.
    Lindqvist, Per
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Already elsewhere - A study of (skilled) teachers' choice to leave teaching2016Inngår i: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 54, nr February, s. 88-97Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The article presents findings from a longitudinal study (1993–2014) examining how ex-teachers, who were perceived as “skilled” during teacher training, describe their paths out of the profession and discussing the possibility of retaining or re-recruiting teachers in - or back to - the occupation. The result emphasizes teacher attrition as a process related to identity-making within the interrelation between opportunity structures and individuals' frames of reference. Findings indicate that leavers with broader frames of references and images of themselves not attuned to apprehended professional identity are more likely to leave the profession.

  • 15.
    Lindqvist, Per
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP). Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP). Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Att artikulera lärares yrkeskunnande: erfarenheter från en ostyrig e-Delphistudie2022Inngår i: Utbildningsvetenskapliga perspektiv på samverkan / [ed] Gynne, Annaliina;Jakobsson, Max;Rytzler, Johannes, Liber, 2022, s. 104-122Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 16.
    Lindqvist, Per
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Att skilja agnarna från vetet - om underkännanden i lärarutbildningens VFU2017Inngår i: Att bedöma lärarkvalitet: Skicklighet, lämplighet & kompetens / [ed] Per Gerrevall, Stockholm: Natur och kultur, 2017, 1, s. 192-211Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 17.
    Lindqvist, Per
    et al.
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Nordänger, Ulla Karin
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Att studera lärararbetets insida - grundad teori som vetenskapligt redskap2008Inngår i: Läraren i blickpunkten - olika perspektiv på lärares liv och arbete / [ed] C. Aili, U. Blossing & U. Thornberg, Stockholm: Lärarförbundets Förlag , 2008Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 18.
    Lindqvist, Per
    et al.
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Nordänger, Ulla Karin
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Better Safe than Sorry? Risk and Educational Research2006Inngår i: Educational Studies, Vol. 33, nr 1, s. 15-27Artikkel i tidsskrift (Fagfellevurdert)
  • 19.
    Lindqvist, Per
    et al.
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Nordänger, Ulla Karin
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Cheerful, silent and shy - Stories and professional images in teacher education2004Inngår i: NERA-conference, Reykjavik, 2004Konferansepaper (Annet vitenskapelig)
  • 20.
    Lindqvist, Per
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Crossroads – a longitudinal study of choises and values in teachers work trajectories, The first five years2013Konferansepaper (Fagfellevurdert)
  • 21.
    Lindqvist, Per
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Crossroads: A longitudinal study of Swedish teacher attrition. The first five years2014Inngår i: Abstracts. Teachers Matter - But How? Linnæus University, Växjö, October 23-24, 2014, 2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    A growing international trend in policy emphasizes the relationship between the competitiveness of a state and the quality of its educational system. Excellent teachers are a fundamental requirement in such reasoning and increasing efforts to provide students with such have become a challenging world-wide quest. In 2020, the Swedish educational system will, according to national statistics, lack roughly 22 000 teachers, approximately 20 % of the teaching workforce.

    The most common measure to overcome such a shortage of teachers is to try to increase recruitment into the profession. However, statistical findings also indicate that the major problem is not a shortage of teachers coming into the system. The real problem is that it appears as if many of the newly graduated choose not to go in to teaching at all or to leave after just a few years. These observations hint at a different kind of measure to remedy the shortage: It may be a more efficient strategy to put in an effort to retain and support active teachers, or to attract teachers who quit or never started teaching to return to the profession. As Richard Ingersoll has put it metaphorically, it is better to patch the holes in the bucket before trying to fill it up.

    The ambition in this presentation is to take a closer look at the holes in the bucket by presenting data from a longitudinal study of Swedish teachers. What do the holes look like? When do they occur? Is there a flow in-and-out? Can we detect possibilities to plug the leaks?

    Through a unique material consisting of mail correspondence between a group of Swedish teacher graduates and their former teacher educator - starting in 1993 - continuing for more than 15 years and followed up by additional questionnaires and interviews, we face the opportunity to follow 87 teachers during their first 20 years after graduation. The study is an attempt to fill up what has often been pointed out as a gap in research on teachers’ career trajectories - the need for qualitative longitudinal studies. Data has been collected on ten occasions. The percentage of answers is extremely high (83-100 %). The project is funded by the Swedish research council.

    In the presentation we focus on the teacher’s attrition the first five years. The teacher’s trajectories during this period are described with the help of mixing quantitative data with individual narratives. Data from the cohort has also been put in relation to general statistical overviews on teacher attrition. The analysis indicates that we should be cautious when we interpret and make use of general statistics. Teacher attrition seems to be a more non-linear and complex phenomenon than what is often presented. Drop-outs are in many cases temporary. Individuals are leaving from, but also returning to, the profession over time and their out of school experiences can in many cases be understood as individual initiatives to enhance teacher ability in the long run.

    References

    Cooper, J.M. & Alvarado, A. (2006). Preparation, recruitment and retention of teachers. UNESCO, IIEP Education policy series No. 5.

    Hammerness, K. (2008). “If You Don’t Know Where You are Going, Any Path Will Do”: The Role of Teachers’ Visions in Teacher’ career Paths. The New Educator, 4:1, pp. 1–22.

  • 22.
    Lindqvist, Per
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Detectable at first sight?: Failures in student teaching related to the idea of admission tests2013Inngår i: Creativity and Innovation in Educational Research: ECER 2013: Network 10. Teacher Education Research, European Educational Research Association , 2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This study is part of a larger research project: ”Let the right one out! -Teacher training and the induction period as gatekeepers to the teaching profession” in which the overall aim is to examine the indicators which are used to argue for a student failure, the procedures that frame such a decision and the quantity of student teachers who finally are failed in the Swedish teacher education. In the presentation the practice of failing in student teaching is linked to a current issue in Sweden: The introduction of admission tests before entering the teacher education. Based on empirical examples - nine cases of failures - the following issues are discussed: Do the examples contain possibilities to detect insufficient teacher quality “at first sight”, that is before the student has entered the program? Can knowledge of such possibilities facilitate the selection of future teacher students? If so, how?

    The Swedish teacher education has, like many others, been criticized for not sufficiently enough “separate the wheat from the chaft”, i.e. to reject students who are not suitable for the profession. In response to this criticism, the Swedish government has proposed that admission tests should be (re-)introduced. These tests shall, in accordance to the Government's proposal, measure “teaching ability - not opinions or behavior”. The question is how "teaching ability" can be distinguished from “opinions and behavior" and what qualities such an admission test can detect? A re-introduction of alternative selection instruments raises both the question of how such an instrument can be constructed and sharpened and the question of what is actually meant by "teacher quality". What qualities can be detected at first sight, and what qualities can/must be improved through training?

    Admission testing in teacher education goes back several hundred years in Sweden. Up until the 1970s – when the tests were abandoned – the objective was to sort out "mature" and "healthy" teachers with a "pleasant personality" (Sjoberg, 2006). In 1977 the responsibility for assessing the students’ quality, to function as a gatekeeper, was consigned to the teacher education. Both Swedish and international research (Hegender 2010; Raths & Lyman, 2003; Goodwin & Oyler, 2008) show that this gatekeeping function is unclear and complex. These studies found that poor quality is relatively easy to detect but that the assessment often has a formative character and that barriers that are set up tend to be diffuse and local. It shows that the practice of failure is complicated, time-consuming and troublesome ant that the process often assumes the guise of “counseling out” rather than to be characterized of a distinct summative assessment (Goodwin & Oyler, 2008).

    Method

    All the known cases of failures in student teaching, during one semester at one university, were followed up. We interviewed the supervisors, the visiting teachers from the university and the administrators who handled the cases. Furthermore we gathered all the documentation on the cases concerned. Based on comparisons between indicators in the different cases categories have been formed and relevant themes have been generated. The result does not contain coherent case histories. Information from a specific case are to be found under several themes (multi-case report, see Yin, 2006). The aim is not to portray the different students; it is to try to create a synthesis of lessons learned from the different cases in order to develop knowledge around the questions at issue. The design is flexible and theory-generating (Robson, 2007, Glaser & Strauss, 1967). Processing of the data has been guided by the relationship between the initial questions (What indicates insufficient teacher quality? When is it detected?) and the problems surrounding what an admission test can measure ("ability, opinions or behavior").

    Expected Outcomes

    The cases can be categorized into two groups: Those who won’t be fit to teach and those who might be fit to teach. Crucial for the sorting was experiences of hope for development. Even if the informants do not take the word "hopeless" in their mouths, their expectations on that the students in the first group will be able to develop the necessary qualities and skills are low. On the other hand, those who “might be fit to teach” show a certain degree of talent and the prospect of acquiring the necessary skills/qualities. Although there are gaps in knowledge there "is hope." The main difference between the two groups is the point of time when the deficiencies are detected. In the first group this happens immediately, while for the group that might fit a pedagogical situation is required to spotlight their shortcomings. The second major difference between the groups concerns the indicators of deficiency. The results are discussed in relation to previous studies (Knudsen & Turley, 2000; Duffy Hardicre, 2007; Leshem, 2012, Riner & Jones, 1993; Sudzina & Knowles, 1993) and in relation to the problematic area of admission tests.

    References

    Duffy, K. & Hardicre, J. (2007). Supporting failing students in practice 1: assessment. Nursing Times; 103: 47, 28-29. Glaser, B. & Strauss, A. (1967) The discovery of grounded theory. Mill Valley, CA: Sociology Press Goodwin, A. L. & Oyler, C. (2008). Teacher educators as gatekeepers. Deciding who is ready to teach. I M. Cochran-Smith, S. Feiman-Nemser, & D. J. McIntyre (Red.). Handbook of Research on Teacher Education (ss. 468-489). New York: Routledge. Hegender, H. (2010). The assessment of student teachers’ academic and professional knowledge in school-based teacher education. Scandinavian Journal of Educational Research, Vol 54, No 2. s. 151-171. Knudson, R. & Turley, S. (2000). University Supervisors and At-Risk Student Teachers. Journal of Research and Development in Education, Vol 33, No. 3, pp. 175-186 Leshem, S. (2012). The group interview Experience as a Tool for Admission to Teacher Education. Education Research International. Volume 2012. Article ID 876764, 8 pages Raths, J., & Lyman, F. (2003). Summative evaluation of student teachers: An enduring problem. Journal of Teacher Education, 54(3), 206-216 Riner, P.S. & Jones, W. P. (1993). The reality of failure: Two case studies in student teaching. Teacher Education and Practice. Vol 9, No 1 pp 39-48. Sjöberg, M. (2006). Prövad-granskad-godkänd. Till det goda lärarskapets och lärarutbildningens historia. I Sjöberg (Red) ”Goda lärare” Läraridentiteter och lärararbete i förändring.Skapande Vetande, nr 49. Linköpings universitet. Sudzina, M.R. & Knowles, J. G. (1993). Personal, Professional and Contextual Circumstances of Student Teachers Who “Fail” : Setting a Course for Understanding Failure in Teacher Education. Journal of Teacher Education. Vol 44, No 4 pp 254-262. Yin, R. (2006). Case Study Methods. In J.L. Green m.fl. (Eds.) Handbook of complementary methods in education research. London:Lawrence Erlbaum.

  • 23.
    Lindqvist, Per
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Detectable at First Sight?: Failures in Student Teaching Related to the Idea of Admission Tests2013Inngår i: ECER 2013, Creativity and Innovation in Educational Research: Network:10. Teacher Education Research, 2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This study is part of a larger research project: ”Let the right one out! -Teacher training and the induction period as gatekeepers to the teaching profession” in which the overall aim is to examine the indicators which are used to argue for a student failure, the procedures that frame such a decision and the quantity of student teachers who finally are failed in the Swedish teacher education. In the presentation the practice of failing in student teaching is linked to a current issue in Sweden: The introduction of admission tests before entering the teacher education. Based on empirical examples - nine cases of failures - the following issues are discussed: Do the examples contain possibilities to detect insufficient teacher quality “at first sight”, that is before the student has entered the program? Can knowledge of such possibilities facilitate the selection of future teacher students? If so, how?

    The Swedish teacher education has, like many others, been criticized for not sufficiently enough “separate the wheat from the chaft”, i.e. to reject students who are not suitable for the profession. In response to this criticism, the Swedish government has proposed that admission tests should be (re-)introduced. These tests shall, in accordance to the Government's proposal, measure “teaching ability - not opinions or behavior”. The question is how "teaching ability" can be distinguished from “opinions and behavior" and what qualities such an admission test can detect? A re-introduction of alternative selection instruments raises both the question of how such an instrument can be constructed and sharpened and the question of what is actually meant by "teacher quality". What qualities can be detected at first sight, and what qualities can/must be improved through training?

    Admission testing in teacher education goes back several hundred years in Sweden. Up until the 1970s – when the tests were abandoned – the objective was to sort out "mature" and "healthy" teachers with a "pleasant personality" (Sjoberg, 2006). In 1977 the responsibility for assessing the students’ quality, to function as a gatekeeper, was consigned to the teacher education. Both Swedish and international research (Hegender 2010; Raths & Lyman, 2003; Goodwin & Oyler, 2008) show that this gatekeeping function is unclear and complex. These studies found that poor quality is relatively easy to detect but that the assessment often has a formative character and that barriers that are set up tend to be diffuse and local. It shows that the practice of failure is complicated, time-consuming and troublesome ant that the process often assumes the guise of “counseling out” rather than to be characterized of a distinct summative assessment (Goodwin & Oyler, 2008).

    Method

    All the known cases of failures in student teaching, during one semester at one university, were followed up. We interviewed the supervisors, the visiting teachers from the university and the administrators who handled the cases. Furthermore we gathered all the documentation on the cases concerned. Based on comparisons between indicators in the different cases categories have been formed and relevant themes have been generated. The result does not contain coherent case histories. Information from a specific case are to be found under several themes (multi-case report, see Yin, 2006). The aim is not to portray the different students; it is to try to create a synthesis of lessons learned from the different cases in order to develop knowledge around the questions at issue. The design is flexible and theory-generating (Robson, 2007, Glaser & Strauss, 1967). Processing of the data has been guided by the relationship between the initial questions (What indicates insufficient teacher quality? When is it detected?) and the problems surrounding what an admission test can measure ("ability, opinions or behavior").

    Expected Outcomes

    The cases can be categorized into two groups: Those who won’t be fit to teach and those who might be fit to teach. Crucial for the sorting was experiences of hope for development. Even if the informants do not take the word "hopeless" in their mouths, their expectations on that the students in the first group will be able to develop the necessary qualities and skills are low. On the other hand, those who “might be fit to teach” show a certain degree of talent and the prospect of acquiring the necessary skills/qualities. Although there are gaps in knowledge there "is hope." The main difference between the two groups is the point of time when the deficiencies are detected. In the first group this happens immediately, while for the group that might fit a pedagogical situation is required to spotlight their shortcomings. The second major difference between the groups concerns the indicators of deficiency. The results are discussed in relation to previous studies (Knudsen & Turley, 2000; Duffy Hardicre, 2007; Leshem, 2012, Riner & Jones, 1993; Sudzina & Knowles, 1993) and in relation to the problematic area of admission tests.

    References

    Duffy, K. & Hardicre, J. (2007). Supporting failing students in practice 1: assessment. Nursing Times; 103: 47, 28-29. Glaser, B. & Strauss, A. (1967) The discovery of grounded theory. Mill Valley, CA: Sociology Press Goodwin, A. L. & Oyler, C. (2008). Teacher educators as gatekeepers. Deciding who is ready to teach. I M. Cochran-Smith, S. Feiman-Nemser, & D. J. McIntyre (Red.). Handbook of Research on Teacher Education (ss. 468-489). New York: Routledge. Hegender, H. (2010). The assessment of student teachers’ academic and professional knowledge in school-based teacher education. Scandinavian Journal of Educational Research, Vol 54, No 2. s. 151-171. Knudson, R. & Turley, S. (2000). University Supervisors and At-Risk Student Teachers. Journal of Research and Development in Education, Vol 33, No. 3, pp. 175-186 Leshem, S. (2012). The group interview Experience as a Tool for Admission to Teacher Education. Education Research International. Volume 2012. Article ID 876764, 8 pages Raths, J., & Lyman, F. (2003). Summative evaluation of student teachers: An enduring problem. Journal of Teacher Education, 54(3), 206-216 Riner, P.S. & Jones, W. P. (1993). The reality of failure: Two case studies in student teaching. Teacher Education and Practice. Vol 9, No 1 pp 39-48. Sjöberg, M. (2006). Prövad-granskad-godkänd. Till det goda lärarskapets och lärarutbildningens historia. I Sjöberg (Red) ”Goda lärare” Läraridentiteter och lärararbete i förändring.Skapande Vetande, nr 49. Linköpings universitet. Sudzina, M.R. & Knowles, J. G. (1993). Personal, Professional and Contextual Circumstances of Student Teachers Who “Fail” : Setting a Course for Understanding Failure in Teacher Education. Journal of Teacher Education. Vol 44, No 4 pp 254-262. Yin, R. (2006). Case Study Methods. In J.L. Green m.fl. (Eds.) Handbook of complementary methods in education research. London:Lawrence Erlbaum.

  • 24.
    Lindqvist, Per
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    En gång lärare alltid lärare2018Inngår i: Pedagogiska Magasinet, ISSN 1401-3320, nr 21 september, s. 4Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Lärare trivs och stannar länge i yrket. Möjlighet till variation, vidareutbildning och tillfälliga pauser är ofta avgörande. Det visar en studie av lärare under ett kvarts sekel.

  • 25.
    Lindqvist, Per
    et al.
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Encounters in metaphors: Connecting the bridgeheads of teachers´practical knowledge and professional language2010Inngår i: International Journal of Pedagogies and Learning, ISSN 1833-4105, Vol. 6, nr 1, s. 49-61Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The article discusses the possibility of bridging the gap between the personal and contextual practical knowledge of teachers on the one hand and presumptive generic teacher knowledge on the other. Within the framework of two research projects and with the help of several different methods, data concerning the practical knowledge of teachers have been collected. To begin with, data are related to Martin Buber’s theories regarding experience as insight. Teachers’ will and ability to be present in the classroom, their desire to realize a relationship, is suggested to be a crucial part of their practical knowledge. The article furthermore emphasizes the way teachers use metaphors to describe the core of their knowledge. The article discusses how these ways of talking about practice can contribute to professional development. The use of “living metaphors” highlights such a possibility.

  • 26.
    Lindqvist, Per
    et al.
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Nordänger, Ulla Karin
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Experiences and expressions. The core of teachers' competence - and how they talk about it2008Inngår i: Presentation at the international conference of education, Athens, 2008Konferansepaper (Fagfellevurdert)
  • 27.
    Lindqvist, Per
    et al.
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Nordänger, Ulla Karin
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Finding ways of articulating teachers' practical knowledge2008Inngår i: American Educational Research Conference, New York, 2008Konferansepaper (Fagfellevurdert)
  • 28.
    Lindqvist, Per
    et al.
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Nordänger, Ulla Karin
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    För säkerhets skull - en studie av lärararbetet i risksamhället2009Inngår i: Presentation vid konferensen Gränssättning inom och utanför professioner, Malmö, 2009Konferansepaper (Fagfellevurdert)
  • 29.
    Lindqvist, Per
    et al.
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Guide för handledning och bedömning Verksamhetsförlagd utbildning, Grundlärarutbildningen2011Rapport (Annet (populærvitenskap, debatt, mm))
  • 30.
    Lindqvist, Per
    et al.
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Guide för handledning och bedömning Verksamhetsförlagd utbildning,Förskollärarutbildningen. 2011Rapport (Annet (populærvitenskap, debatt, mm))
  • 31.
    Lindqvist, Per
    et al.
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Learning within the schoolbased parts of teacher education - a study of practical knowing and supervising2011Inngår i: Paper presented at the conference of Nordic Stucies on Educational Research, Jyväskylä, 2011Konferansepaper (Fagfellevurdert)
  • 32.
    Lindqvist, Per
    et al.
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Nordänger, Ulla Karin
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Lost in translation - Kan lärares praktiska kunnande översättas till professionellt språk?2007Inngår i: Konferens FoU i Praksis, Trondheim, Trondheim, 2007Konferansepaper (Fagfellevurdert)
  • 33.
    Lindqvist, Per
    et al.
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Nordänger, Ulla Karin
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    "Lost in translation?": Om lärares praktiska yrkeskunnande och professionella språk2007Inngår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 12, nr 3, s. 177-193Artikkel i tidsskrift (Fagfellevurdert)
  • 34.
    Lindqvist, Per
    et al.
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Nordänger, Ulla Karin
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Lärande i riskzonen: konturer av ett obrukat forskningsfält2007Inngår i: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 14, nr 1, s. 59-75Artikkel i tidsskrift (Fagfellevurdert)
  • 35.
    Lindqvist, Per
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Lärares förväntningar på yrket 1993-2013: På väg mot en uppdelad lärarkår?2016Inngår i: Professionerna i mötet mellan kunskapssamhället och granskningssamhället: Förändrade villkor och nutida utmaningar. NORDPRO-konferensen 2016, Lund, 27-28 oktober, 2016, 2016Konferansepaper (Fagfellevurdert)
  • 36.
    Lindqvist, Per
    et al.
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Nordänger, Ulla Karin
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Lärares osynliga arbete.: Skolmästarkonst i ett nytt århundrade2004Rapport (Annet vitenskapelig)
  • 37.
    Lindqvist, Per
    et al.
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Nordänger, Ulla Karin
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Lärarstudenter - "I want you to want me". Ett bildspel om vilka som söker sig till lärarutbildningen2003Annet (Annet (populærvitenskap, debatt, mm))
  • 38.
    Lindqvist, Per
    et al.
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Nordänger, Ulla Karin
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Lärarstudenter. Skolmästarkonst i ett nytt århundrade2004Rapport (Annet vitenskapelig)
  • 39.
    Lindqvist, Per
    et al.
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Mellan försiktighetsprinciper och kreativitetsmod. Lärares arbete som balansakt i risk- och granskningssamhället.2011Inngår i: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 31, nr 3, s. 180-193Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article deals with how the risk- and audit society encourages the creation of new strategies for coping in the daily work of Swedish teachers. With the help of empirical excerpts from documents and focus group interviews we provide examples of how the mediation of «safe school» images is performed and how preventive measures in order to avoid future blame are established. We depict this as strategies of assurance and insurance. The results of a survey show that teachers withdraw from «risky» parts of the professional domain. When considering an action teachers seem to balance the risk of attracting blame against the didactic potential and in this act of balance, the latter seem to fall short.

  • 40.
    Lindqvist, Per
    et al.
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Nordänger, Ulla Karin
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    (Mis-?) using the E-Delphi method. An Attempt to Articulate Practical Knowledge of Teaching2007Inngår i: Journal of Research Methods and Methodological Issues, Vol. 1, nr 1Artikkel i tidsskrift (Fagfellevurdert)
  • 41.
    Lindqvist, Per
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Notions of discretionary power. Images over time2018Inngår i: Teacher Education & Practice, ISSN 0890-6459, Vol. 31, nr 3, s. 404-422Artikkel i tidsskrift (Fagfellevurdert)
  • 42.
    Lindqvist, Per
    et al.
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Nordänger, Ulla Karin
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Preventiva och promotiva strategier i risksamhällets skola - 8000 år av erfarenhet2009Rapport (Annet vitenskapelig)
  • 43.
    Lindqvist, Per
    et al.
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Nordänger, Ulla Karin
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Relations between teachers' practical knowledge and professional language2008Inngår i: American Educational Research Conference, New York, 2008Konferansepaper (Fagfellevurdert)
  • 44.
    Lindqvist, Per
    et al.
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Nordänger, Ulla Karin
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Relocation - A way of recruiting new groups of students into teacher education?2004Inngår i: NERA-Conference (Nordic Educational Researc Association), Reykjavik, 2004Konferansepaper (Annet vitenskapelig)
  • 45.
    Lindqvist, Per
    et al.
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Nordänger, Ulla Karin
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    School-staging and back-watching – teachers’ strategies in risk-concious shools2009Inngår i: Paper presented at the conference of Europeans Sociological Association, Lisboa, 2009Konferansepaper (Fagfellevurdert)
  • 46.
    Lindqvist, Per
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    "Separating the wheat from the chaff" - failures in the practice based parts of swedish teacher education2018Inngår i: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 17, nr 1, s. 83-103Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The present case study is part of a larger project where the overall ambition is to understand how an organization, through its way of arguing for the failures in student teaching, at the same time constitutes what is accepted as sufficient teacher quality. The article examines the students short comings from the supervisors and teacher educators perspectives. The analysis shows that the indicators of failure include passivity and rigidity, lack of posture, social timing and selfawareness. The indicators can be categorized into two groups of failures, "those that are of too light weight" and "those carrying some weight". Critical for the categorization was the time for the discovery of the short comings as well as the assessors' experiences of hope for development. The result is then set in relation to the on-going discussion in Sweden about the possibility of introducing an aptitude test before admission to teacher education.

  • 47.
    Lindqvist, Per
    et al.
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Sharpening the practial sight - a way of enhancing quality in student teacher practice2011Inngår i: Paper presented at the conference of European Educational Research Association, Berlin, 2011Konferansepaper (Fagfellevurdert)
  • 48.
    Lindqvist, Per
    et al.
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Sharpening the practical sight: a way of enhancing quality in student teachers practce?2011Inngår i: European Educational Research Association (ECER) 2011, Urban Education, Berlin, European Educational Research Association , 2011Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Is it possible to enhance the teacher students’ quality of learning in the school based periods of teacher education by providing the supervising mentors with a sharpened ability to notice, discuss and articulate their own practical knowing? Results from one of our previous projects show that the sharpening of such abilities can provide tools for shared generic knowledge amongst teachers, but can it also enhance the mentoring quality or the possibilities of transferring practical knowledge to new members of the profession? And does such consciousness- raising lead to an increased ability to assess the students practical knowing? Results from a design experiment where we - in collaboration with field mentors - have studied these questions will be at the center of the presentation. The project is funded by the Swedish Research Council.

    The current study takes it point of departure in the results from a previous project where the central questions dealt with teachers’ practical knowing, mainly the possibilities of expressing it. But also the possibilities and impractabilities of transferring and translating this type of knowledge from the practice based periods into academia. Something essential seem to be lost in these efforts, the specific qualities of practical knowing become “lost in translation” (Lindqvist & Nordänger, 2007a; Lindqvist & Nordänger 2010). In teacher education the concepts of theory and practice are often used as if they were two completely separated phenomena, located to separate phases in the education, but relationships between them are of course more complex. Teacher education can neither be seen as divided into “theoretical” and “practical” sections, nor as “one practice”. Instead you have to perceive it as consisting of a whole lot of “practices” (Wenger, 1998 ) – placed on university campus as well as in the schools and preschools and sometimes overlapping the physical and sequencial placing. These practices hold partly differing perspectives concerning what teachers’ professional skills are (and are supposed to be), they draw their arguments from different knowledge areas and they use different languages to present them. In this theoretical perspective the student becomes a traveler between practices, a broker in different forms of knowledge by moving across this landscape. The intended integration of “theoretical” and “practical” knowledge comes to existence within the students and in their sense of growing professional integrity (Rogers & Scott, 2008).

    One way of qualifying teacher education and enhancing the possibilities of the travelers’ integration of “theory” and “practice” would – in this perspective - be to qualify each of the practices on their own terms and then let them meet as equally qualifying experiences within the student.

  • 49.
    Lindqvist, Per
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Should I stay or should I go (or should I return)?: A longitudinal  study of teacher drop-outs2014Inngår i: Abstracts. NERA 42nd Congress, Education for Sustainable Development, N 19. Teachers' work and teacher education, Parallell sessions 5, 2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Through a unique material consisting of mail correspondence between a group of Swedish teacher graduates and their former teacher educator - starting in 1993 - continuing for more than 15 years and followed up by additional questionnaires and interviews, we face the opportunity to follow 87 teachers during their first 20 years after graduation. The study is an attempt to fill up what has often been pointed out as a gap in research on teachers’ career trajectories - the need for qualitative longitudinal studies. Data has been collected on nine occasions. The percentage of answers is extremely high (83-100 %). The project is funded by the Swedish research council.

    In the presentation we focus on the teacher’s attrition the first five years. The teacher’s trajectories during this period are described with the help of mixing quantitative data with individual narratives. Data from the cohort has also been put in relation to general statistical overviews on teacher attrition. The analysis indicates that we should be cautious when we interpret and make use of general statistics. Teacher attrition seems to be a more non-linear and complex phenomenon than what is often presented. Drop-outs are in many cases temporary. Individuals are leaving from, but also returning to, the profession over time and their out of school experiences can in many cases be understood as individual initiatives to enhance teacher ability in the long run.

  • 50.
    Lindqvist, Per
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP). Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Nordänger, Ulla Karin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP). Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Stayers: In the long run: A comparative study of retention in two Swedish teacher generations2022Inngår i: The Palgrave Handbook of Teacher Educaton Research / [ed] Ian Menter, London: Palgrave Macmillan, 2022, s. 121-142Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    With support of data from longitudinal studies of two generations of teacher cohorts, this chapter seeks to contribute to the discussion on teacher shortages, teacher attrition, and the (re) recruitment of teachers. The following questions are highlighted: How much of their working life do individuals devote to their work as a teacher, within the school system and in the educational system as a whole? How do they view their future prospects as a teacher? To what extent are statements about future career development translated into actual action? Do the generations differ in any of the aspects described above, and if so in what ways?

    The results of the studies show, firstly, that the horizons of expectations for action of different teacher generations do not differ significantly. The majority of teachers in both cohorts consider their future teaching careers in a positive light. Secondly, expressed intentions of leaving the profession do not seem to be realized to the extent that they are pronounced. Despite predictions of future attrition, most teachers remain in the profession. Over time, we also see that those who leave the profession remain in the school world. In other words, the effectiveness of teacher education can be seen as relatively good.

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