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  • 1.
    Gardesten, Jens
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Fonseca, Lars
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Att hantera lärarbristen: Erfarenheter från skolor som anställt heltidsmentorer2019Ingår i: Educare - Vetenskapliga skrifter, ISSN 1653-1868, nr 3, s. 34-48Artikel i tidskrift (Refereegranskat)
  • 2.
    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 Identities2019Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, nr 6, s. 884-898Artikel i tidskrift (Refereegranskat)
    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.

  • 3.
    Ackesjö, Helena
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Borde svenska lärare bli mer franska?: En essä med reflektioner över lärararbetets gränser, structure och communitas2019Ingår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 24, nr 2, s. 70-83Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [sv]

    I denna essä diskuteras lärarprofessionens gränser. Bakgrunden hämtas ifrån att allt fler larmrapporter om sjukskrivna lärare, den hotande lärarbristen och lärares upplevt minskade  handlingsutrymme  når  oss.  Lärare  har  fått  ett  utsträckt  uppdrag  och  diskussioner förs om hur professionen kan avlastas. I essän jämförs exempel från den svenska  skolan  med  exempel  från  den  franska.  Avsikten  är  föra  en  kontrasterande  och  teoretisk  diskussion  om  lärarprofessionens  gränser.  I  beskrivningarna  används  teorier  om  communitas  och  structure  som  förklaringsmodeller  för  skolan  som  system. Inom communitas betraktas alla individer för vilka de är; här faller rang, titlar och formalia bort. Communitas baseras istället på närhet, intimitet och känslor. Alla har huvudrollen och är lika viktiga. Inom structure är förhållandet det motsatta. Här uppträder människorna i förhållande till och i enlighet med regler och rutiner på en spelplan.  Inom  structure  synliggörs  skillnader  och  hierarkier  och  man  uppträder  formellt och i överensstämmelse med olika roller, vilka har väldefinierade positioner på spelplanen. Det är värt att reflektera över hur de olika teoretiska strukturerna kan inspireras  av  varandra  i  syfte  att  avlasta  lärarna  en  del  av  det  utsträckta  uppdraget.  Vad händer om man tydligare skiljer på spelplanerna hem och skola samt rollerna elev, lärare  och vårdnadshavare?  Avslutningsvis  förs  en  diskussion  om  ifall  stärkta  gränser  skulle kunna leda till avlastning av lärare, och möjligen också till ökad auktoritet och professionalitet.

  • 4.
    Ackesjö, Helena
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Den nya professionen i fritidshemmet – en diskussion om mellanrummets hybriditet.2019Ingår i: Lärarprofession i en tid av förändringar. : Konferensvolym från den tredje nationella ämneskonferensen i pedagogisktarbete / [ed] E. Reimers, M. Harling, I. Henning Loeb & K. Rönnerman, Göteborg: Göteborgs universitet, 2019, s. 45-64Kapitel i bok, del av antologi (Refereegranskat)
  • 5.
    Fonseca, Lars
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Gustafsson, Barbro
    "Det ger ju en legitimitet till utbildningen": Lärarstudenternas synpunkter på lämplighetsprövningen2019Ingår i: Lämplighetsbedömning inför antagning till lärarutbildningen: Erfarenheter från Linnéuniversitetets försöksverksamhet / [ed] Lars Fonseca, Per Gerrevall & Barbro Gustafsson, Växjö: Linnaeus University Press, 2019, 1, s. 129-142Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 6.
    Gardesten, Jens
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Does it make any difference? University teachers’ experiences of work-integrated teacher education.2019Konferensbidrag (Refereegranskat)
  • 7.
    Fonseca, Lars
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Forskning om lämplighetsbedömning2019Ingår i: Lämplighetsbedömning inför antagning till lärarutbildningen: Erfarenheter från Linnéuniversitetets försöksverksamhet / [ed] Lars Fonseca, Per Gerrevall & Barbro Gustafsson, Växjö: Linnaeus University Press, 2019, 1, s. 15-30Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 8.
    Perselli, Ann-Katrin
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Hörnell, Assar
    Fritidspedagogers förståelse av det kompletterande uppdraget.2019Ingår i: Barn. Forskning om barn og barndom i Norden, ISSN 2535-5449, Vol. 37, nr 1, s. 63-79Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    I denna artikel presenteras en kvalitativ studie med syfte att analysera och beskriva fritidspedagogers förståelse för hur fritidshem och dess verksamhet kompletterar skolan i Sverige. Studien baseras på skriftliga kommentarssvar i en nationell webbenkät som 2013 skickades till fritidspedagoger vid svenska fritidshem. Analys och tolkning av enkätsvaren genomfördes med en kvalitativ ansats och innehållsanalys som metod. Som stöd under analysarbetet användes NVivo 10. Analysen genererade fyra kategorier som beskriver fritidspedagogers förståelser för fritidshemmets kompletteringsuppdrag: Att samverka, Att arbeta i klass, Att praktiskt tillämpa och Att erbjuda det skolan saknar. Studien visar att det finns olika förståelser av uppdragets innebörd. Dessa kan knytas till uppfattningar om fritidspedagogernas profession och handlingsutrymme.

  • 9.
    Hedlin, Maria
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Åberg, Magnus
    Karlstads universitet, Sweden.
    Johansson, Caroline
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Fun guy and possible perpetrator: an interview study of how men are positioned within early childhood education and care2019Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 10, nr 2, s. 95-115Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Many countries call for more men to be teachers in early childhood education and care (ECEC). In Sweden, the issue has been discussed since the early 1970s, but despite these discussions there is little Swedish research that examines the notions and expectations associated with male teachers. International research has found that perceptions of men in ECEC can be very ambivalent and that physical contact between the male educator and children is a sensitive issue. By focusing on the interaction between educators and children, the purpose of this study is to investigate gender-specific beliefs about male preschool teachers. The empirical material consists of interviews with 50 informants. Of these, 17 are men and 33 are women. The results show that “the fun guy” and “the possible perpetrator” are two gender-specific positions that male informants are subjected to. The article discusses how men take up and resist the two positions, and argues for the need to further challenge gendered stereotypes in preschools.

  • 10.
    Ackesjö, Helena
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Persson, Sven
    Malmö universitet.
    Lago, Lina
    Linköpings Universitet.
    Förskoleklassen i en brytningstid. Konsekvenser av positionsförskjutningar i ett reformerat utbildningslandskap.2019Konferensbidrag (Refereegranskat)
    Abstract [sv]

    2016 tillkom ett nytt läroplanskapitel för förskoleklassen. 2018 blev förskoleklassen obligatorisk när skolstartsåldern sänktes och skolplikt för sexåringarna infördes. 2019 införs en åtgärdsgaranti för tidiga insatser, vilket bland annat innebär obligatorisk kartläggning av alla sexåringars kunskaper. Förändringarna i läroplanen indikerar att förskoleklassen befinner sig i en brytningstid - en tid av positionsförskjutning i det svenska utbildningslandskapet från en tydligt lek- och förskoleorienterad till en mer kunskapsorienterad och skolförberedande verksamhet.

    I projektet undersöker vi betydelsen av denna positionsförskjutning och vilka konsekvenser förändringarna får för lärares och skolledares förståelse av uppdraget samt för den pedagogiska praktiken och undervisningen. Teoretiskt belyser projektet konsekvenserna av positionsförskjutningen genom att analysera aspekter av och förändringar i undervisningen som policyhändelser. Mer specifikt ställer vi teoretiska frågor om hur policy blir pedagogisk praktik, samtidigt som den pedagogiska praktiken formerar nya innebörder av policy.

    Betydelsen av att söka kunskap om konsekvenser av förskoleklassens positionsförskjutning i det svenska utbildningsväsendet är både empirisk och teoretisk. Empiriskt behövs ny kunskap om en delvis marginaliserad skolforms verksamhet i ett utbildningspolitiskt gränsland under stark förändring. Teoretiskt behöver vi förstå hur policy och pedagogisk praktik påverkar varandra ömsesidigt som en del av en historisk utbildningspolitik process. Projektet baseras på policyetnografi vilket innebär en bred ansats med flera olika metoder; bland annat intervjuer, observationer och dokumentanalys.

  • 11.
    Herrlin, Katarina
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Frank, Elisabeth
    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).
    Förskoleklassens didaktik: Möjligheter och utmaningar2019 (uppl. 2)Bok (Övrig (populärvetenskap, debatt, mm))
  • 12.
    Ackesjö, Helena
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Persson, Sven
    Malmö Universitet.
    Lago, Lina
    Linköpings Universitet.
    Images of the child in the educational landscape.2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    This study is a part of a research project, which aims to analyse consequences of educational policy change in Sweden. The overall policy change in Sweden is related to economy (Heckman 2000), to increase quality in education and to qualify children for further studies (Riddersporre & Persson, 2010). These changes are related to a global knowledge economy that enhances education for the youngest (Persson, 2010). Policies can be seen as narratives about progress and salvation, about ‘finding the better life’ and about ‘making’ the new citizen through schooling (Lindblad & Popkewitz, 2004). The descriptions of the child in the selected policy documents has therefore been analysed from the point of view of creating a new citizen as well as good education for children using Biesta’s (2009) concepts of subjectification and qualification. In this study, focus is to examine descriptions of the child, the school start, school readiness and mandatory school attendance through analysing national policy documents from 1940-2017. Even if document analysis includes limited ethical issues, the results may implicate consequences in educational practice. The most prominent and recurring description of the child is school ready child vs the immature child. Descriptions of power and control over children and the obedient and silenced child appears in almost all policy texts. The process of learnification in an individual performative school culture is an overarching and still standing theme. Societal ideas of children and how these are expressed in policy can be assumed to influence educational practice.

  • 13.
    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.2019Ingår i: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 42, nr 2, s. 243-257Artikel i tidskrift (Refereegranskat)
    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.

  • 14.
    Ree, Marianne
    et al.
    University of Stavanger, Norway.
    Emilson, Anette
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Participation in communities in ECEC expressed in child-educator interactions2019Ingår i: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, s. 1-12Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study is to contribute to knowledge about children’s opportunities to participate in early childhood education and care (ECEC) communities. The study focuses on the communication between educators and children in ECEC settings and how the communication forms condition children’s opportunities to participate in the community. The research questions are: What kind of communication patterns occur in educator and child interactions and how do these influence children’s opportunities to participate in the ECEC community? How can the communication patterns and the opportunities for participation in a community be understood from a lifeworld and a system perspective? Theoretically, the study is based on Habermas’s (1995) social philosophical perspective and the way he views the world from both a lifeworld and a system perspective. His concepts of communicative and strategic action guide the study in the purpose to identify and interpret communication patterns. The data consist of video observations of educators and children in everyday interactions in three Norwegian ECEC institutions. The analysis generated three main categories representing different communication patterns and participation opportunities in the community: (a) controlling communication – limited participation, (b) supportive communication – passive participation, and (c) co-operative communication – mutual participation. The findings show a priority in early childhood education on the individual child and a goal-oriented practice where the educator controls the communication and, by that, the children’s lifeworlds.

  • 15.
    Hedlin, Maria
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Åberg, Magnus
    Karlstad University, Sweden.
    Principle or dialogue: preschool directors speak about how they handle parents’ suspicions towards men2019Ingår i: Power and Education, ISSN 1757-7438, E-ISSN 1757-7438, Vol. 11, nr 1, s. 85-95Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Caring for children and teaching the youngest students have a strong historical connection to women and femininity. The few men working within early childhood education and care occupy an ambivalent position. On the one hand, they often receive a positive reception in preschools; on the other, they are also met with mistrust and suspicion. The suspicion often comes from parents, and their views have come to bear increasing importance. Preschool directors who have men on their staff thus have a dilemma to manage: they must listen to parents’ views at the same time as they have a personnel responsibility towards all their employees. The purpose of the present study is to describe and analyse how preschool directors reason about the parental suspicion and concern that male educators can encounter because they are men. The empirical material consists of interviews with 10 preschool directors (five women and five men). The study shows that preschool directors experience that parents want male personnel to refrain from performing certain tasks in the preschool. Some of the directors take a principle-based approach and emphasise that men and women should carry out the same work duties. Other directors maintain a dialogue-based approach, focusing on conducting a dialogue with concerned parents.

  • 16.
    Ackesjö, Helena
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Persson, Sven
    malmö universitet.
    Lago, Lina
    Linköpings universitet.
    The Swedish preschool class in times of policy change.2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    The aim of the research project is to analyse policy changes concerning the Swedish preschool class. The preschool class for six years old children is described as a transition zone between preschool and school (Ackesjö and Persson, 2016. Teachers construct an educational position for the preschool class that is influenced by both the social-pedagogical and the academic school traditions (Lago, 2014). New institutionalism and policy enactment theory are used to understand how teachers adapt, interpret and transform policy to a local educational context (Czarniawska, 2005; Powell & DiMaggio, 1991). Recontextualisation is a key concept in the policy enactment theory to analyse how teachers do policy (Ball et al., 2012). Theories of professionalisation processes are used to understand the importance of professional recognition and jurisdiction. This is a longitudinal policy ethnographic study over four years (2018-2021). The main methods are document analyses and interviews with teachers and principals. All respondents are guaranteed confidentiality and anonymity. They are free to leave the project at any time. On policy level, the term ‘schoolarisation’ describes a positional shift for the preschool class in the education system. Parallel processes of re-contextualisation are initiated when new curriculum is confronted with the teachers interpretations of their assignment. Teachers express a recognition in terms of a societal trust in the teaching they conduct. The study implicates that there is no linear relation between new policy and educational practice, instead policy is re-contextualised in relation to local organisation and teachers´ beliefs.

  • 17.
    Ackesjö, Helena
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Transitions as a two-way window: separation and adjustment in transitions through the eyes of children starting school.2019Ingår i: Listening to children’s advice about starting school and school age care / [ed] Sue Dockett, Johanna Einarsdottir, Bob Perry, New York and Abingdon: Routledge, 2019, 1, s. 42-54Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    When children make a transition to a new arena - a new school form or a new school house - they need not only adapt and adjust to the new context. The transition also involves a separation from the old. By this, a transition becomes a two-way window; a simultaneous process of adjustment and separation. This simultaneous process involves implications for practice. All teachers have a responsibility in enabling the transition process for the children, by helping them not only to adjust to the new but also to disengage from the old context. How can priming events in transition work in both directions? How can teachers be active in children’s disengagement and separation processes? These are questions this chapter address. The chapter has a practical focus and is building on children’s voices and narratives about the transition from preschool to school in Sweden. Special focus is put on children's separation processes since this is an area that seldom is in focus when discussing about or working with children’s transition.

  • 18.
    Fonseca, Lars
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    UHR:s utvärdering av försöksversamheten2019Ingår i: Lämplighetsbedömning inför antagning till lärarutbildningen: Erfarenheter från Linnéuniversitetets försöksverksamhet / [ed] Lars Fonseca, Per Gerrevall & Barbro Gustafsson, Växjö: Linnaeus University Press, 2019, 1, s. 155-174Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 19.
    Emilson, Anette
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    A dual perspective and a communicative approach to values education in preschool2018Ingår i: Values Education in Early Childhood Settings: concepts, approaches and practices / [ed] Johansson, Eva, Emilson, Anette, Puroila, Anna-Maija, Cham: Springer Publishing Company, 2018, s. 55-67Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    The overall aim of this chapter is to outline and discuss the use of Jürgen Habermas’ theory in a Nordic participatory research project about values education in early childhood education and care. Two main issues are in the forefront. One issue is of an ontological character and concerns the choice of Habermas’ theory to explore values education. The borrowed concepts, for example, lifeworld and system, are presented and problematized in relation to how they have been applied in the Nordic project. Another issue is of an epistemological and methodological character and refers to the relationship between theory, method and findings when investigating values. The emphasis is on the theoretical impact on data constructions and the conclusions that can possibly be drawn. By highlighting both opportunities and limitations in the use of Habermas’ theory in the research on values education in early childhood education and care (ECEC), this chapter can assist readers in their own research considerations. Another contribution is the theoretical contextualization of the ECEC practice, showing the utility of the theory for understanding a pedagogical practice and also the utility of empirical analyses for developing the theory.

  • 20.
    Johansson, Caroline
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Hedlin, Maria
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Åberg, Magnus
    Karlstad University.
    A touch of touch: Preschool teacher education students' reflections about physical touch2018Ingår i: Issues in educational research, ISSN 0313-7155, E-ISSN 1837-6290, Vol. 28, nr 4, s. 953-966Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    International research has shown that several countries have adopted a cautious attitude towards physical touch between educators and children. Physical touch in preschool is a sensitive and difficult issue that requires preschool teacher education to address the question in a considerate and thoughtful manner. Nevertheless, the question of how students are prepared for the touch that is part of an educational environment with children has only been investigated to a limited extent. The aim of the present study is therefore to study how students perceive that the question of touch is handled in Swedish preschool teacher education. Data was collected through surveys (N = 204) and through semi-structured interviews with students and graduates in preschool teacher education. The results show that the informants felt that their interests and needs were not met. Instead, they were forced to take their own responsibility for raising the issue. To the extent that discussions about physical contact were addressed in education, it was primarily negative aspects that were raised. The results are discussed, for instance from a gender perspective. The men in the program are more affected by the lack of a clear place for touch in the program.

  • 21.
    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).
    Gardesten, Jens
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Fonseca, Lars
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Ackesjö, Helena
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Herrlin, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Alleviation or obstruction?: Teachers, teacher assistants and negotiations on professional domains2018Konferensbidrag (Refereegranskat)
  • 22.
    Wernholm, Marina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Children´s shared experiences of participating in digital communities2018Ingår i: Nordic Journal of Digital Literacy, ISSN 1891-943X, E-ISSN 1891-943X, Vol. 13, nr 4, s. 38-55Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study is to gain knowledge about children’s participation in digital communities and to develop a model that can be used as a tool for practitioners. The research question guiding the study is: What kind of participation emerges from children’s shared experiences when engaging in digital communities? Lave and Wenger’s theory about communities of practice, and their notion of legitimate peripheral participation, are used. The data consist of nine individual interviews with children. Through nexus analysis, four different kinds of participation are identified: friendship-driven, interest-driven, knowledge-driven and performance-driven. The study generates an empirical model that can be used for interpreting and understanding children’s participation. The main findings are significant aspects of participation, linked to friendship, the connection between digital cultures, learning, literacy, identity and performativity, democratic implications and practices in constant change.

  • 23.
    Sellbjer, Stefan
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    En tsunami av verb: om fakta och färdigheter i det svenska utbildningsystemet2018Ingår i: Skola & samhälle, E-ISSN 2001-6727, nr 31 maj, s. 2Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Är det ordning och reda i det svenska utbildningssystemet vad gäller relationen mellan fakta och färdigheter. Svaret är nej, enligt Stefan Sellbjer.

  • 24.
    Nordänger, Ulla Karin
    et al.
    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).
    Strandberg, Camilla
    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).
    Bredmar, Anna-Carin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    En verksamhetsintegrerad lärarutbildning - möjligheter och utmaningar2018Konferensbidrag (Refereegranskat)
  • 25.
    Lago, Lina
    et al.
    Linköpings University.
    Ackesjö, Helena
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Persson, Sven
    Malmö University.
    Erkännandets dynamik - förskoleklasslärarestolkningar av ny läroplanstext2018Ingår i: Educare - Vetenskapliga skrifter, ISSN 1653-1868, nr 1, s. 7-25Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Swedish preschool class got its first specific curriculum in 2016. Because of this,

    the preschool class can be said to face change where existing practice meets

    new policy. This study aims to analyse how teachers in preschool classes do

    policy during this time of change by studying how teachers in preschool class

    relate the new curriculum to existing practice. New institutionalism, theory of

    professionalism and policy enactment theory are used to understand this. The

    data used are conversations with teachers at three different schools. The re

    sults show that parallel processes of recontextualisation are initiated when

    new curriculum is confronted with the teachers interpretations of their as

    signment, i.e. a simultaneous process of adaptation and change of existing

    pedagogical practice take place. Teachers interpret the new curriculum and

    relate to it as a whole. They express a recognition in terms of a societal trust in

    the teaching they conduct. Even though the teachers express that the new

    curriculum gives them trust, professional exclusivity and legitimacy, they also

    interpret it as a recognition of things they want to change in the educational

    practice. It is through this recognition that the teachers interpret and do policy.

    The article discusses a shift of the position of the preschool class in the educa

    tional system.

  • 26.
    Hedlin, Maria
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Åberg, Magnus
    Karlstad university.
    Fussy girls and chattering women: The construct and subordination of femininity in preschool teacher training2018Ingår i: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 188, nr 2, s. 220-230Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In Sweden, as in Western countries generally, most preschool teachers are women. This fact sometimes leads to the assumption that preschools are “feminine”, and that this might be bad for boys. We challenge this assumption. Using a gender critical approach we have studied preschool student teachers. “Femininity” might be used as a rhetorical and demeaning stereotype by them. Women and femininity however, are not interchangeable concepts. Failure to acknowledge this can pave the way for subtle sexism against girls and women. Our argument is supported by ethnographic observations and interviews with student teachers. By means of a Foucauldian genealogical analysis we uncover the conditions of possibility for two long-lasting feminine stereotypes. One stereotype argues that young girls should never fuss. The other claims that women are chattering gossipers. Our study shows that these archaic notions persist in Swedish preschool teacher training, despite its long tradition of work for gender equality.

  • 27.
    Hedlin, Maria
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    För och mot könskvoteringen till förskollärarutbildningen: Argument i tidskriften Förskolan 1970-19812018Ingår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, nr 1-2, s. 127-146Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    I den här studien undersöks de diskussioner som fördes i den fackliga tidskriften Förskolan för och mot det kvoteringsförfarande som användes för att ge fördelar till manliga sökanden till den svenska förskollärarutbildningen 1971-1980. Forskningsfrågorna är följande: Vilka argument anfördes i diskussionerna? På vilket sätt kan dessa argument sägas utmana eller reproducera den ojämlika relationen mellan kvinnor och män? Tidskriften i sin helhet har granskats och analyserats med avseende på argument oavsett om uttalandet kommer från förbundsledningen, en insändarskribent, någon som intervjuas i ett reportage. Argumenten för kvoteringsförfarandet är: För att uppnå högre värden, Kompensation för mäns frånvaro samt Män är bättre förskollärare än kvinnor. Argumenten mot förfarandet är: Könskvoteringen befäster förlegat tänkande och Män och kvinnor ska komma in på lika villkor. Endast ettav samtliga argument utmanar den ojämlika relationen mellan kvinnor och män. Det är: Män och kvinnor ska komma in på lika villkor, vilket innebär att en kvinnlig kvalificerad sökande inte ska behöva stå tillbaka för en mindre kvalificerad man.

  • 28.
    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.2018Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, nr 2, s. 25-40Artikel i tidskrift (Refereegranskat)
    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.

  • 29.
    Sellbjer, Stefan
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    “Have you read my comments? It is not noticeable. Change!”: An analysis of feedback given to students who have failed examinations.2018Ingår i: Assessment & Evaluation in Higher Education, ISSN 0260-2938, E-ISSN 1469-297X, Vol. 43, nr 2, s. 163-174Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim is to examine what characterizes feedback regarding the group of students who receive the most comments compared to the rest of the students, all failing at least one task. Could it be that teachers comment differently on the most underperforming students? Menade du: En brist i tidigare studier har varit att Till skillnad från flertalet studier kring feedback bygger studien på ett större

    The empirical material consists of feedback handed out to students following a teacher training programme and is examined on the basis of a descriptive analytical investigation.  The analysis is based on four methods: the type of errors made, the number of times a student makes the same mistake, what kind of feedback was provided, and ‘de-motivational’ comments. One result is that underperforming students receive more feedback on their choice of relevant literature and on the qualification of the answer. Another result is that they receive substantially more ‘de-motivational’ ones as well as a higher proportion of the most negative and disparaging comments. A recommendation for further research is to separate feedback that is related to the qualities of the students’ work from what characterizes the teacher’s comments whatever aspect of the work is being commented on.

  • 30.
    Sellbjer, Stefan
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Kunskapskrav för superbarn?2018Ingår i: Skola & Samhälle, E-ISSN 2001-6727, nr 26 Februari, s. 2Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 31.
    Sellbjer, Stefan
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Replik på kommentarer om kunskapskrav2018Ingår i: Skola & Samhälle, E-ISSN 2001-6727, nr 26 Februari, s. 2Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 32.
    Emilson, Anette
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Tacit Discipline in Early Childhood Education2018Ingår i: Values Education in Early Childhood Settings: concepts, approaches and practices / [ed] Eva Johansson, Anette Emilson, Anna-Maija Puroila, Cham: Springer Publishing Company, 2018, s. 265-279Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This chapter highlights and problematizes tacit discipline in early childhood education. Based on findings from a Nordic project about values and values education, two issues concerning discipline are outlined and discussed. The first issue refers to the findings that discipline is negatively viewed and also neglected in the educators’ talk about values education. This is discussed in relation to what this might mean for the communication of discipline in educational practice. The second issue is related to the finding that the communication of discipline is often of a friendly and implicit character, in which children are treated as rational subjects. This raises questions about the relationship between discipline and democracy, which is discussed from the perspective of Habermas’ theory about communicative action. The discussion covers both the need of discipline in a democratic society and the risk of a colonization of the life world if discipline gets too much space. By highlighting both the opportunities and the limitations of tacit discipline in early childhood education, the chapter contributes to a nuanced and multifaceted picture of how discipline and power structures between educators and children can take place in early childhood education.

  • 33.
    Emilson, Anette
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Johansson, Eva
    University of Stavanger, Norway.
    Values in Nordic early childhood education: democracy and the child’s perspective2018Ingår i: International Handbook of Early Childhood Education / [ed] Marilyn Fleer, Bert van Oers, Springer, 2018, Vol. 1, s. 929-954Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    The aim of this chapter is to outline and discuss the development of Nordic research on democracy in the field of early childhood education and care (ECEC). We will show how research over a relatively short time has altered from normative and political arguments for democracy in ECEC via an interest in how to implement and operationalize democratic ideas into practice, leading towards a more critical approach addressing complexity to democracy. Through this process a new concept of democracy connected with shared life and pluralism appears to emerge. Communication becomes important. In turn, ambiguity and even conflicting ideas appears to be accepted as a base for democracy.

  • 34.
    Ackesjö, Helena
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Children’s Play and Teacher’s Playful Teaching: A Discussion about Play in the Preschool Class2017Ingår i: British Journal of Education, Society & Behavioural Science, ISSN 2278-0998, Vol. 19, nr 4, s. 1-13, artikel-id BJESBS.31653Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, the play used in preschool class education is discussed. On the one hand, research has shown that there seems to be a positional shift towards a more academic and schoolpreparatory positioning of the preschool class education. On the other hand, this is still a voluntary school form that shall be based on preschool traditions and play. In addition, research has shown that there actually is a weak emphasis on care provision and play in this educational practice. There is also a lack of knowledge about how play is used and conditioned. The purpose for this study is therefore to analyze the play used in preschool class education. Data for the study is extracted from an 11 months ethnographic case study and the original empirical material consists of 1013 minutes of recorded film in addition to 224 A4-pages of field notes constructed during one year in one preschool class. Examples of common, ordinary and recurring play situations during the school year were selected from this material. Inspired by qualitative content analysis the selected play situations were joined together in three different categories: 1) The optional play, 1) The cultural play, and 3) The educational play. In line with previous research, the results show that play in preschool classes never is “free”. Rather, it is conditioned and framed by the teachers (present or not present); children are committed to play in a certain way and a certain time. In addition, there is a future perspective in the use of play. Playing activities seems often to be closely linked to educational goals.

  • 35.
    Ackesjö, Helena
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Berggren, Jonas
    Kalmar Municipality.
    Dahl, Marianne
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Ellborg, Katarina
    Linnéuniversitetet, Ekonomihögskolan (FEH), Institutionen för organisation och entreprenörskap (OE).
    Per-Ola, Friman
    Kalmar Municipality.
    Kari, Koskenkorva
    Kalmar Municipality.
    Entreprenöriell fritidspedagogik: att bygga handlingskraft, mod, självtillit och motivation2017 (uppl. 1)Bok (Övrigt vetenskapligt)
  • 36.
    Ackesjö, Helena
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Fritidshemmet som en kontinuitetsskapande arena2017Ingår i: Barns övergångar: Förskola, förskoleklass, fritidshem, grundsärskola och grundskola / [ed] Anne Lillvist och Jenny Wilder, Lund: Studentlitteratur AB, 2017, 1, s. 99-116Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 37.
    Ackesjö, Helena
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Persson, Sven
    Malmö university.
    Förskoleklassen bortom bron.: Innehåll, mål och mening i undervisningen.2017Ingår i: Barns övergångar: Förskola, förskoleklass, fritidshem, grundsärskola och grundskola. / [ed] Anne Lillvist och Jenny Wilder, Lund: Studentlitteratur AB, 2017, 1, s. 79-98Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 38.
    Hedlin, Maria
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Head Teachers, Women and Hesitation to Discuss Gender Issues.2017Ingår i: Open Journal of Social Sciences, E-ISSN 2327-5960, Vol. 5, nr 6, s. 238-250Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this paper is to explore how a group of Swedish head teachers approaches the importance of gender issues in terms of their work. The empirical material is from so-called “research circles”, which were part of a gender equality project conducted in southern Sweden. A research circle is similar to a focus group interview. The group, which consists of eight women who were head teachers within compulsory education, met on six occasions. The results show that the women initially expressed strong hesitation about whether discussing gender issues in relation to the role of head teacher was beneficial at all. The entire gender equality project was called into question by the suggestion that the connection between head teacher and gender implied a weakening of women. However, examples of gender playing a role within educational settings were increasingly noted. By highlighting female head teachers’ ambivalence towards discussing issues related to gender and gender equality, this paper contributes to the discussion about why these issues do not occupy a stronger position within schools. Also, the female head teachers’ hesitation and ambivalence are connected to the decline in status of the head teacher profession due to the restructuring of education, for which women in educational leadership in Sweden have been blamed.

  • 39.
    Klope, Eva
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Lärande identiteter i frisörutbildningen2017Ingår i: Yrkesdidaktikens mångfald / [ed] Andreas Fejes, Viveca Lindberg & Gun-Britt Wärvik, Stockholm: Lärarförlaget , 2017, s. 229-242Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 40.
    Gardesten, Jens
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Lärarkvalitetens nödvändiga grund2017Ingår i: Att bedöma lärarkvalitet: Skicklighet, lämplighet & kompetens / [ed] Per Gerrevall, Stockholm: Natur och kultur, 2017, 1, s. 77-90Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 41.
    Sellbjer, Stefan
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Meaning in constant flow: University teachers’ understanding of examination tasks2017Ingår i: Assessment & Evaluation in Higher Education, ISSN 0260-2938, E-ISSN 1469-297X, Vol. 42, nr 2, s. 182-194Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Effective feedback presupposes that students understand the task on which feedback is given. But what about the teachers formulating and assessing the task? Do they always understand it as intended? And if so, feedback on what? The purpose of this study is to examine how university teachers individually understand tasks distributed to students. Does interpretation differ if the teachers themselves try to solve the task, discuss the solution with other teachers, as well as trying to formulate better versions of the task? The theoretical framework rests upon a hermeneutic understanding of reality. There is thereby reason to doubt the possibility of information transfer and the understanding of feedback as a strict rational process. The empirical material is collected in connection with a development work and sections where the participants expressed uncertainty considering the interpretation of the task were transcribed. The empirical material shows that teachers interpret a task somewhat differently when examining it more carefully, on their own and together with other teachers. It also shows that the same teacher vacillate in his/her interpretation of a task when examined more thoroughly. Consequently feedback given to students also differs. The drift of meaning is probably quite minor, but still noteworthy.

  • 42.
    Ackesjö, Helena
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Parents' Emotional and Academic Attitudes Towards Children's Transition to Preschool Class: Dimensions of School Readiness and Continuity2017Ingår i: Families and Transition to School / [ed] Sue Dockett, Wilfried Griebel, Bob Perry, Springer Publishing Company, 2017, 1, s. 147-162Kapitel i bok, del av antologi (Refereegranskat)
  • 43.
    Gardesten, Jens
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Room for productive failures? Gatekeeping versus learning during teacher education.2017Konferensbidrag (Refereegranskat)
  • 44.
    Sellbjer, Stefan
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Underkännandets praktik i lärarutbildningens kärna2017Ingår i: Att bedöma lärarkvalitet: Skicklighet, lämplighet & kompetens / [ed] Per Gerrevall, Stockholm: Natur och kultur, 2017, 1, s. 212-230Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 45.
    Emilson, Anette
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Young children's educational practice in Swedish preschool in relation to Habermas' philosophical perspective2017Ingår i: Habermas and Social Research: Between theory and method / [ed] Mark Murphy, Routledge, 2017, s. 156-171Kapitel i bok, del av antologi (Refereegranskat)
  • 46.
    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 teaching2016Ingår i: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 54, nr February, s. 88-97Artikel i tidskrift (Refereegranskat)
    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.

  • 47.
    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 fritidshem2016Ingår i: Educare - Vetenskapliga skrifter, ISSN 1653-1868, nr 1, s. 86-109Artikel i tidskrift (Refereegranskat)
    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.

  • 48.
    Johansson, Eva
    et al.
    University of Stavanger, Norway.
    Emilson, Anette
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Conflicts and resistance: Potentials for democracy learning in preschool2016Ingår i: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 24, nr 1, s. 19-35Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The study aims to develop knowledge about learning for democracy in ECEC, through investigating acts of resistance in conflicts and examine these as potentials for democracy learning. The study is informed by Mouffe’s theoretical ideas about conflicts as a prerequisite for democracy. The research questions are: What kind of conflicts can be identified in everyday interactions in preschool? How do children and teachers express and maintain resistance in conflicts? What potentials for democracy learning are there in such acts? Data consist of video observations of interactions in four Swedish preschools. The analyses of the interactions comprised various readings to identify expressions of conflicts and ways to communicate resistance. Ethical considerations were paramount to ensure that the studies met the ethical requirements. Identified conflicts are described in terms of qualities of space: (a) Space for diversity illustrates openness for different opinions to be articulated and heard: (b) Space for unity illustrates how alliance building and authority create conditions and restrictions for opinions to be articulated, heard and/or neglected. Playfulness, courage and emotions are important traits for resistance and both agonism and antagonism appear to be at play. The conflicts identified offer both possibilities and obstacles in learning for democracy.

  • 49.
    Gardesten, Jens
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    "Den nödvändiga grunden": underkännanden och erkännanden under lärarutbildningens verksamhetsförlagda delar2016Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    The thesis builds on how contemporary policy documents express an interest in gatekeeping and in controlling teacher competence, for instance in the form of aptitude tests before teacher education or during practicum in teacher education. The thesis is hence characterised by a general interest in teacher competence and what in the governmental official report SOU 2008:109 is referred to as “the essential basis” in terms of teacher competence – a metaphor that serves as a key notion in the thesis. By analysing interviews and surveys from teacher educators who have been involved in failing student teachers during practicum, the aim is to identify what is considered to be the content of this essential basis. The results indicate that the essential basis contains communicative and relational aspects of teaching, about the ability to take space (oneself) and make space (for others). The most fundamental part is however the ability to assume adult responsibility and maturity in relation to children/pupils in pre-school/school. This is described as an important initial value for teacher education and a desirable ”baseline” for those starting a teacher education. However, informants describe how it is possible within teacher education to work in multiple ways with students who need to learn how to distinctly take space (themselves), in order to then assume a more active role in teaching and in the interaction with children or adolescents. An approach based on a theory of recognition and the concept of social visibility (Heidegren, 2009) is used in this part of the analysis, in order to understand the informants’ description of what usually happens when student teachers develop this essential teacher ability. The interpretation is also backed by Polanyi’s theory on tacit knowledge (1962; 1966/2013). Moreover, findings indicate that the “gate” sometimes opens, even though teacher educators doubt whether the student teacher has developed an essential basis or not. An argument for this is that school is a workplace that ”cleans out rather briskly”, as one supervisor puts it, and school is ”not an easy environment to hold on to”. In brief, school itself is regarded to be an active gatekeeper after teacher education. This might explain the tendency to sometimes pass rather than to fail during teacher education. Therefore the thesis suggests and discusses that teacher education from the very beginning pursue what can be characterised as a “pedagogy of honesty”.

     

  • 50.
    Emilson, Anette
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Folkesson, Anne-Mari
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Moqvist-Lindberg, Ingeborg
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Gender Beliefs and Embedded Gendered Values in Preschool2016Ingår i: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 48, nr 2, s. 225-240Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study is to explore practitioners' gender beliefs and how gendered values are embedded in Swedish preschool practice. The research question is: What beliefs about gender and the associated values, can be identified in practitioners' talk when they discuss gender issues? The study is informed by Bronwyn Davies' theoretical ideas that gender is socially constructed and her concepts of category maintenance and transgression are discussed. Data were analysed from 10 semistructured group interviews with practitioners in eight Swedish preschools. A content analysis was conducted that identified two main categories of beliefs, duality and gender-neutral beliefs. Primarily, the practitioners believed in gender neutrality whereby preschool is an arena in which traditional gendered behaviour are not promoted. However, value dilemmas embedded in the practitioners' gender beliefs also emerged. One dilemma concerned ideas that gender is primarily a social construction versus ideas that gender is determined by biology. Another dilemma was related to the implementation of curriculum goals whereby, on one hand, practitioners struggled to influence children not to subscribe to gendered stereotypes and to promote gender equality and, on the other hand, to take the child's perspective into account but work to influence non-gendered participation. Additionally, while boys were encouraged to embrace femininity, girls were paradoxically encouraged to reject femininity. It remains important to research values about gender in preschool education and to increase practitioners' awareness of their gendered practices in classrooms.

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