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Bergh, A. & Wahlström, N. (2018). Conflicting goals of educational action: a study of teacher agency from a transactional realism perspective. Curriculum Journal, 29(1), 134-149
Open this publication in new window or tab >>Conflicting goals of educational action: a study of teacher agency from a transactional realism perspective
2018 (English)In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704, Vol. 29, no 1, p. 134-149Article in journal (Refereed) Published
Abstract [en]

This study focuses on the different ways in which teachers relate their situational agency and professional assignment to the national curriculum content and curriculum dilemmas. It builds theoretically on transactional realism and empirically on analyses of interviews with teachers, exploring the nature of teacher agency during the enactment of a new Swedish curriculum reform. To uphold a dual perspective of teachers’ relation to the curriculum as both collectively and individually experienced and as both an ideal and realistic–practical relation, we term the future as ‘projective experiences’, the presence as ‘practical-evaluative experiences’ and the past ‘iterational experiences’ in relation to agency. Especially, we are interested in the ‘what’ in the curriculum – what the teachers find intriguing, important or impossible and what affects how they relate to the curriculum as part of the multidimensional structures influencing their agency. This approach reveals that the crucial issue of teacher agency is related to the policy discourse on knowledge and equity as standards and the uniformity of assessment and its pedagogical consequences.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Curriculum, teacher agency, transactional realism, educational reform, Sweden
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-66248 (URN)10.1080/09585176.2017.1400449 (DOI)000432636600009 ()2-s2.0-85034733720 (Scopus ID)
Funder
Institute for Evaluation of Labour Market and Education Policy (IFAU), 166/12
Available from: 2018-03-29 Created: 2018-03-29 Last updated: 2018-06-05Bibliographically approved
Bergh, A., Arneback, E. & Tryggvason, Á. (2018). Do Teachers have a Responsibility to act when Colleagues Express Racism?. In: : . Paper presented at AERA Annual Meeting (AERA 2018), New York, USA, April 13-17, 2018.
Open this publication in new window or tab >>Do Teachers have a Responsibility to act when Colleagues Express Racism?
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-66253 (URN)
Conference
AERA Annual Meeting (AERA 2018), New York, USA, April 13-17, 2018
Available from: 2018-03-29 Created: 2018-03-29 Last updated: 2018-04-04Bibliographically approved
Bergh, A., Rosén, M. & Arneback, E. (2018). Enactment of Juridification in Education: a Theoretical Exploration. In: : . Paper presented at 46th Congress of the Nordic Educational Research Association (NERA 2018), Oslo, Norway, March 8-10, 2018.
Open this publication in new window or tab >>Enactment of Juridification in Education: a Theoretical Exploration
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-66251 (URN)
Conference
46th Congress of the Nordic Educational Research Association (NERA 2018), Oslo, Norway, March 8-10, 2018
Note

Presenterades på symposiet Juridification of Education – Challenges for School Professionals in the Enactment of Curriculum and Policy

Available from: 2018-03-29 Created: 2018-03-29 Last updated: 2018-04-04Bibliographically approved
Bergh, A. & Englund, T. (2018). How to Theoretically Understand the Relation between Curriculum Theory and Enactment Studies?. In: : . Paper presented at 46th Congress of the Nordic Educational Research Association (NERA 2018), Oslo, Norway, March 8-10, 2018.
Open this publication in new window or tab >>How to Theoretically Understand the Relation between Curriculum Theory and Enactment Studies?
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-66250 (URN)
Conference
46th Congress of the Nordic Educational Research Association (NERA 2018), Oslo, Norway, March 8-10, 2018
Note

Presenterades på symposiet Juridification of Education – Challenges for School Professionals in the Enactment of Curriculum and Policy

 

Available from: 2018-03-29 Created: 2018-03-29 Last updated: 2018-04-04Bibliographically approved
Löfdahl Hultman, A., Hildén, E. & Bergh, A. (2018). I ”larmrapportens” skugga: om undervisning och kvalitet i förskolan. In: Annica Löfdahl Hultman, Christina Ohlin-Scheller & Marie Tanner (Ed.), Berättelser: Vänbok till Héctor Pérez Prieto (pp. 57-72). Karlstad: Karlstad University
Open this publication in new window or tab >>I ”larmrapportens” skugga: om undervisning och kvalitet i förskolan
2018 (Swedish)In: Berättelser: Vänbok till Héctor Pérez Prieto / [ed] Annica Löfdahl Hultman, Christina Ohlin-Scheller & Marie Tanner, Karlstad: Karlstad University , 2018, p. 57-72Chapter in book (Refereed)
Place, publisher, year, edition, pages
Karlstad: Karlstad University, 2018
Series
Karlstad University Studies, ISSN 1403-8099 ; 2018:3
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-66249 (URN)978-91-7063-924-1 (ISBN)978-91-7063-829-9 (ISBN)
Available from: 2018-03-29 Created: 2018-03-29 Last updated: 2018-04-04Bibliographically approved
Bergh, A., Sugrue, C., Solbrekke, T. D., Sutphen, M. & Fossland, T. (2018). Leading Universities: Senior leaders’ perspectives on the contributions of academic developers?. In: : . Paper presented at 46th Congress of the Nordic Educational Research Association (NERA 2018), Oslo, Norway, March 8-10, 2018.
Open this publication in new window or tab >>Leading Universities: Senior leaders’ perspectives on the contributions of academic developers?
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2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-66252 (URN)
Conference
46th Congress of the Nordic Educational Research Association (NERA 2018), Oslo, Norway, March 8-10, 2018
Available from: 2018-03-29 Created: 2018-03-29 Last updated: 2018-04-04Bibliographically approved
Bergh, A., Löfdahl Hultman, A. & Englund, T. (2018). Local enactment of the Swedish ‘advanced teacher reform’. Journal of Curriculum Studies
Open this publication in new window or tab >>Local enactment of the Swedish ‘advanced teacher reform’
2018 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article focuses on a new form of governing that targets a selected group of teachers. Specifically, it analyses how the Swedish so-called advanced teacher reform is enacted at the local level and discusses its implications for teachers’ professionalism. The methodological approach enables a local analysis in a broader international policy context. Using characteristic elements from curriculum theory to analyse the relationship between different levels and elaborating on the linguistic turn of curriculum theory, three concepts are central in the analysis: enactment, linguistic criteria and professionalism. Empirically, the study draws on material from a two-year application process in a medium-sized municipality. The result demonstrates that the local enactment process is clearly influenced by transnational policy trends and that less allowance is made for teachers’ own experience-based knowledge in the second studied year. The linguistic analysis shows how the applicants using the ‘right concepts’ were selected to become ‘advanced teachers’. As complex and qualitative aspects disappeared from the agenda, this type of governing, with its standardized use of language, may reduce schools’ educational potential. Changes like this raise new questions about how schools can maintain and develop democratic and professional values whilst being exposed to new policy trends.

Keywords
Career reform, teacher; professionalism, governing, enactment, Sweden
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-66247 (URN)10.1080/00220272.2018.1436195 (DOI)
Available from: 2018-03-29 Created: 2018-03-29 Last updated: 2018-04-10Bibliographically approved
Bergh, A. & Englund, T. (2017). A comparative approach to how universities interpret and enact democracy and the public good. In: : . Paper presented at 45th Congress of the Nordic Educational Research Association (NERA), Copenhagen, Denmark, March 23-25, 2017.
Open this publication in new window or tab >>A comparative approach to how universities interpret and enact democracy and the public good
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-64994 (URN)
Conference
45th Congress of the Nordic Educational Research Association (NERA), Copenhagen, Denmark, March 23-25, 2017
Note

Läroplansteoretiskt symposium

Available from: 2018-02-12 Created: 2018-02-12 Last updated: 2018-03-12Bibliographically approved
Fremstad, E., Bergh, A. & Fossland, T. (2017). Development toward what?: Aims and values guiding academic developers' practices. In: : . Paper presented at 45th Congress of the Nordic Educational Research Association (NERA), Copenhagen, Denmark, March 23-25, 2017.
Open this publication in new window or tab >>Development toward what?: Aims and values guiding academic developers' practices
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-64996 (URN)
Conference
45th Congress of the Nordic Educational Research Association (NERA), Copenhagen, Denmark, March 23-25, 2017
Available from: 2018-02-12 Created: 2018-02-12 Last updated: 2018-02-13Bibliographically approved
Bergh, A., Rosén, M. & Arneback, E. (2017). Exploring a theoretical framework for understanding juridification in education. In: : . Paper presented at Nordisk läroplansteoretisk konferens, Göteborg, Sweden, November 15-16, 2017.
Open this publication in new window or tab >>Exploring a theoretical framework for understanding juridification in education
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-64990 (URN)
Conference
Nordisk läroplansteoretisk konferens, Göteborg, Sweden, November 15-16, 2017
Available from: 2018-02-12 Created: 2018-02-12 Last updated: 2018-02-13Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8409-9196

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