oru.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Publications (10 of 77) Show all publications
Fremstad, E., Bergh, A., Solbrekke, T. D. & Fossland, T. (2019). Deliberative academic development: The potential and challenge of agency. International journal for academic development
Open this publication in new window or tab >>Deliberative academic development: The potential and challenge of agency
2019 (English)In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324Article in journal (Refereed) Epub ahead of print
Abstract [en]

In this paper, we explore possibilities and challenges for deliberative academic development. Deliberative academic development refers to a practice that engages members of the university in dialogue about its purposes, ways of organizing and leading higher education, as well as teaching and learning. The paper critically analyses data from focus group interviews with academic developers from four universities within two national contexts. Combining sociological conceptualizations of agency and the framework of ‘epistemic living spaces’, the paper offers insights into challenges and opportunities for deliberative academic development, as well as a framework for studying agency in other contexts.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Agency, deliberative academic development, epistemic living spaces
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74762 (URN)10.1080/1360144X.2019.1631169 (DOI)
Projects
Formation and Competence Building of University Academic Developers
Funder
The Research Council of Norway, 971 035 854
Available from: 2019-06-20 Created: 2019-06-20 Last updated: 2019-06-25Bibliographically approved
Bergh, A., Löfdahl Hultman, A. & Englund, T. (2019). Local enactment of the Swedish ‘advanced teacher reform’. Journal of Curriculum Studies, 51(3), 326-341
Open this publication in new window or tab >>Local enactment of the Swedish ‘advanced teacher reform’
2019 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, no 3, p. 326-341Article in journal (Refereed) Published
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.

Place, publisher, year, edition, pages
Routledge, 2019
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)000464726000003 ()2-s2.0-85041900370 (Scopus ID)
Available from: 2018-03-29 Created: 2018-03-29 Last updated: 2019-06-19Bibliographically approved
Sandvoll, R., Bergh, A. & Solbrekke, T. D. (2019). Supporting the development of professional responsibility in higher education: Studying the interface between odontology and education. In: : . Paper presented at European Educational Research Association, (ECER 2019), Hamburg, Germany, September 3-6, 2019.
Open this publication in new window or tab >>Supporting the development of professional responsibility in higher education: Studying the interface between odontology and education
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
professional responsiblity, academic developers, higher education, deliberative communication
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-75850 (URN)
Conference
European Educational Research Association, (ECER 2019), Hamburg, Germany, September 3-6, 2019
Funder
The Research Council of Norway
Available from: 2019-08-23 Created: 2019-08-23 Last updated: 2019-08-23Bibliographically approved
Bergh, A. & Arneback, E. (2019). The Juridification of Teachers’ Professional Work on Knowledge and Values in School. In: Nera 2019: Education in a Globalized World: Abstract Book. Paper presented at NERA (Nordic Education Research Association), Uppsala, Sweden, 6-8 March, 2019 (pp. 821-822).
Open this publication in new window or tab >>The Juridification of Teachers’ Professional Work on Knowledge and Values in School
2019 (English)In: Nera 2019: Education in a Globalized World: Abstract Book, 2019, p. 821-822Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

How does juridification condition the teaching profession’s work with educational knowledge and values? Over the last twenty years the governance of Swedish education has radically changed. As a specific part of this transformation, the aim of this article is to investigate how juridification conditions the teaching profession’s work with educational knowledge and values as formulated in the national curriculum. The article makes use of two governing logics – the management of placement and the management of expectation – that position teachers’ assignments and possible actions in different ways. The empirical material consists of national policy texts. The analysis points to different dilemmas that result from juridification, namely that teachers are expected to shoulder a decentralized moral responsibility and at the same time be controlled against nationally formulated rights and obligations.

Keywords
Juridification, teachers professionalism, knowledge, values, school
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74763 (URN)
Conference
NERA (Nordic Education Research Association), Uppsala, Sweden, 6-8 March, 2019
Available from: 2019-06-20 Created: 2019-06-20 Last updated: 2019-06-25Bibliographically approved
Sugrue, C., Solbrekke, T. D., Bergh, A., Sutphen, M. & Fossland, T. (2019). University leaders’ talk about institutional missions and academic developers’ contributions. European Educational Research Journal (online)
Open this publication in new window or tab >>University leaders’ talk about institutional missions and academic developers’ contributions
Show others...
2019 (English)In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041Article in journal (Refereed) Epub ahead of print
Abstract [en]

There are increasing external pressures on 21st-century universities to be engines of economic recovery and growth. In this rapidly altering landscape, how university senior leaders articulate the purpose of university education and the contribution of academic developers to fulfil these education purposes is a matter of empirical interest. Senior leaders and academic developers have particular responsibilities since they impact educational quality at an institutional level. Senior leaders are responsible for orienting their institutions, giving direction to colleagues in the process, while their implicit leadership theories animate effort and interactions. Academic developers are employed to provide educational programmes for academics to develop their pedagogical competence, and are increasingly deployed by university leaders to implement new quality assurance systems. Such responsibilities strongly suggest agency and relative autonomy to forge new alliances and collaborative networks where these did not previously exist; they are simultaneously required to be leaders and followers. Consequently, the portfolios of academic developers have expanded exponentially, strategically walking a tightrope between the potentially coercive message of strategic missions and the relative autonomy of academic staff, brokering new horizons of university education in a collegial, collaborative and horizontal manner. The paper captures the dynamics of leading education in four universities: the brokering responsibilities of academic developers.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
University orientations, academic developers, implicit leadership theories, roles and responsibilities, academic development, brokering
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-75871 (URN)10.1177/1474904119866520 (DOI)
Funder
The Research Council of Norway, 247645
Available from: 2019-08-23 Created: 2019-08-23 Last updated: 2019-08-23Bibliographically approved
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. (2018). En skola som främjar eller förebygger, eller både och?. In: Eva Insulander & Staffan Selander (Ed.), Att bli lärare: (pp. 200-204). Stockholm: Liber
Open this publication in new window or tab >>En skola som främjar eller förebygger, eller både och?
2018 (Swedish)In: Att bli lärare / [ed] Eva Insulander & Staffan Selander, Stockholm: Liber , 2018, p. 200-204Chapter in book (Refereed)
Place, publisher, year, edition, pages
Stockholm: Liber, 2018
Keywords
främja, förebygga, kunskaper, värden, skola
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-71285 (URN)9789147122851 (ISBN)
Available from: 2019-01-09 Created: 2019-01-09 Last updated: 2019-01-15Bibliographically 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., Lundahl, C., Nordin, A., Sundberg, D. & Wahlström, N. (2018). Forskningssammanställning kring läroplansteori, läroplansutveckling och läroplansutvärdering. Stockholm
Open this publication in new window or tab >>Forskningssammanställning kring läroplansteori, läroplansutveckling och läroplansutvärdering
Show others...
2018 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Stockholm: , 2018. p. 79
Keywords
Läroplansteori, läroplansutveckling, läroplansutvärdering
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74791 (URN)
Note

Forskningssammanställning beställd av Skolverket.

Available from: 2019-06-26 Created: 2019-06-26 Last updated: 2019-07-25Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8409-9196

Search in DiVA

Show all publications