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Publications (10 of 156) Show all publications
Bergh, A. & Englund, T. (2018). Higher Education Between Public and Private Good. In: : . Paper presented at The European Conference on Educational Research (ECER 2018), Bolzano, Italy, September 3-7, 2018.
Open this publication in new window or tab >>Higher Education Between Public and Private Good
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
Public good, private good, higher education
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-68934 (URN)
Conference
The European Conference on Educational Research (ECER 2018), Bolzano, Italy, September 3-7, 2018
Available from: 2018-09-14 Created: 2018-09-14 Last updated: 2018-09-17Bibliographically 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
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.

Place, publisher, year, edition, pages
Routledge, 2018
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: 2018-09-14Bibliographically 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
Arneback, E., Englund, T. & Solbrekke, T. D. (2017). Achieving a professional identity through writing. Education Inquiry, 8(4), 284-298
Open this publication in new window or tab >>Achieving a professional identity through writing
2017 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, no 4, p. 284-298Article in journal (Refereed) Published
Abstract [en]

In what way might writing of different kinds contribute to the development of a professional identity? By analytically distinguishing three discourses of communication, everyday, professional and academic, applied to three preschool student teachers’ conceptions of writing during their education and in their initial phase at work as preschool teachers, we attempt to understand the role of writing in their development of professional identities. What we have found is that the professional discourse which all three have achieved is something each of them creates and develops in very different forms. Their independent final projects show that all three have a mastery of academic discourse, but only in exceptional cases do they make use of that discourse in contexts other than this specific piece of work and to some extent earlier papers written as part of their teacher education. However, judging from our interviews and their responses to our questions, it seems as if they have acquired modes of expression quite close to an academic discourse, but have primarily developed and use different variants of a professional discourse. This professional discourse also seems to be an important element in their development of a professional identity.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
preschool teacher education, professional identity, academic writing, longitudinal study
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-63526 (URN)10.1080/20004508.2017.1380489 (DOI)
Projects
Kampen om texten (VR)
Available from: 2017-12-21 Created: 2017-12-21 Last updated: 2017-12-22Bibliographically approved
Arneback, E., Englund, T. & Solbrekke, T. D. (2017). Achieving a professional identity through writing. In: : . Paper presented at 45th Congress of the Nordic Educational Research Association (NERA), Copenhagen, Denmark, March 23-25, 2017. Universitetsforlaget
Open this publication in new window or tab >>Achieving a professional identity through writing
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Universitetsforlaget, 2017
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-64497 (URN)
Conference
45th Congress of the Nordic Educational Research Association (NERA), Copenhagen, Denmark, March 23-25, 2017
Note

UPublishing of papers are planned for 2018-04 in Nordic Studies in Education, Vol 38

Available from: 2018-01-24 Created: 2018-01-24 Last updated: 2018-03-12Bibliographically approved
Arneback, E., Englund, T. & Solbrekke, T. D. (2017). Att skriva sig till professionell identitet - tre förskollärarstudenter (1ed.). In: Per-Olof Erixson & Olle Josephson (Ed.), Kampen om texten: examensarbetet i lärarutbildningen (pp. 55-79). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Att skriva sig till professionell identitet - tre förskollärarstudenter
2017 (Swedish)In: Kampen om texten: examensarbetet i lärarutbildningen / [ed] Per-Olof Erixson & Olle Josephson, Lund: Studentlitteratur AB, 2017, 1, p. 55-79Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017 Edition: 1
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-61915 (URN)978-91-44-11930-4 (ISBN)
Projects
Kampen om texten (VR)
Available from: 2017-10-23 Created: 2017-10-23 Last updated: 2017-12-22Bibliographically approved
Arneback, E. & Englund, T. (2017). Diskurserna - talet om studenters skrivande i lärarutbildningen (1ed.). In: Per-Olof Erixon & Olle Josephson (Ed.), Kampen om texten: examensarbetet i lärarutbildningen (pp. 211-226). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Diskurserna - talet om studenters skrivande i lärarutbildningen
2017 (Swedish)In: Kampen om texten: examensarbetet i lärarutbildningen / [ed] Per-Olof Erixon & Olle Josephson, Lund: Studentlitteratur AB, 2017, 1, p. 211-226Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017 Edition: 1
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-61916 (URN)978-91-44-11930-4 (ISBN)
Projects
Kampen om texten (VR)
Available from: 2017-10-23 Created: 2017-10-23 Last updated: 2017-12-22Bibliographically approved
Bergh, A., Englund, T. & Löfdahl Hultman, A. (2017). Local enactment of the Swedish national "advanced teacher reform". In: : . Paper presented at AERA 2017 Annual Meeting, Knowledge to Action, Achieving the Promise of Equal Educational Opportunity, San Antonio, Texas, USA, April 27 - May 1, 2017.
Open this publication in new window or tab >>Local enactment of the Swedish national "advanced teacher reform"
2017 (English)Conference paper, Published paper (Refereed)
Abstract [en]

In the last decades great efforts have been made in many countries to build education systems that are hoped to enable raised quality, expressed in terms of better learning outcomes and higher goal achievement. One of the most highlighted keys for this development is the crucial role of the teacher expressed in international educational policy documents like ‘Teachers matter’ and ‘Nothing beats a good teacher’ (OECD 2005, 2009, 2011; National Agency for Education 2010). To analyze how those intentions are interpreted and enacted by different local, public and private educational actors, this paper will investigate how one country, Sweden, has decided on a career reform for teachers and specifically how this is enacted at a local level.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-64993 (URN)
Conference
AERA 2017 Annual Meeting, Knowledge to Action, Achieving the Promise of Equal Educational Opportunity, San Antonio, Texas, USA, April 27 - May 1, 2017
Available from: 2018-02-12 Created: 2018-02-12 Last updated: 2018-02-13Bibliographically approved
Bergh, A., Löfdahl Hultman, A. & Englund, T. (2017). Local enactment of the Swedish national 'advanced teacher reform'. In: : . Paper presented at Teachers matter – but where, when, and why?, Kalmar, Sweden, May 17-18, 2017.
Open this publication in new window or tab >>Local enactment of the Swedish national 'advanced teacher reform'
2017 (English)Conference paper, Published paper (Refereed)
Abstract [en]

The overriding aim with this paper is to study how the Swedish advanced teacher reform is enacted at a local level. More specifically, we have chosen to study the local process of application over the period of a few years in a middle-sized Swedish municipality. By regarding the linguistic dimension of the reform, analyses of the language used will contribute to illuminate tensions and power relations between different levels and actors in the local enactment processes. Thus, language plays an important role in shaping our understanding of policy changes and instead of just studying individual texts and actors, different speech acts must be related to a wider social context (Skinner, 2002). Our interest in the local enactment of the reform is to view and analyze language as a tool with which politicians, local administration and private agencies can shape their demands and desires with the reform. Simultaneously, language is also a tool that both enables and hinders teachers’ descriptions of professional competencies in their applications.

Perspectives / Theoretical framework: The advanced teacher reform is part of international trends and movements. In text analyses of national expectations of the reform, many researchers show how not only national policy actors have had an influence on shaping the reform but also strong international actors like the EU and the OECD. Today, networks of policy actors, whether they are commercial, ‘grey zone’ (Lindblad, Popkewitz & Pettersson 2015) or politically appointed, are interrelated in a variety of ways in transnational and intra-national spaces of policy (Ball 2016). Altogether this means that various restructuring processes have led to circumstances whereby today’s national and local performance of school reforms are in a completely new political situation (Hopmann 2008). Thus, the local enactment of reforms needs to be understood in relation to a broader policy context, which is complex and occasionally holds paradoxical expectations, which also change over time.

Data sources and methods: The aim is operationalized through analysis of how the language is used by local actors, as expressed in written form in authoritative local documents and complemented by interviews, in application templates and in applications from teachers who apply for a position as advanced teacher. The local case represents a Swedish middle-sized municipality with approximately 650 teachers employed in the compulsory school. Since the start of the reform there have been several application rounds from which we have studied the first and the second round. Our sample consists of 40 applications from the rounds 2013 and 2014. We have strived to represent both male and female applicants who work with pupils in diverse age and with different subjects. Each application consists of approximately 75–100 pages.

Results: Our results are based on interpretations on how the language and formulations made by the applicants respond to the requested abilities in the application templates. The temporal aspect is important as we notice differences in what criteria the applicants pay attention to from one year to another. These differences are found to be related to both changes in the application templates as well as an increasing awareness among the applicants on what criteria the municipal school administration consider to be valuable. Taken together, in our analyses we found two major expressed abilities to be of interest. First and foremost it is about abilities to work with assessment and secondly it is about abilities to work with pupils influence. Assessment is especially interesting as we found obvious changes related to the concept between the two rounds. Formative assessment appears more frequently in the second round where we also notice how for example words like legally secure, fair, equitable and summative assessments appear as reinforcements in the applications. Furthermore words like evidence based, proven experience, collegial learning appears in the second round, but mostly without descriptions of its meaning.

Relevance: Our results demonstrate how international trends and a national reform for improving teacher and teaching quality is being transformed on the local level. By showing this we believe that the local enactment of the Swedish advanced teacher reform is an interesting case for other countries.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-64992 (URN)
Conference
Teachers matter – but where, when, and why?, Kalmar, Sweden, May 17-18, 2017
Available from: 2018-02-12 Created: 2018-02-12 Last updated: 2018-08-14Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9735-3440

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