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  • 51.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Englund, Tomas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Löfdahl Hultman, Annica
    Karlstad University, Karlstad, Sweden.
    Local enactment of the Swedish national "advanced teacher reform"2017Konferansepaper (Fagfellevurdert)
    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.

  • 52.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Englund, Tomas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Sutphen, Molly
    University of North Carolina, Chapel Hill, USA.
    A conceptual framework for understanding the formation of academic developers and their contribution to the public good2016Konferansepaper (Fagfellevurdert)
  • 53.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Ewins, Kristin
    Örebro universitet.
    Lidskog, Marie
    Örebro universitet.
    What is the Difference Between Knowing a Subject and Teaching it?: Interpreation and Guidance of Teaching in Higher Education2018Konferansepaper (Fagfellevurdert)
  • 54.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap. Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education, Uppsala University, Uppsala, Sweden.
    Forsberg, Eva
    Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education, Uppsala University, Uppsala, Sweden.
    Rektorsutbildningens janusansikte: Vad ska en rektor kunna?2016Inngår i: Vad ska en svensk kunna?: utbildningens dilemma - intressenas spel / [ed] Michael Gustavsson, Tove Österman & Ellinor Hållén, Göteborg: Daidalos, 2016, s. 41-72Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 55.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap. Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education, Uppsala University, Uppsala, Sweden.
    Fossland, Trine
    University of Tromsø, Tromsø, Norway.
    Dyrdal Solbrekke, Tone
    Oslo University, Oslo, Norway.
    Sugrue, Ciaran
    University College, Dublin, Ireland.
    Institutional leaders' perspectives on the contribution of academic developers to institutional and academic formation2016Inngår i: ECER 2016, 2016Konferansepaper (Fagfellevurdert)
  • 56.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Löfdahl Hultman, Annica
    Faculty of Art and Social Sciences, Karlstad University, Karlstad, Sweden.
    Englund, Tomas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Local enactment of the Swedish ‘advanced teacher reform’2019Inngår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, nr 3, s. 326-341Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 57.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Löfdahl Hultman, Annica
    Faculty of Arts and Education, Karlstad University, Karlstad, Sweden.
    Englund, Tomas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Local enactment of the Swedish national 'advanced teacher reform'2017Konferansepaper (Fagfellevurdert)
    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.

  • 58.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Pettersson, Daniel
    Högskolan i Gävle, Gävle, Sweden.
    Skott, Pia
    Uppsala universitet, Uppsala, Sweden.
    International knowledge assessments and the strengthened national system for follow-ups2013Konferansepaper (Fagfellevurdert)
  • 59.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Pettersson, Daniel
    Institutionen för Pedagogik, didaktik, psykologi, Högskolan i Gävle, Gävle, Sverige.
    Skott, Pia
    Institutionen för pedagogik, didaktik och utbildningsstudier, Uppsala universitet, Uppsala, Sverige.
    Kunskapsmätning och uppföljningssystem2015Inngår i: Utbildning, makt och politik / [ed] Sverker Lindblad & Lisbeth Lundahl, Lund: Studentlitteratur AB, 2015, s. 164-180Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 60.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Pettersson, Daniel
    Högskolan i Gävle, Gävle, Sweden.
    Skott, Pia
    Uppsala universitet, Uppsala, sweden.
    Trying to handle the question of differentiation: 70 years of Swedish school reforms2013Konferansepaper (Fagfellevurdert)
  • 61.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Pettersson, Daniel
    University College of Gävle, Gävle, Sweden; Uppsala University, Uppsala, Sweden.
    Solbrekke, Tone Dyrdal
    University of Oslo, Oslo, Norway.
    Governing and professionalism: Challenges and opportunities for policy makers, researchers and practitioners in education2019Inngår i: Nordic Education in a Democratically Troublesome time: Threats and Opportunities: A conference report / [ed] Erik Amnå, Örebro, Sweden: Örebro University , 2019, s. 61-64Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    In recent years, there has been an increased societal and political debate about how the governing of welfare institutions can be best organized in order to serve the public and uphold democracy. In education, positively loaded key concepts such as equivalence, quality and legal security have dominated the debate. Simultaneously, governance ideas implied in NPM-policies, in particular the increased development of quality assurance systems and accountability regimes, have been criticized for its unintended consequences and possible narrowing of the societal mandate for education. Concerns have been raised about a need for revitalizing trust in professionals, at the same time as ensuring a certain amount of control. But how can such a balance be found?

    By introducing and raising critical questions on dominant governance discourses in education, including issues about professionalism and quality, this seminar invites deliberations among policy makers, researchers and practitioners on how we may seek new ways of making welfare institutions sustainable in democratic societies. A core issue is how education constructively can contribute to the promotion and upholding of democracy.

    The four presenters will provide brief introductions with different, yet related, perspectives on the theme “Governing and Professionalism”. Thereafter all participants are invited to a shared discussion on the opportunities and challenges for collaboration among policy makers, researchers and practitioners to ensure education that serve the public good in a democratically troublesome time.

  • 62.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Pettersson, Daniel
    Högskolan i Gävle, Gävle, Sweden.
    Solbrekke, Tone Dyrdal
    Oslo universitet, Oslo, Norway.
    Governing and professionalism: Challenges and opportunities for policy makers, researchers and practitioners in education2018Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    In recent years, there has been increased societal andpolitical debate about how the governance of welfare institutions can best be organized to serve the public and uphold democracy. In education, positively charged key concepts such as equivalence, quality, and legal security have dominated the debate. Simultaneously, governance ideas embedded in new public management (NPM) policies, particularly the increased development of quality assurance systems and accountability regimes, have been criticized for creating unintentional consequences and narrowing the societal mandate of education. Concerns have been raised about a need to revitalize trust in professionals, while ensuring a certain amount of control. How can such a balance be found? By introducing and raising critical questions about the dominant governance discourses in education, including issues of professionalism and quality, we argue that there is a need for deliberations among policymakers, researchers, and practitioners on how to seek new ways of making welfare institutions sustainable in democratic societies. A core issue is how education can contribute constructivelyto the promotion and upholding of democracy.

  • 63.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Rosén, Maria
    Uppsala University, Uppsala, Sweden.
    De villkorade utbildningskvaliteterna2019Inngår i: Yrkesmänniskan i den kapitaliserade välfärden / [ed] Carl Cederberg, Huddinge: Södertörns högskola, 2019, s. 157-178Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 64.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Rosén, Maria
    Uppsala University, Uppsala, Sweden.
    Arneback, Emma
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Enactment of Juridification in Education: a Theoretical Exploration2018Konferansepaper (Fagfellevurdert)
  • 65.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Rosén, Maria
    Uppsala University, Uppsala, Sweden.
    Arneback, Emma
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Exploring a theoretical framework for understanding juridification in education2017Konferansepaper (Fagfellevurdert)
  • 66.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Skott, Pia
    Institutionen för pedagogik, didaktik och utbildningsstudier, Uppsala universitet, Uppsala, Sverige.
    Pettersson, Daniel
    Institutionen för Pedagogik, didaktik, psykologi, Högskolan i Gävle, Gävle, Sverige.
    Differentieringsfrågan under 70 år av skol(forms)reformer2015Inngår i: Utbildning, makt och politik / [ed] Sverker Lindblad, Lisbeth Lundahl, Lund: Studentlitteratur AB, 2015, 1, s. 98-117Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 67.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Sugrue, Ciaran
    University College, Dublin, Ireland.
    Solbrekke, Tone Dyrdal
    University of Oslo, Oslo, Norway.
    Fossland, Trine
    Arctic University of Norway, Tromsø, Norway.
    Sutphen, Molly
    University of North Carolina, Chapel Hill, USA.
    Institutional Leaders’ Perspectives on the Contribution of Academic Developers to Institutional and Academic Formation2016Konferansepaper (Fagfellevurdert)
  • 68.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Sugrue, Ciaran
    University College of Dublin, Dublin, Ireland.
    Solbrekke, Tone Dyrdal
    Oslo University, Oslo, Norway.
    Sutphen, Molly
    The University of North Carolina, Chapel Hill, USA.
    Fossland, Trine
    University of Tromsø, Tromsø, Norway.
    Leading Universities: Senior leaders’ perspectives on the contributions of academic developers?2018Konferansepaper (Fagfellevurdert)
  • 69.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Tryggvason, Ásgeir
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Har lärare ett ansvar att agera när kollegor ger uttryck för rasism?2017Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Uttryck av rasism är utmanande frågor som lärare möter och hanterar i och omkring undervisningen. Läroplanen är tydlig med att lärare har ett ansvar att motverka alla former av rasism i skolan. Men hur agerar lärare när kollegor ger uttryck för rasism? Den här presentationen utforskar ett ansvar som många gånger är osäkert och riskfyllt.

  • 70.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Wahlström, Ninni
    Linnéuniversitetet, Växjö, Sweden.
    Conflicting goals of educational action: A study of teacher agency from a perspective of transactional realism2015Konferansepaper (Fagfellevurdert)
  • 71.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Wahlström, Ninni
    Department of Education, Linnaeus University, Växjö, Sweden.
    Conflicting goals of educational action: a study of teacher agency from a transactional realism perspective2018Inngår i: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704, Vol. 29, nr 1, s. 134-149Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 72.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Wiklund, Matilda
    Stockholm University, Stockholm, Sweden.
    Teachers' experiences of conditions for anti-racist action2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This study takes its departure from two teachers’ descriptions of challenges and possibilities that they have experienced as conditioning their professional anti-racist actions. The two descriptions are excerpts from qualitative interviews, conducted within a larger research project about teachers’ work to counteract racism, of which this study is a part. The aim of this part study is to contribute with insights about what teachers experience as conditioning their anti-racist actions. This knowledge is of importance for teachers’ didactic choices in their anti-racist work, as well as for school leadership facilitating such work. In the study, racism and anti-racism are understood as enacted practices. Agency, as something achieved and situated, constitutes a central theoretical lens. Therefore, ecological teacher agency conceptions are put to work in the analysis. Tentative findings are presented in the form of teachers’ experiences of conditions for anti-racist action in terms of: 1. Personal experiences over time, 2. Professional experiences over time, 3. National contextual issues, and 4. Local context issues.

  • 73.
    Englund, Tomas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Bergh, Andreas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap. Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education, Uppsala University, Uppsala, Sweden.
    Sutphen, Molly
    University of North Carolina at Chapel Hill, Chapel Hill NC, USA.
    A framework for studying formation of academic developers in higher education2016Inngår i: ECER 2016, European Educational Research Association , 2016Konferansepaper (Fagfellevurdert)
  • 74.
    Engström, Karin
    et al.
    Stockholm University, Stockholm, Sweden.
    Bergh, Andreas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Englund, Anna-Lena
    Promotions- och preventionsprogram i skolan2017Inngår i: Skolans arbete med elevers psykiska hälsa / [ed] Ingemar Engström, Malmö: Gleerups Utbildning AB, 2017, s. 49-72Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 75.
    Ewins, Kristin
    et al.
    Örebro universitet.
    Bergh, Andreas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Lidskog, Marie
    Örebro universitet, Institutionen för medicinska vetenskaper.
    What is the difference between knowing a subject and teaching it?: Enactments of teaching in higher education2017Konferansepaper (Fagfellevurdert)
  • 76.
    Fremstad, Ester
    et al.
    University of Oslo, Oslo, Norway.
    Bergh, Andreas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Fossland, Trine
    University of Tromsø, Tromsø, Norway.
    Development toward what?: Aims and values guiding academic developers' practices2017Konferansepaper (Fagfellevurdert)
  • 77.
    Fremstad, Ester
    et al.
    epartment of Education, University of Oslo, Oslo, Norway.
    Bergh, Andreas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Solbrekke, Tone Dyrdal
    Department of Education, University of Oslo, Oslo, Norway.
    Fossland, Trine
    Resource Center for Teaching, Learning and Technology, University of Tromsø-The Arctic university of Norway.
    Deliberative academic development: The potential and challenge of agency2019Inngår i: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 78.
    Hildén, Ebba
    et al.
    Karlstads University, Karlstad, Sweden.
    Löfdahl Hultman, Annica
    Karlstads University, Karlstad, Sweden.
    Bergh, Andreas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Undervisning från svenska förskolechefers perspektiv: Spänningar mellan förväntningar och erfarenheter2018Inngår i: Barn, ISSN 0800-1669, Vol. 3, nr 4, s. 147-162Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study aims to contribute knowledge about Swedish preschool managers’ usage of the concept of teaching in preschool. Concept analysis (Koselleck 2004) is carried out, which is supported by the analytical concepts of horizon of expectation and space of experience. The empirical material consists of sound recorded talks and a survey with open questions about teaching in preschool with one follow-up-interview in order to deepen the survey results. The results of the analysis show preschool managers expectations on the staff to starting to use the concept, however, without no radical changes in their practice. Rather, as one manager expressed – it is about to ”gild” the practice. Nevertheless, the study shows that the concept holds a range of tensions, where for example earlier collegial responsibility is challenged by a more divided responsibility. Such tensions enable possible changes in the meaning of the concept as well as changes in preschool practice.

  • 79.
    Löfdahl Hultman, Annica
    et al.
    Karlstad University, Karlstad, Sweden.
    Hildén, Ebba
    Karlstad University, Karlstad, Sweden.
    Bergh, Andreas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    I ”larmrapportens” skugga: om undervisning och kvalitet i förskolan2018Inngår i: Berättelser: Vänbok till Héctor Pérez Prieto / [ed] Annica Löfdahl Hultman, Christina Ohlin-Scheller & Marie Tanner, Karlstad: Karlstad University , 2018, s. 57-72Kapittel i bok, del av antologi (Fagfellevurdert)
  • 80.
    Sandvoll, Ragnhild
    et al.
    Universitetet i Tromsø, Tromsø, Norway.
    Bergh, Andreas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Solbrekke, Tone Dyrdal
    University of Oslo, Oslo, Norway.
    Supporting the development of professional responsibility in higher education: Studying the interface between odontology and education2019Konferansepaper (Fagfellevurdert)
  • 81.
    Solbrekke, Tone Dyrdal
    et al.
    School of Education, University of Oslo, Oslo, Norway.
    Fossland, Trine
    Centre for Teaching and Learning, University of Tromsö, Tromsö, Norway.
    Bergh, Andreas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Sutphen, Molly
    University of North Carolina (Unch-Ch), Chapel Hill, United States.
    Institutional leaders' perspectives on the contributions of academic developers to institutional and academic formation2017Inngår i: Learning and education– material conditions and consequences: NERA 2017 Abstracts, 2017Konferansepaper (Fagfellevurdert)
  • 82.
    Sugrue, Ciaran
    et al.
    University College Dublin, Ireland.
    Solbrekke, Tone Dyrdal
    University of Oslo, Oslo, Norway.
    Bergh, Andreas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Sutphen, Molly
    University of Oslo, Oslo, Norway.
    Fossland, Trine
    University of Tromsø, Tromsø, Norway.
    University leaders’ talk about institutional missions and academic developers’ contributions2019Inngår i: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 18, nr 6, s. 743-759Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 83.
    Wahlström, Ninni
    et al.
    Linnéuniversitetet, Växjö, Sweden.
    Bergh, Andreas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap. Institutionen för pedagogik, didaktik och utbildningsstudier, Uppsala universitet, Uppsala, Sweden.
    Teacher agency from a perspective of transactional realism2014Inngår i: Teachers matter - But how?, 2014Konferansepaper (Fagfellevurdert)
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