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  • 1.
    Hagström, Malin
    et al.
    Örebro University, School of Science and Technology.
    Wetterstrand, Frida
    Örebro University, School of Science and Technology.
    EPA blir STAR: Problemlösning i matematik2018In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 1, p. 37-40Article in journal (Other (popular science, discussion, etc.))
  • 2.
    Harvey, Frida
    et al.
    Örebro University, School of Science and Technology.
    Teledahl, Anna
    Örebro University, School of Science and Technology. Dalarna University, Falun, Sweden .
    Teacher Professional Development and Collegial Learning: A literature review through the lens of Activity System2019In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education / [ed] Jankvist, U. T., Van den Heuvel-Panhuizen, M., & Veldhuis, M., Utrecht: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME , 2019, p. 3331-3338Conference paper (Refereed)
    Abstract [en]

    This study maps key features of effective Teacher Professional Development (TPD) and the framework of Communities of Inquiry (CoI), in an effort to gain an understanding of how these features contribute to teachers’ collegial learning. Activity system, as described by Engeström (1987)/(1999), is used as a theoretical lens which allows for the visualization of TPD as a complex system. The result indicates that, apart from differences in the level of detail in the description of various features, there are differences in the demands the two models place on teachers. Establishing norms that promote collegial learning, in which critical inquiry is expected, emerged as a critical issue. This highlights the importance of viewing any variant of TPD as a process, in which the functions of features shift. Awareness of this process may prove important in designing and implementing future TPD initiatives.

  • 3.
    Lundahl, Christian
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Wetterstrand, Frida
    Örebro University, School of Science and Technology.
    Sundhäll, Marucs
    Örebro University, School of Science and Technology.
    Att få sina bedömningar granskade: Lärares syn på de nationella provens syfte att främja likvärdig bedömning2017In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 2, p. 75-94Article in journal (Refereed)
    Abstract [en]

    Since 1940 there has been different types of national tests in Sweden, each with a different aim and purpose. Since 2011, Skolverket is required to review how teachers correct these national tests, and also to publish easily accessible statistics showing possible discrepancies between the results of the students and their final grades. Based on interviews with 17 teachers in mathematics between grade 6-9, the consequences of the review of teachers assessments have been investigated. The result shows worrying effects. The increased focus on discrepancies has led to an inadequate appraisal of teachers assessment competence. However, teachers are pleased to have their corrections reviewed in a formative way.

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