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Popov, Oleg
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Popov, O. (2019). I jakten på beprövad erfarenhet.
Open this publication in new window or tab >>I jakten på beprövad erfarenhet
2019 (Swedish)Other (Other academic)
Abstract [sv]

Presentationen problematiserar begreppet beprövad erfarenhet (BE) och användningen av begreppet inom den pedagogiska verksamheten. BE kan ses som en form av praxisgrundad kunskap som omfattar kognitiva, praktiska och emotionella dimensioner. I Skolverkets dokument poängteras vikten av den beprövade erfarenhetens dokumentation, delning och prövning i ett kollegialt sammanhang, men vilka former av dokumentation och spridning som är valida preciseras inte. I presentationen dikuteras olika dimensioner av BE och skillnader mellan forskning och BE. En teoretisk modell föreslås för konceptualiseringen av BE.

Publisher
p. 19
National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-156106 (URN)
Note

Lärarutbildningens Högre seminarium, Södertörns högskola, 22 januari 2019.

Available from: 2019-02-05 Created: 2019-02-05 Last updated: 2019-03-21Bibliographically approved
Popov, O. (2019). The concept of proven experience as a tool for understanding, developing and generalising teachers’ pedagogical work. In: : . Paper presented at Den fjärde nationella konferensen i pedagogiskt arbete. Umeå universitet, 19–20 augusti, 2019.
Open this publication in new window or tab >>The concept of proven experience as a tool for understanding, developing and generalising teachers’ pedagogical work
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This theoretical paper elaborates on the concept of “proven experience” (beprövad erfarenhet) that recently came into focus within the Swedish educational system. Based on a systematic study of international research literature it is argued that proven experience can be interpreted as a combination of the terms “evidence based teaching” and “teacher professional inquiry”, which are broadly used in English language educational discourse.

A four level theoretical model is suggested for interpreting and instrumentalising the term proven experience in education. The model is based on the inverted version of Miller’s (1990) model, which was used for the analysis of practical knowledge in medical education. The suggested model correlates ontologically with historical forms of knowledge genesis starting with instrumental knowledge and culminating in theoretical knowledge. Josefson (2005) defined the concept of proven experience as: “experience critically proven through theoretical reflection”. This definition appears to better correspond to the suggested model than the interpretations of the concept provided by the Swedish National Education Agency (Skolverket, 2012).

The provided theoretical model for analysing proven experience could be used as a tool for understanding and generalising teaching experience at different educational levels.

References

Josefson, I. (2005). Vetenskap och beprövad erfarenhet. I: Carlgren, I. (red.). Forskning av denna världen. 2, om teorins roll i praxisnära forskning. Stockholm: Vetenskapsrådet.

Miller, G.E. (1990). The assessment of clinical skills/competence/performance. Acad Med. 1990 Sep., 65(9 Suppl). S63-67.

Skolverket. (2012). Promemoria om vetenskaplig grund och beprövad erfarenhet. (dnr 00-2012:1700).

Keywords
evidence based teaching, theoretical reflection
National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-163015 (URN)
Conference
Den fjärde nationella konferensen i pedagogiskt arbete. Umeå universitet, 19–20 augusti, 2019
Available from: 2019-09-04 Created: 2019-09-04 Last updated: 2019-09-10Bibliographically approved
Popov, O. (2019). Use of video-reporting of practical activities and study-visits to science and arts museums as tools for developing and spreading creative expertise in primary science teacher education. In: INTERNATIONAL STEAM EDUCATION CONFERENCE: . Paper presented at The First Ocean Park International STEAM Education Conference 2019, Hong Kong, June 21–22 , 2019.
Open this publication in new window or tab >>Use of video-reporting of practical activities and study-visits to science and arts museums as tools for developing and spreading creative expertise in primary science teacher education
2019 (English)In: INTERNATIONAL STEAM EDUCATION CONFERENCE, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Preparing future teachers to use different contexts to organise science learning is an important part of primary teacher education in Sweden. Outdoor environment and science museums are often used for this purpose. This presentation reports the study summarising my teaching experience on the use of video-reporting of practical activities and study-visits to science and arts museums during science-orientation courses for prospective primary school teachers. Focus of these activities was on developing of a creative side of teacher professional competence. Students work with open practical problems outdoors, preparation of scenarios, video-recordings with mobile phones, editing and reporting of results made these course activities real exercise in creativity. Visits to science and arts museums created additional stimulus to instigate students’ creativity. The course evaluations reported high satisfactions of the students with these forms of course-work.

Keywords
outdoor physics, creativity, primary teacher education
National Category
Educational Sciences
Research subject
didactics of physics
Identifiers
urn:nbn:se:umu:diva-163013 (URN)
Conference
The First Ocean Park International STEAM Education Conference 2019, Hong Kong, June 21–22 , 2019
Available from: 2019-09-04 Created: 2019-09-04 Last updated: 2019-09-06
Popov, O. (2019). Video-reporting of practical activities: a tool for developing and spreading science teacher professional expertise. In: : . Paper presented at Educating the Educators III International Conference on Approaches to Scaling-up Professional Development in Maths and Science Education. The University of Education Freiburg, Freiburg, Germany. 7-8 October 2019.
Open this publication in new window or tab >>Video-reporting of practical activities: a tool for developing and spreading science teacher professional expertise
2019 (English)Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

Educational discourse about teacher as an expert professional practitioner is growing in Sweden.  In science education, teacher expertise in conducting practical activities constitutes an important part of the professional responsibilities (Hofstein & Lunetta, 2004).  Outdoor activities are more demanding from management perspective and conducted mainly by enthusiasts. Creative solutions of organising practical work in science in different contexts are usually teacher-bounded. Anecdotal evidence shows that when the teacher retires or changes workplace his or her favourite equipment and developed lab-instructions tend to be soon forgotten, if they are not became rooted in the traditions and practice of the school. Rephrasing Edwards (2010) we can state that teachers inhabit practices laden with the accumulated knowledge and values necessary to undertake activities and they engage in activities when they possess necessary knowledge and share the values.

This presentation reports the study summarising my teaching experience of using video-reporting of practical outdoor activities during science-orientation courses for prospective primary school teachers. The focus of these activities was on developing effective tools for accumulating and spreading teacher expertise in using outdoors contexts in science education.

Results

Open authentic practical activities were suggested to the students to be conducted outdoors (Popov & Engh, 2016), for example on playgrounds, which should be reported with the help of short videos (5-6 min). The activities included formulation of practically solvable problems, preparation of scenarios, practical work outdoors, video-recordings with mobile phones, and the editing and reporting of results.

Practical activities were reported in a broad variety of forms, including fairy tales, competitions, instructional videos, etc. The course participants provided different didactical solutions as to how their videos can be used in science classrooms, for example; as an introduction to new study-topics, as explanations of a phenomenon, or as a point of departure for flipped-classroom arrangements. Students showed possible ways to connect these activities to the national educational policy documents as well as the school science curriculum. They also suggested theoretical justifications of selected forms of doing and presenting activities using for example cultural-historical activity theory. Findings confirmed the effectiveness of out-of-classroom contexts for learning science (Popov, 2015) and the potential of video-reporting in developing science teacher professional expertise.  

References

Hofstein, A. & Lunetta, V.N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education. Vol.8, N 1, pp. 28-54.

Edwards, A. (2010).  Being an expert professional practitioner: the relational turn in expertise.  Dordrecht the Netherlands; New York: Springer.

Popov, O., Engh, R. (2016). Utomhusfysik: uppleva, undersöka, utforska. // Outdoor physics: experience, explore, research. [In Swedish] Studentlitteratur. Lund.

Popov, O. (2015). Outdoor Science in Teacher Education. In T. Hansson (Ed.), Contemporary Approaches to Activity Theory: Interdisciplinary Perspectives on Human Behavior. Hershey, PA: IGI Global. pp. 128-142.

Keywords
video, practical activities, science education
National Category
Pedagogical Work
Research subject
didactics of physics
Identifiers
urn:nbn:se:umu:diva-164182 (URN)
Conference
Educating the Educators III International Conference on Approaches to Scaling-up Professional Development in Maths and Science Education. The University of Education Freiburg, Freiburg, Germany. 7-8 October 2019
Available from: 2019-10-15 Created: 2019-10-15 Last updated: 2019-10-24Bibliographically approved
Popov, O. (2018). STINT Teaching Sabbatical 2017: Final report. Stockholm
Open this publication in new window or tab >>STINT Teaching Sabbatical 2017: Final report
2018 (English)Report (Other (popular science, discussion, etc.))
Abstract [en]

The report presents overview of educational system in Singapore with focus on teacher education. The National Institute of Education (NIE) is the only teacher training institute in the country. It is an autonomous institute of Nanyang Technological University (NTU) in Singapore. NIE staff not only conducts research in education but also “content research”, meaning pure science research. At the Department of Natural Sciences & Science Education (NSSE)  a majority of publications are in the fields of pure physics, chemistry and biology. NIE’s plasma research group is world-leading in their area of specialization. Therefore, the number of publications and citations from NSSE is very high in comparison to the amount of publications done by similar Swedish departments. Value-work and leadership training are central for all educational programs. Voluntary work is promoted for NIE students with regular advertisements on the website and around campus. Staff members are expected to be role-models for the students. Diversity is a major slogan at NIE. This includes diversity in research but also Cultural Diversity. NIE is active in international exchange programs. It also organizes regular study visits and developmental work actions in the region. In some programs students have to spend six months at foreign institutions. NIE also has some specific rules, for example a code of conduct and dress code for student teachers on campus. As stated in the code of conduct, NIE aims to develop student teachers into cultured teachers. “A cultured teacher is one who is smart looking, confident, caring, creative, and a mentor, learner and leader. As part of the desire to project a positive total image of teachers, a code of conduct and dress code for student teachers on campus has been established and student teachers are expected to observe the code.” The admission of students into teacher education is a very selective process in Singapore. It can be compared to the admission to medical faculties in Sweden. When demographic situation in the country is changing, as it is now, with fewer children in schools, Singapore needs fewer teachers. As a result the selection procedure is becoming even tougher.

The balance between research and teaching is strict at NIE. Professors cannot freely disperse their time between teaching and research but must instead, even if they have funding for research, teach courses according to the needs of the department. Everybody should teach undergraduate and masters students. Masters courses are normally given on evenings, not an attractive time, but old professors and young lecturers will do their teaching duty in master courses. People often joke that “research is considered more like hobby for the staff – they find time anyway to do it, but teaching is a holy activity”. Everybody takes teaching very seriously. The status of pedagogical merits is high at NIE. It is comparable, but not equal to, research merits. Teachers are expected to do a lot of curriculum work, develop new courses, new laboratory activities, ICT-solutions: apps, animations, etc. They participate as judges in science fairs and competitions. These activities are voluntary, but an important part of their pedagogical work. They also supervise school students’ preparation for such competitions. Most of the courses are technology rich, in the sense that they use ICT and laboratory facilities.

Place, publisher, year, edition, pages
Stockholm: , 2018. p. 10
Keywords
Singapore, technology in education, teacher education
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-151725 (URN)
Available from: 2018-09-11 Created: 2018-09-11 Last updated: 2018-09-12Bibliographically approved
Popov, O. (2018). Varför blir det tveeggade pedagogiska svärdet trubbigt?. In: : . Paper presented at Forum för forskningsbaserad NT-undervisning. Norrköping
Open this publication in new window or tab >>Varför blir det tveeggade pedagogiska svärdet trubbigt?
2018 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Enligt väl etablerade begreppsramverk ska all pedagogisk verksamhet i svensk lärarutbildning och skola byggas på forskning och beprövad erfarenhet. Det kan liknas vid ett tveeggat pedagogiskt svärd som kan hjälpa till att vinna internationella bataljer på PISA-fältet. Svärdet kan också bli ett effektivt verktyg för att markera en riktning för framtida pedagogisk utveckling och hugga bort eventuella svårigheter som uppstår på vägen till hållbara utbildningsframgångar.

I det svenska utbildningssystemet arbetar skolledare och lärare som i sin dagliga verksamhet skapar den beprövade erfarenheten och de pedagogiska framgångssagor som borde spridas. Så är det tänkt och det är en god tanke! Det är bara oklart vem som ska sammanställa och sprida beprövade erfarenheter och genom vilka kanaler de ska nå det breda yrkeskollegiet. Kan det vara lärarstudenternas uppdrag?

För att få en lärarexamen i Sverige, måsta man skriva ett examensarbete baserat på egna självständiga undersökningar (SOU, 2008:109). Studenterna strävar ofta i sina studier att beskriva och förstå lärarnas erfarenhetsbaserade kunnande eller den didaktiska förtrogenhetskunskapen. Det är ju den kunskapen de vill få med sig ut i den verksamhet som väntar dem. De ställs inför en utmaning att beskriva den lite diffusa aspekten som utgör lärarnas beprövade erfarenhet. I dagsläge omfattar studenternas examensarbete på 30 hp runt 50 sidor text och brukar förutom av en handledare och en examinator också läsas av några studenter. Den återkoppling mot fältet som examensarbetet skulle kunna vara uppstår sällan. Inte ens de lärare som var informanter för studenternas arbete läser arbetena då de sällan har tid eller ork för detta. Om projektets resultat också skulle sammanfattas på max 10 sidor och presenteras i form av exempelvis en kort videoinspelning på 6–10 minuter kunde det markant öka tillgängligheten av studenternas didaktiska fynd för praktiker. Publikationskanaler för detta finns redan etablerade vid flera universitet. Lärarstudenternas didaktiska konferenser i slutet av utbildningen, öppna för publiken, skulle också vara ett värdefullt forum för spridning av resultat.

Det krävs mera flexibilitet och mindre styrning vid utformningen av examensarbeten. Flexibilitet är också viktigt utifrån att examensarbeten riskerar bli en segregerande faktor för studenter med utländsk bakgrund. Att ställas inför kraven att producera en omfattande akademisk text med tydliga stilistiska ramar, ramar som inte används i någon större utsträckning inom skolans dagliga verksamhet är en krävande uppgift för många svenskfödda lärarstudenter men betydlig mera krävande för de som inte har svenska som modersmål.

Beprövade erfarenhet borde spridas i större omfattning, inte minst med hjälp av lärarstudenter, och didaktisk forskning borde kopplas tydligare till praktiken. Kanske får vi då, efter samverkan mellan forskning och beprövad erfarenhet, ett riktigt vasst verktyg, det tveeggade pedagogiska svärdet, som tydligt kan peka ut riktning men också kan forma en grund för hållbart utvecklingsarbete i den svenska skolan.

Place, publisher, year, edition, pages
Norrköping: , 2018
Keywords
beprövad erfarenhet, lärarutbildning, pedagogisk utveckling, examensarbete, utländsk bakgrund
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-145822 (URN)
Conference
Forum för forskningsbaserad NT-undervisning
Available from: 2018-03-19 Created: 2018-03-19 Last updated: 2018-09-26
Manuel, A., Van der Linden, J. & Popov, O. (2017). Educators in non-formal vocational education and training in Mozambique: a plea for recognition and professionalisation. International Journal of Lifelong Education, 36(3), 324-338
Open this publication in new window or tab >>Educators in non-formal vocational education and training in Mozambique: a plea for recognition and professionalisation
2017 (English)In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 36, no 3, p. 324-338Article in journal (Refereed) Published
Abstract [en]

Interest in vocational education and training (VET) is growing. This can be attributed to global socio-economic developments requiring continuously changing knowledge and skills. Adult education and training, particularly in non-formal education (NFE) contributes to provide these skills and knowledge for youth and adults. This puts pressure not only on programmes and facilities, but also on the educators. How do they cope with the changing demands? This paper focuses on educators in non-formal vocational education and training (NFVET) in Mozambique. It explores the perceptions, experiences and reflections of educators in NFVET working in training centres on the outskirts of Maputo. Semi-structured interviews and observations were used to get insight into the educators' understandings and into the conditions in which their educational activities took place. The findings point to the need for the professionalisation of NFVET educators. This would contribute to the quality of their activities and to their status as professionals.

Place, publisher, year, edition, pages
Routledge, 2017
Keywords
Adult education, non-formal vocational education and training, competencies, professionalisation
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-126470 (URN)10.1080/02601370.2016.1241311 (DOI)000424602200006 ()
Available from: 2016-10-07 Created: 2016-10-07 Last updated: 2018-06-09Bibliographically approved
Popov, O. & Jan, H. (2017). Exploring outdoor science in teacher education from a comparative Scandinavian perspective. Conexão ciência, 12, 125-130
Open this publication in new window or tab >>Exploring outdoor science in teacher education from a comparative Scandinavian perspective
2017 (English)In: Conexão ciência, E-ISSN 1980-7058, Vol. 12, p. 125-130Article in journal (Refereed) Published
Abstract [en]

This paper focuses on the development of prospective teachers’ competence to conduct outdoor science education in a Scandinavian context. This context is characterized by easy accessibility to open-air natural environment and folk traditions of being and doing different activities outdoors. Working in the field of science teacher education in Sweden and Norway, we have experienced that outdoor science is traditionally linked to environmental and biology field courses or teaching units that contain fieldwork. The Ministries of education in both countries are supporting outdoor science in schools through a variety of programs, that are internet- and open source-based (www.skolverket.se, www.naturfag.no; www.ndla.no). Cultural Historical Activity Theory (CHAT) lens is applied to the study. The conclusions of the study underline the importance of working actively with issues related to pedagogical complexity of outdoor teaching, which is demanding a purposeful development of teacher competence and teaching material.

Keywords
outdoors science education, CHAT, Sweden, Norway
National Category
Educational Sciences
Research subject
didactics of natural science
Identifiers
urn:nbn:se:umu:diva-143371 (URN)
Available from: 2017-12-21 Created: 2017-12-21 Last updated: 2018-06-09Bibliographically approved
Popov, O. (2017). Unaccompanied refugee children - a major challenge for the schools. In: : . Paper presented at Gode børneliv for flygtninge i Danmark. Köpenhamn, Danmark, 18 maj 2017..
Open this publication in new window or tab >>Unaccompanied refugee children - a major challenge for the schools
2017 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

The presentation discusses issues related to integration of refugee children in Swedish school system. During the past ten years (2007-2016) over 62000 of asylum seeking unaccompanied children came to Sweden. These children are placed in different municipalities around the country that take responsibility for their education and socialisation. I argue that existing practice of introducing unaccompanied immigrant children into Swedish school system is built with multiple cultural barriers impeding success of their integration in Swedish society. Interviewed prospective teachers also recognise existing systemic problems in education of unaccompanied immigrant children and feel luck of instrumental intercultural competence to deal with such problems.

National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-138001 (URN)
Conference
Gode børneliv for flygtninge i Danmark. Köpenhamn, Danmark, 18 maj 2017.
Available from: 2017-07-31 Created: 2017-07-31 Last updated: 2018-06-09Bibliographically approved
Popov, O. & Engh, R. (2016). Den svåra konsten att nå balans. Västerbottens-Kuriren
Open this publication in new window or tab >>Den svåra konsten att nå balans
2016 (Swedish)In: Västerbottens-Kuriren, ISSN 1104-0246Article in journal, News item (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Balans är ett område inom fysiken som har många kopplingar till människans vardagliga liv. Balanssinnet bygger på information från syn, känsel och balansorganen i innerörat. Med ålder försämras balanssinne. Generellt i Sverige är risken att dö i en fallolycka är sex gånger större än i en trafikolycka. Artikeln tar fasta på medicinska rön att även på äldre dagar går det att träna och förbättra balansen och föreslår möjliga vägar att göra det.

Place, publisher, year, edition, pages
Umeå: , 2016
Keywords
balans, hälsa, invandrare
National Category
Didactics
Research subject
didactics of physics
Identifiers
urn:nbn:se:umu:diva-120271 (URN)
External cooperation:
Note

Denna debattartikel publicerades i Västerbottens Kuriren 2016-02-26

http://www.vk.se/1648103/den-vara-konsten-att-na-balans

Available from: 2016-05-13 Created: 2016-05-13 Last updated: 2018-06-07Bibliographically approved
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