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Competence and/or Performance: Assessment and Entrepreneurial Teaching and Learning in Two Swedish Lower Secondary Schools
Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
2017 (Engelska)Ingår i: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 16, nr 1, s. 135-160Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Entrepreneurial teaching and learning, thus entrepreneurial education corresponds well with formative assessment/assessment for learning. Both are characterised by an approach to education, teaching, and learning, which puts pupils in the centre of their own learning. Learning aims to "go deep" and generate "real learning" where competencies rather than measurable results are the focus. Both entrepreneurial education, and assessment for learning are promoted by the Swedish National Agency for Education. Entrepreneurial education has been inscribed in the national curriculum for Swedish compulsory schools since 2011. The same curriculum and syllabuses also focus on several knowledge requirements, which form the basis for assessing pupils' performances. Thus, the Swedish national curriculum can be said to send two rather disparate messages. This research focuses on lower secondary school and the broad approach of entrepreneurial education and uses Basil Bernstein’s theory of performance and competence models to elaborate on entrepreneurial teaching and learning in relation to assessment. Observations along with interviews with teachers and pupils in two Swedish lower secondary schools provide the empirical basis for the research. The results reveal some differences between the schools but indicate that both teachers and pupils are relating to the prevailing dominance of performance models and thus encounter difficulties when trying to adopt entrepreneurial education and assessment for learning.

Ort, förlag, år, upplaga, sidor
2017. Vol. 16, nr 1, s. 135-160
Nyckelord [en]
entrepreneurial education, formative assessment, knowledge forms, lower secondary school, performance model, competence model
Nationell ämneskategori
Pedagogik
Identifikatorer
URN: urn:nbn:se:umu:diva-131408OAI: oai:DiVA.org:umu-131408DiVA, id: diva2:1073995
Tillgänglig från: 2017-02-14 Skapad: 2017-02-14 Senast uppdaterad: 2018-06-09Bibliografiskt granskad
Ingår i avhandling
1. -Måste det här vara som en väckelserörelse?: en studie om (det som kallas) entreprenöriellt lärande i grundskolan, utifrån Basil Bernsteins begreppsapparat
Öppna denna publikation i ny flik eller fönster >>-Måste det här vara som en väckelserörelse?: en studie om (det som kallas) entreprenöriellt lärande i grundskolan, utifrån Basil Bernsteins begreppsapparat
2017 (Svenska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Alternativ titel[en]
-Does this have to be like a revival movement? : a study on (what is called) entrepreneurial learning in compulsory school based on the conceptual framework of Basil Bernstein
Abstract [en]

The aim of this compilation thesis is to describe prerequisites for what, in a Swedish educational context, is often called ‘entrepreneurial learning’ and to examine the possible influence that this has on school practice. The study was carried out in two lower secondary schools and was guided by the following two research questions. First, how is entrepreneurial learning reflected in educational practice regarding teaching, learning and assessment? Second, how has the phenomenon of entrepreneurship been recontextualized in educational discourse through politics and policy? Basil Bernstein’s concepts and theories have consistently been the point of departure for analysis. Altogether, 52 classroom observations were made, particularly focusing on the subjects of social science, science and mathematics. In addition, 8 individual interviews with teachers and 15 group interviews with pupils were conducted. For decades, national and international policy documents have promoted the need for a creative, innovative and flexible future working force; bringing this about has highly involved the education system. In Sweden, entrepreneurship was inscribed in the curriculum in 2011, and it is meant to run like a thread throughout education. In this study the broad approach of entrepreneurship in education, which is about generating an entrepreneurial mindset, is focused. Research points out various difficulties and dilemmas regarding the implementation of entrepreneurial learning. These difficulties and dilemmas are connected to concerns about perceived difficulties in relation to differences in school subjects, pupils’ backgrounds, degree of managerial support and/or collegial consensus and cooperation. The main findings are linked to recurrent difficulties regarding teaching methods and assessments in relation to entrepreneurial learning. Curricula and syllabi express explicit learning outcomes, which both teachers and learners perceive as being challenging to combine with entrepreneurial classroom work. This in turn links to an aspect which is often addressed in research—that is, the question about whether to use traditional or entrepreneurial (progressive) teaching methods. Curricula express a need for both, and teachers often find it difficult to find a functioning balance between them, not least because of current societal discussions and demands. In many respects, the implementation of entrepreneurial learning sends mixed messages. On the one hand, pupils are meant to develop entrepreneurial skills and competencies through cooperation and interaction within groups, and, on the other hand, the essence of entrepreneurship indicates competition; this is yet another dilemma addressed in the study. The study shows that, due to the schools’ different prerequisites regarding, for instance, teachers’ approaches and understandings and the schools’ catchment areas, entrepreneurial learning is performed somewhat different. Bernstein’s concepts and theories offer tools to explain and understand different aspects, including dilemmas and difficulties in relation to both classroom practice and social discourse.

Ort, förlag, år, upplaga, sidor
Umeå: Umeå universitet, 2017. s. 112
Serie
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 123
Serie
Umeå Studies in the Educational Sciences ; 22
Nyckelord
Entrepreneurial learning, lower secondary school, recontextualisation, Basil Bernstein, education, teaching, learning, assessment, classification, framing, Entreprenöriellt lärande, grundskolan, rekontextualisering, Basil Bernstein, utbildning, undervisning, lärande, bedömning, klassifikation, inramning
Nationell ämneskategori
Pedagogik
Forskningsämne
pedagogik
Identifikatorer
urn:nbn:se:umu:diva-133037 (URN)978-91-7601-694-7 (ISBN)
Disputation
2017-04-28, Nbvh 1031, Norra beteendevetarhuset, Umeå, 13:00 (Svenska)
Opponent
Handledare
Forskningsfinansiär
Ifocus - innovation, forskning och utveckling i skola och förskola, 218010400
Tillgänglig från: 2017-04-06 Skapad: 2017-03-29 Senast uppdaterad: 2018-06-09Bibliografiskt granskad

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