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  • 1.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet .
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Professional and academic knowledge in teachers' research: an empowering oscillation2019In: European Educational Research Journal, E-ISSN 1474-9041, Vol. 19, no 6, p. 587-608Article in journal (Refereed)
    Abstract [en]

    In this article, we study the academisation of the teaching profession in Sweden, which follows contemporary trends in other Nordic and European countries. The specific aim was to analyse 14 reports written by researching teachers enrolled in a master's programme to investigate how they perceive, interpret and value academic and professional knowledge. The conceptual framework comprises theories concerning academic literacies and knowledge structures. The report analysis focussed on scope, aims and research questions, and how the researching teachers related to teacher knowledge and academic knowledge, normativity and a critical approach. After a preliminary analysis, the researching teachers were invited to participate in the analysis, giving their contextual understanding. The study indicates that the reports were based on empirical data and situated in a professional context, with the aim of exploring and understanding professional issues in relation to research, national policies and professional teacher experience. Report orientation was deeply nourished by teacher knowledge. The researching teachers' contextual knowledge both benefitted and challenged academic knowledge and vice versa, with the ambition to improve practice. Accordingly, the teachers' contextual knowledge can deepen the understanding of a research phenomenon. There was an empowering oscillation between teacher knowledge and academic knowledge in the teachers' research.

  • 2.
    Bergmark, Ulrika
    et al.
    Pedagogik, språk och ämnesdidaktik, Luleå tekniska universitet, Luleå, Sverige.
    Graeske, Caroline
    Pedagogik, språk och ämnesdidaktik, Luleå tekniska universitet, Luleå, Sverige.
    Praktiknära forskning i förskola och skola: undervisning, forskning och utveckling i samverkan2022 (ed. 1)Book (Other academic)
    Abstract [sv]

    Praktiknära forskning har de senaste årtiondena fått större genomslagskraft på olika nivåer i det svenska skolsystemet men också vid universitet. En sådan ansats innebär att lärares, rektorers och forskares kunskaper och kompetenser tas till vara och berikar forsknings- och utvecklingsprocesser. I boken diskuteras möjligheter och utmaningar med praktiknära forskning och läsaren får ta del av berättelser och konkreta exempel från olika forsknings- och utvecklingsprojekt. Teman som tas upp i boken är:

    • Initiering av praktiknära forskning

    • Genomförande av praktiknära forskning

    • Dokumentation och analys i praktiknära forskning

    • Kommunikation och spridning av lärdomar

    • Hållbarhet bortom ett projekt

    Praktiknära forskning i förskola och skola – undervisning, forskning och utveckling i samverkan vänder sig till lärare och rektorer inom alla skolans stadier, från förskola till vuxenutbildning samt till forskare och lärarutbildare. Boken kan användas som inspiration i konkret arbete med praktiknära forskning i samverkan mellan lärare, rektorer och forskare.

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