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  • 1. Bergmark, Ulrika
    et al.
    Hansson, Kristina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    How Teachers and Principals Enact the Policy of Building Education in Sweden on a Scientific Foundation and Proven Experience: Challenges and Opportunities2021Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 65, nr 3, s. 448-467Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In 2010, Sweden was the first country in the world to introduce a legal requirement that education should be research-based, placing huge demands on schools. The study's aim is to explore how, through sensemaking, teachers and principals enact this policy in schools. In total, 272 teachers and 23 principals from pre-schools, leisure-time centers, compulsory schools, and upper secondary schools completed a questionnaire. The findings show the need for understanding central policy concepts, alignment with previous experiences, and a social context within which the policy can be understood, negotiated, and enacted. Policy enactment was dependent on the support given - professional development, time, and financial resources. Teachers and principals have so far experienced challenges and opportunities - a rewarding if complex process.

    Fulltekst (pdf)
    fulltext
  • 2.
    Bergmo-Prvulovic, Ingela
    et al.
    School of Education and Communication, Jönköping University, Sweden.
    Hansson, Kristina
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen. Piteå kommun.
    Governance of theachers´professional development and learning within a new career position2019Inngår i: Dyskursy Młodych Andragogów, ISSN 2084-2740, Vol. 20, s. 157-178Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In 2013, the Swedish government introduced a career reform for teachers (SFS 2013, p. 70) that established two new career-track positions, namely, lead teachers and senior subject teachers. This study analyses the process of integrating this career reform into the Swedish school system in its early stage and focuses on lead teachers’ professional development and learning when trying to interpret and translate this new career position in their daily working life. The study explored teacher´s ideas, strategies and actions to govern themselves in relation to the demands for research and proven experience within the career reform, as well as their underlying views of career. For the empirical data collection, we interviewed twelve lead teachers. The analysis of the data generated four different governmentalities that these teachers used to govern themselves when trying to handle the career reform in their practices: the school developer, the process manager, the subject specialist and the involuntary careerist. Teachers relate their rationalities to different career discourses where organizational, individual and professional discourses are prominent to various degrees. Furthermore, underlying representations of career relate to both hierarchical views, and to a perspective of exchange. In addition, two new representations of career emerged: career as a non-hierarchical or equal level position, and career as a sorting tool. The results indicate that lead teachers have found themselves caught in tensions between multifaceted meanings of career, research-based education, and personal and organizational pressures associated with the intentions of the career reform

    Fulltekst (pdf)
    fulltext
  • 3.
    Erixon, Per-Olof
    et al.
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Hansson, Kristina
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Teachers’ personal epistemologies and professional development2023Inngår i: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326, Vol. 47, nr 3, s. 311-323Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article deals with the personal epistemologies developed by teachers who undergo academic continuing education on an advanced level at a time when conflicting discourses form the basis of teaching in today’s school, i.e. academisation on one hand and measurability and accountability in the name of New Public Management on the other. To give the interviewed teachers in this study an opportunity to clarify and become more aware of their epistemologies and to assist in getting started, we initially presented concepts developed in an academic discourse: Hofer’s account of different, interrelated dimensions of ‘personal epistemologies’, clustered in two areas: the nature of knowledge, and the nature or process of knowing. As a result, we interpret the students’ epistemological beliefs through a professional perspective, i.e. as justification of the profession’s academisation. In their unhesitating confident trust in practitioners’ knowledge, as mainly acquired from experience in the field, they express a vocational habitus. One may thus assume that practitioners possess proven experiences, i.e. experience-based knowledge that they have acquired and that should be recognised and added to the knowledge base of the field in an academic and vertical discourse.

    Fulltekst (pdf)
    fulltext
  • 4.
    Hansson, Kristina
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Skola och medier: Aktiviteter och styrning i en kommuns utvecklingssträvanden2014Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    Over time, the state has undertaken various reforms to govern the development of education. The issue of using new media may be seen as such an example. A change in the use of media in education imposes great challenges on both municipalities and teachers. This thesis aims to visualise and discuss governance in the contradictions that arise in practical activities aimed at integrating new media in school teaching, based on three actors’ perspectives, namely the dilemmas of the teacher, the media pedagogue and the media developer. The study is based on systemic thinking about governance and I employ both activity theory and the concept of governmentality to visualise and discuss the governance.

    The study is conducted in the form of a case study. The case consists of a municipality where, based on the curriculum’s mission, teachers have tried to find ways to integrate new media into their teaching. My own connection to the case consists of having been a driving and governing force in the work as a teacher, media pedagogue and media developer. The case was chosen because the municipality’s work on the national level and via the media has been held up as a good example.

    The empirical part consists of both my own life narrative and studies of different documents, texts, images, films and sound recordings that show how govern­mentalities are formed and take shape on the micro, macro and meso levels. I use a methodological prism, a combination of different analytical perspectives, discourse, activity, narratives and governmentality.

    The results reveal that the driving actors are innovatively handling the systemic contradictions that arise in the work of carrying out the curriculum’s mission. The governance of the activities is based on a trust rationality. The more the use of new media is spread in the municipality’s schools, the more contradictory it becomes for the middle level’s actors. The trust rationality has been superseded by a distrust rationality, creating a growing gap between the administration and the activities.

    Fulltekst (pdf)
    Skola och medier
  • 5.
    Hansson, Kristina
    et al.
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Erixon, Per-Olof
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Academisation and teachers' dilemmas2020Inngår i: European Educational Research Journal, E-ISSN 1474-9041, Vol. 19, nr 4, s. 289-309Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In 2010, the Swedish Education Act introduced new provisions stating that education at all levels should 'rest on scientific grounds and proven experience'. These requirements led to greater policy activities at the state level and enhanced the cooperation emerging between the municipality and higher education as well as between teachers and researchers at both the middle and micro levels. This study was conducted in a Swedish municipality that adopted a local strategy to meet the Education Act's scientific requirements for teaching. As part of this strategy, together with a university the municipality designed a postgraduate programme, corresponding to a one-year master's level under the Bologna Agreement, made up of four years of part-time studies and with a focus on practical research and school development. This article examines how a sample of 15 teachers participating in this postgraduate programme, and their school leaders, perceive this policy (namely, education being based on scientific grounds) within the development of the teaching profession's practice and which dilemmas they face while trying to interpret and handle the Education Act's provisions in their schools. Our overall theoretical perspectives are those of policy enactment, academic drift and activity theory. The results indicate that the teachers' participation in the postgraduate course has caused tension among their colleagues. Moreover, the teachers expressed a feeling of being 'isolated cogs' in an organisation and lacking supporting structures. For some, their participation is a step in a more individualised project that contributes primarily to their own professional development; for others, it is more of a collective project with which one can 'lift' one's school and colleagues.

  • 6.
    Hansson, Kristina
    et al.
    Piteå kommun.
    Erixon, Per-Olof
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Akademisering: lärares dilemman och strategier2021Inngår i: Skola på vetenskaplig grund i praktiken: Akademisering av lärares arbete / [ed] Ulrika Bergmark & Kristina Hansson, Lund: Studentlitteratur AB, 2021, s. 87-108Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Vårt kapitel utgår från en studie av lärare som genomgått magisterutbildningen ”Forskning och utveckling i skolan” vid Umeå universitet. Studien ska förstås mot bakgrund av skollagens krav på akademisering av skolans praktik. Våra resultat visar att lärare som genomgår en akademisk vidareutbildning inte bara möter uppmuntran och stöd från skolledning och kollegor för sina akademiska strävanden, utan också misstro och spänningar. Några försöker undvika konflikter, andra känner skuld; för vissa är utbildningen steg i ett individuellt projekt, för andra något med vars hjälp man kan lyfta den egna skolan.

  • 7.
    Hansson, Kristina
    et al.
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen. Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Westerlund, Stina
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Berättelser av lärare som blev forskare2019Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    2010 infördes genom skollagen (SFS 2010:800) nya krav på lärare i skolan att utbildningen ska ”vila på vetenskaplig grund och beprövad erfarenhet”. Staten har initierat olika policys för att styra akademiseringen av läraryrket, exempelvis via karriärreform och forskarskolor för lärare samt via särskilda satsningar för att ta fram modeller för samverkan kring praktiknära forskning mellan skolhuvudman och lärosäte. Denna studie intresserar sig för forskares perspektiv på läraryrkets akademisering och hur forskaren utifrån sina erfarenheter som både lärare i skolan och forskare i akademin ser på praktiknära forskning. Studien genomförs i form av en livsberättelsestudie där sju forskare (tidigare lärare) intervjuas av yrkesverksamma lärare som intresserar sig för forskning och utveckling i skolan. De teoretiska utgångspunkterna är policy enactment, academic drift och narrativ. Preliminära analyser visar att forskarnas livsberättelser pendlar mellan att å ena sidan betrakta akademiseringen som ett individuellt projekt, å andra sidan som något som kan bidra till skolans och lärarutbildningens utveckling. Några forskares livsberättelser visar att de framförallt antagit en identitet som forskare medan andra forskares livsberättelser visar att de fortfarande efter många år inom akademin främst identifierar sig som lärare på tillfälligt besök i akademin och med en ständig längtan tillbaka till skolan. Att befinna sig i en samverkande praktik tillsammans med lärare har gjort att forskarna på ett mer aktivt försöker knyta an till tidigare erfarenheter som lärare. Förskjutningar mot fördjupat samverkande ansatser kan också skönjas i forskarnas berättelser.

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