Change search
Link to record
Permanent link

Direct link
BETA
Publications (10 of 29) Show all publications
Risenfors, S. & Almér, E. (2019). "Det är något jag känner att jag är menad för": En diskursanalytisk studie av nyblivna studenters val att läsa en lärarutbildning. Högre Utbildning, 9(2), 48-59
Open this publication in new window or tab >>"Det är något jag känner att jag är menad för": En diskursanalytisk studie av nyblivna studenters val att läsa en lärarutbildning
2019 (Swedish)In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 9, no 2, p. 48-59Article in journal (Refereed) Published
Abstract [sv]

I följande artikel undersöks vilka diskurser och positioneringar som framträder hos studenter angående deras val att läsa en lärarutbildning. Positioneringar handlar i denna studie om grad av säkerhet, generalisering och attityd, som här har att göra med känslor och värderingar. Att få syn på diskurserna och positioneringarna är relevant för lärarutbildare för att kunna utveckla adekvata strategier för undervisning inom lärarutbildningen. Emedan tidigare forskning genomlyst motiven med en innehållslig synvinkel presenteras i den här artikeln en motsvarande genomlysning av hur innehållet, det vill säga motiven, faktiskt formuleras. Vi menar att i sättet att formulera motiven finns en problematisk aspekt som lärarutbildare bör bemöta för att undervisningen ska leda till att lärarstudenten får en utbildning som är hållbar över tid i ett samhälle i ständig förändring. Resultatet av den studie vi presenterar visar att studenterna främst uttrycker en social diskurs och positioneringar som förmedlar en syn på lärar- och elevidentiteter som förhållandevis ensidiga. I mötet med ett akademiskt förhållningssätt där perspektivtagande och utveckling står i fokus kan en dylik hållning behöva luckras upp för att ge utrymme för förståelse av kunskapande och undervisningskontexter.

National Category
Learning Didactics
Identifiers
urn:nbn:se:hv:diva-14750 (URN)10.23865/hu.v9.1317 (DOI)
Available from: 2019-12-11 Created: 2019-12-11 Last updated: 2019-12-11
Korp, H., von Brömssen, K., Kittelmann Flensner, K. & Risenfors, S. (2019). Inkludering och likvärdighetför nyanlända eleveri grundskolan: en fallstudie i två kommuner. Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Inkludering och likvärdighetför nyanlända eleveri grundskolan: en fallstudie i två kommuner
2019 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2019. p. 152
Keywords
Inkludering, grundskolan, nyanlända
National Category
Pedagogical Work
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13932 (URN)978-91-88847-37-9 (ISBN)
Available from: 2019-06-10 Created: 2019-06-10 Last updated: 2019-06-11
Risenfors, S. (2018). Liberal Muslim, Atheist Hindu and Born again Christian. In: J. Ristiniemi, G. Skeie & K. Sporre (Ed.), Challenging Life: Existential Questions as a Resource for Education (pp. 119-136). Waxmann Verlag
Open this publication in new window or tab >>Liberal Muslim, Atheist Hindu and Born again Christian
2018 (English)In: Challenging Life: Existential Questions as a Resource for Education / [ed] J. Ristiniemi, G. Skeie & K. Sporre, Waxmann Verlag, 2018, p. 119-136Chapter in book (Refereed)
Place, publisher, year, edition, pages
Waxmann Verlag, 2018
Series
Religious Diversity and Education in Europe ; 37
Keywords
Identification, young students, religion
National Category
Religious Studies
Research subject
Child and Youth studies; HUMANITIES
Identifiers
urn:nbn:se:hv:diva-13391 (URN)978-3-8309-3886-6 (ISBN)978-3-8309-8886-1 (ISBN)
Available from: 2019-01-09 Created: 2019-01-09 Last updated: 2019-01-09Bibliographically approved
Risenfors, S. & von Brömssen, K. (2018). Religion och livstolkning bland barn och unga (1ed.). In: Johansson, Thomas & Sorbring, Emma (Ed.), Barn- och ungdomsvetenskap. Grundläggande perspektiv.: (pp. 421-434). Stockholm: Liber
Open this publication in new window or tab >>Religion och livstolkning bland barn och unga
2018 (Swedish)In: Barn- och ungdomsvetenskap. Grundläggande perspektiv. / [ed] Johansson, Thomas & Sorbring, Emma, Stockholm: Liber, 2018, 1, p. 421-434Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2018 Edition: 1
Keywords
Religion, livstolkning, barn, ungdom
National Category
Pedagogy Religious Studies
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-12053 (URN)978-91-47-11307-1 (ISBN)
Available from: 2018-02-01 Created: 2018-02-01 Last updated: 2019-10-23Bibliographically approved
von Brömssen, K., Risenfors, S. & Sjöberg, L. (Eds.). (2018). Samhälle, genus och pedagogik: utbildningsvetenskapliga perspektiv : vänbok till Inga Wernersson. Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Samhälle, genus och pedagogik: utbildningsvetenskapliga perspektiv : vänbok till Inga Wernersson
2018 (Swedish)Collection (editor) (Other academic)
Abstract [sv]

Detta är en vänbok till professor Inga Wernersson, Institutionen för Individ och Samhälle på Högskolan Väst.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018. p. 259
Keywords
Pedagogik, genus, utbildning
National Category
Pedagogy
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13402 (URN)9789188847171 (ISBN)9789188847164 (ISBN)
Available from: 2019-01-14 Created: 2019-01-14 Last updated: 2019-02-27Bibliographically approved
Risenfors, S., Korp, H., von Brömssen, K. & Kittelmann Flensner, K. (2018). Studiehandledning för nyanlända elever i svensk skola. Lisetten, 6-8
Open this publication in new window or tab >>Studiehandledning för nyanlända elever i svensk skola
2018 (Swedish)In: Lisetten, ISSN 1101-5128, p. 6-8Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Södertälje: Riksförbundet LISA - Lärare i svenska som andraspråk, 2018
National Category
Pedagogy
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science; HUMANITIES, Swedish
Identifiers
urn:nbn:se:hv:diva-13297 (URN)
Available from: 2018-12-19 Created: 2018-12-19 Last updated: 2019-10-24Bibliographically approved
von Brömssen, K., Risenfors, S. & Korp, H. (2018). Tutoring Newly Arrived Students in Sweden: A Matter of Trial and Error?. In: : . Paper presented at European Conference on Educational Research ECER2018 Bolzano. Bolzano: European Conference on Educational Research (ECER)
Open this publication in new window or tab >>Tutoring Newly Arrived Students in Sweden: A Matter of Trial and Error?
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

General description

This research deals with tutoring in the mother tongue to support newly arrived students in Swedish elementary schools. Although Sweden has received many migrants for a long time, educational policies and organization for these students have been fragmented and poorly developed (Bunar, 2010, 2015; Nilsson, 2013). Students with a 'foreign background' have on average lower school results than pupils with a Swedish background (OECD, 2010; The Swedish National Board of Education, 2016). The proportion of students with 'foreign background' has gradually increased since the beginning of the 1990s. Also, in recent years there has been a marked increase in students who immigrated after school start (7 years of age). Many newly arrived students in Sweden don't obtain grades to continue to upper secondary school after grade 9. The proportion of students in this group increased from 37 percent in 2006 to 50 percent in 2015 (The Swedish National Agency for Education, 2016). These results are especially challenging as it is stated in The Swedish Educational Act that "All children and youths shall have equal access to education". It is further stated that "teaching should be adapted to each pupil's circumstances and needs. It should promote the pupils' further learning and acquisition of knowledge based on pupils' backgrounds, earlier experience, language and knowledge." (The Curriculum for the Compulsory School System, the Preschool Class and the Leisure-time Centre, Lgr 11; cf. Guadalupe, 2013). Thus, the Education Act stipulates that the education provided in each school form and in the recreation centre should be equivalent, regardless of where in the country it is provide. Until recently, the most common way to receive newly arrived students in elementary schooling in Sweden have been introductory classes, with the aim of learning Swedish and getting an introduction into Swedish society (Avery, 2017; Simola & Hansson, 2017). This organization have left students with very heterogeneous backgrounds (language, age, capabilities) in the same classroom, which led to uneven equality and arbitrariness in the education (Bunar 2010; Nilsson & Axelsson, 2013). As a consequence of school results and a growing criticism of education for newly arrived students from professionals and researchers, new rules were introduced in the Education Act concerning the this group on January 1, 2016 (Andersson, Lyrenäs & Sidenhag, 2015; Swedish National Agency for Education, 2016). As it is the responsibility of the municipality to implement and organize education for newly arrive students, the local organization differs widely (Avery, 2017). Thus, several models of organizing education for newly arrived students have been added (Avery 2017) and new models are developed. Currently models of direct inclusion in regular classes with language support from tutors in the newly arrived student's mother tongue is given in the Swedish ordinary classroom seem to increase. However, research on school organization for newly arrived students and their actual support in their local schools are scarce. With this research we want to make a contribution to the ongoing European discussion on how to make education available and with a good quality to all newly arrived students (cf. Avery, 2017; Bukus, 2016; European Commission, 2015; Terhart & von Dewitz, 2017; Torbjørnsen, 2017).

Objectives

The objective of the study is to explore organizational models of receiving and supporting newly arrived students in two Swedish municipalities. The study will provide opinions and perspectives of different supporting models for newly arrived students from headmasters, teachers, student tutors as well as from newly arrived students themselves.

Theoretical framework

Theoretically, our contribution builds on a theory of practice developed by O'Reilly (2012) where external structures as well as internal structures in the researched compulsory schools are taken into account. Practices take place in a perspective or "horizon of action" and involve active agency, communities of practice and conjuncturally-specific external structures (O'Reilly, 2012). The concept of situated learning proposed by Lave and Wenger (1991) is used to analyze how wider structures are both preconditioning and limiting variables for outcomes of action. Also a perspective of culturally responsive teaching inspired by Gay (2010) is of importance when analyzing teaching practices.

Methods/methodology

The project draws on qualitative data from seven elementary school and two reception units. These case studies explore arrangements and organizational models of receiving newly arrived students and their support. The data includes interviews with headmasters, teachers, tutors and newly arrived students as well as ethnographic data from observations.

Expected outcomes/result

The analysis show that elementary schools, even within only two Swedish municipalities, varies widely in their organization and support for newly arrived students. This seems to have a background in the school's history and habit of receiving newly arrived students, in the school's leadership and their interest and knowledge of policies and research in the field as well as opportunities for recruiting competent staff. Several of the schools have altered their organizational models for supporting newly arrived students during the last year (2016-2017), working towards involving student tutors in the mother language to support students in their regular classes. These students' tutors have the task of supporting pupils' knowledge development in different subjects and helping the students to the extent possible to the goals of the education. In order to do so they are supposed to plan together with the class-teachers and the subject matter teachers, an organization that is complex and seems quite difficult to accomplish. Our research show that the student tutors' qualifications vary significantly, their position and status and opportunity for participation in the schools vary, their assignments and awareness of the assignment vary, as well as the teachers understanding of what study supervision is and can be and their will and ability to interact as well as the organizational conditions. Under certain conditions the student tutors' have great potential to work as a significant professional, making a positive difference for new students' chances in the education system, and under other conditions more like an assistant. Student tutors in the mother tongue demonstrate concern for the students' emotional and physical conditions, thus creating a caring climate. However, questions on the tutors' language competency and their knowledge level in subject matter areas can be raised in relation to these arrangements.

Place, publisher, year, edition, pages
Bolzano: European Conference on Educational Research (ECER), 2018
Keywords
Newly arrived, tutoring, Sweden
National Category
Religious Studies Learning
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13392 (URN)
Conference
European Conference on Educational Research ECER2018 Bolzano
Available from: 2019-01-09 Created: 2019-01-09 Last updated: 2019-01-09Bibliographically approved
Rendahl, J., Risenfors, S., Korp, P., Pipping Ekström, M. & Berg, C. (2017). Forskarinitierat rollspel med efterföljande fokusgruppintervju: en metod för att främja delaktighet och reflektion. Educare - Vetenskapliga skrifter, 31-55
Open this publication in new window or tab >>Forskarinitierat rollspel med efterföljande fokusgruppintervju: en metod för att främja delaktighet och reflektion
Show others...
2017 (Swedish)In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, p. 31-55Article in journal (Refereed) Published
Keywords
Adolescents, focus group interview, participation, reflection, role-play
National Category
Pedagogical Work
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-11989 (URN)
Available from: 2018-01-09 Created: 2018-01-09 Last updated: 2019-05-21Bibliographically approved
von Brömssen, K. & Risenfors, S. (2017). In different worlds: Religious discourses in students' space in three upper secondary schools in Sweden (1ed.). In: Rothgangel, Martin, von Brömssen, Kerstin, Heimbrock, Hans-Günter & Skeie, Geir (Ed.), Location, Space and Place in Religious Education: (pp. 67-85). Münster: Waxmann Verlag
Open this publication in new window or tab >>In different worlds: Religious discourses in students' space in three upper secondary schools in Sweden
2017 (English)In: Location, Space and Place in Religious Education / [ed] Rothgangel, Martin, von Brömssen, Kerstin, Heimbrock, Hans-Günter & Skeie, Geir, Münster: Waxmann Verlag, 2017, 1, p. 67-85Chapter in book (Refereed)
Place, publisher, year, edition, pages
Münster: Waxmann Verlag, 2017 Edition: 1
Series
Religious Diversity and Education in Europe, ISSN 1862-9547 ; 34
Keywords
religious education, location, space, place
National Category
Religious Studies
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-11284 (URN)9783830936251 (ISBN)
Available from: 2017-08-09 Created: 2017-08-09 Last updated: 2019-12-05Bibliographically approved
Korp, H., Risenfors, S., Rinnemaa, P. & Berhanu, G. (2017). Language Training and Meaningful Waiting: the Impact on Refugees' L2, Identity and Agency of taking an Intensive Language Course While in Asylum Accommodation. In: : . Paper presented at ECER 2017 Copenhagen - The European Conference on Educational Research. 22-25 August 2017.
Open this publication in new window or tab >>Language Training and Meaningful Waiting: the Impact on Refugees' L2, Identity and Agency of taking an Intensive Language Course While in Asylum Accommodation
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
Language training, refugees, identity
National Category
Learning
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-11990 (URN)
Conference
ECER 2017 Copenhagen - The European Conference on Educational Research. 22-25 August 2017
Available from: 2018-01-09 Created: 2018-01-09 Last updated: 2018-01-09Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1343-249X

Search in DiVA

Show all publications