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Korp, H., Sjöberg, L. & Thorsen, C. (2019). Individual Development Plans in the Swedish Comprehensive School: Supporting High Quality Learning and Equity, or Rote Learning and Social Reproduction?. Scandinavian Journal of Educational Research, 63(2), 229-244
Open this publication in new window or tab >>Individual Development Plans in the Swedish Comprehensive School: Supporting High Quality Learning and Equity, or Rote Learning and Social Reproduction?
2019 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 2, p. 229-244Article in journal (Refereed) Published
Abstract [en]

In Swedish compulsory school, individual development plans (IDPs) are mandatory for all students up to 6th grade. The purpose is to summarize and facilitate pupils' learning and tune instruction to national standards. In this study, 233 IDPs drawn up for 5th grade pupils were analyzed with focus on qualities that have been found to impact students' learning and learner identities. The results show that the IDPs rarely display the qualities that would make them effective as tools for enhancing students' learning, and that there is a gender difference in the quality of the documents, as well as differences regarding the pupils' academic background.

Place, publisher, year, edition, pages
London: , 2019
Keywords
Individual development plans, formative assessment, equity, social reproduction
National Category
Pedagogical Work
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-11255 (URN)10.1080/00313831.2017.1336478 (DOI)000456295700005 ()2-s2.0-85021155132 (Scopus ID)
Note

Published online: 21 Jun 2017

Available from: 2017-08-01 Created: 2017-08-01 Last updated: 2019-02-12Bibliographically approved
Sjöberg, L. (2019). Organising the 'industrialisation of instruction': Pedagogical discourses in the Swedish Primary Teacher Education programme. Journal of Praxis in Higher Education, 1(1), 37-59
Open this publication in new window or tab >>Organising the 'industrialisation of instruction': Pedagogical discourses in the Swedish Primary Teacher Education programme
2019 (English)In: Journal of Praxis in Higher Education, E-ISSN 2003-3605, Vol. 1, no 1, p. 37-59Article in journal (Refereed) Published
Abstract [en]

This study examines the organisation of the Swedish Primary Teacher Education (PTE) programme by studying a local educational policy practice. The empirical material consists of policy documents and interviews with teacher educators at a large university. The study focuses on the pedagogical discourses in teacher education, by studying whether the examinations, courses, and education are basedon insulation or integrating principles, that is, strong or weak classification. The results of the study show that both the national policy text and the local organisationare based on principles and rationalities of strong classification, where the local policy practice is both constructed through and affected by commodification and market rationalities

Place, publisher, year, edition, pages
Borås: Högskolan i Borås, 2019
Keywords
Primary teacher education program, Swedish policy texts
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Educational science; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-14688 (URN)
Available from: 2019-11-12 Created: 2019-11-12 Last updated: 2019-11-12Bibliographically approved
Sjöberg, L. (2019). Pedagogic Discourses in the Swedish Primary Teacher Education Programme: from a subject perspectiveMain Contentback to search. In: Abstracts: Research on Professional Knowledge & Identity in Teacher Education. Paper presented at ECER 2019: Education in an Era of Risk – the Role of Educational Research for the Future, 2 - 6 Sept 2019, Universität Hamburg, Germany (pp. 1). , Article ID 10 SES 06 C.
Open this publication in new window or tab >>Pedagogic Discourses in the Swedish Primary Teacher Education Programme: from a subject perspectiveMain Contentback to search
2019 (English)In: Abstracts: Research on Professional Knowledge & Identity in Teacher Education, 2019, p. 1-, article id 10 SES 06 CConference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Since 2011, Sweden has a new teacher education. The new teacher education, its policy and practice, involved a shift due to the fact that the former Swedish teacher education reforms had an intention to unite teachers in their professional knowledge base and identity by constructing a consolidated and integrated teacher education (Beach et al, 2014).

The Primary teacher education programme (PTE-programme) is the teacher education programme that has been affected the most by the teacher education reform. From a single category of teachers, there are now three categories of primary school teachers: preschool teachers and primary school teachers for grades 1-3, primary school teachers for grades 4-6 and those who work with pupils in the extended school programme. The new PTE-programme are hence built upon a discourse of strong classification (Bernstein, 2000). In earlier studies of this programme, results show that the two majors, K-3 and 4-6, have developed not only slightly different examination cultures but also different pedagogic discourses (Sjöberg, 2018a). Similarly, the studies show that the PTE-programme has the greatest focus on classroom management skills and competencies (primarily subject didactics) in which the primary school curriculum is a central focus (Sjöberg 2018b), and that in the PTE-programme there are several different subcultures, each with their own pedagogic discourses (Player Koro och Sjöberg, 2018).

This study is a continuation of research into primary school teachers' professional knowledge base and their pedagogical identity as well as how this is developed in and through the examination practice of the PTE-programme. Based upon earlier results showing that there are differences within the programme, this study examines differences in pedagogic discourses between the various subjects (Swedish, Mathematics, English, Social Studies, Sciences) and subject areas (Educational Science Core and Placement) that make up the PTE-programme.This study's methodological approach is grounded in Bernstein's theory concerning the pedagogic device, the processes that form programme content and the way that content is taught from policy to practice, how the pedagogic discourses are constructed, and which pedagogical identities are possible to generate in and through the programme (Bernstein, 1999, 2000, 2003). The assumption is that the pedagogic discourses in the PTE-programme is an integration of discourses and subject concepts based on policy, academic traditions and subject traditions.

Keywords
Primary teacher education programme, professional knowledge base, pedagogical identity
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Educational science; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-14712 (URN)
Conference
ECER 2019: Education in an Era of Risk – the Role of Educational Research for the Future, 2 - 6 Sept 2019, Universität Hamburg, Germany
Available from: 2019-11-14 Created: 2019-11-14 Last updated: 2019-11-14Bibliographically approved
Sjöberg, L. (2019). The Swedish primary teacher education programme: at the crossroads between two education programme traditions. Education Inquiry, 10(2), 116-133
Open this publication in new window or tab >>The Swedish primary teacher education programme: at the crossroads between two education programme traditions
2019 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 10, no 2, p. 116-133Article in journal (Refereed) Published
Abstract [en]

In 2011, new teacher education programmes were introduced in Sweden. This policy case study examines the outcome of the reform, focusing on the pedagogic discourses in the examination practise of the primary teacher education programme, but also on the possible effects of dividing teacher education for primary teachers into two specialisations: for teachers of grades F-3 and 4–6. The point of departure is that the Swedish, and Nordic, teacher education programmes have been shaped by two traditions: the seminar tradition and the academic tradition. The study is based on Bernstein’s theories of pedagogic discourses and how these affect teachers’ professional knowledge base and professional identities. The results show that the primary teacher education above all prepares student teachers for everyday classroom life, but also that the examination practice and the pedagogic discourses differ to some extent between the two specialisations and that the primary teacher education (PTE) students who choose to specialise in grades 4–6 now encounter pedagogic discourses that more resemble an academic tradition than what is encountered by students who choose to specialise in F-3.

Keywords
Primary teacher education (PTE); pedagogic discourses; pedagogic/professional identity; professional knowledge base; horizontal and vertical knowledge structures
National Category
Pedagogy
Research subject
Child and Youth studies; Work Integrated Learning; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-12815 (URN)10.1080/20004508.2018.1492845 (DOI)2-s2.0-85055448287 (Scopus ID)
Available from: 2018-08-10 Created: 2018-08-10 Last updated: 2019-12-13Bibliographically approved
Player-Koro, C. & Sjöberg, L. (2018). Becoming a primary education teacher: pedagogic discourses in the teacher education program’s examination practice. Nordic Journal of Studies in Educational Policy
Open this publication in new window or tab >>Becoming a primary education teacher: pedagogic discourses in the teacher education program’s examination practice
2018 (English)In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317Article in journal (Refereed) Published
Abstract [en]

Global reforming driven by neoliberal ideas is today reshaping educational systems. This study explores how a national policy incentive, aimed at changing teacher education in Sweden, is transformed and realized into educational practice and how pedagogic discourses are operating in and through the primary teachers’ examination practice in Sweden. The aim is also to explore which competencies are legitimized and thus form the knowledge base for primary teachers. The study is conducted through a qualitative and quantitative, theoretically based, analysis of all examination tasks (n = 322) in the primary teacher education at a teacher education department located at one of Sweden’s largest universities. The qualitative software package Nvivo was used for the qualitative analysis and the statistical software SPSS was used for the quantitative analysis. The result shows that most examinations involve the examination of methodological/didactical knowledge related to teachers work in the classroom (out of horizontal knowledge structures) and that students lack opportunities to practice and show analytical skills, with vertical knowledge structures, in their examinations.

Keywords
Teacher education; primary teachers; policy reform; pedagogic device; pedagogic discourse
National Category
Pedagogy
Research subject
Child and Youth studies; Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-12816 (URN)10.1080/20020317.2018.1474702 (DOI)
Available from: 2018-08-10 Created: 2018-08-10 Last updated: 2019-10-24Bibliographically 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
Sjöberg, L. (2018). The shaping of pre-service teachers’ professional knowledge base through assessments. European Journal of Teacher Education, 41(5), 604-619
Open this publication in new window or tab >>The shaping of pre-service teachers’ professional knowledge base through assessments
2018 (English)In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 41, no 5, p. 604-619Article in journal (Refereed) Published
Abstract [en]

In an age when knowledge has become a competitive aspect in society, teachers and their professional knowledge base have become all the more important, both in terms of policy and practice. This study investigates what sort of content, knowledge, and competencies are included in the examination practice of the Swedish primary teacher education programme, and thereby legitimatized as a primary teacher’s professional knowledge base. The results show that Swedish primary school teachers are primarily trained to work with subject didactics, and focus is placed on being able to plan, carry out, and evaluate teaching in light of descriptive and normative learning theories, as well as current regulatory documents. One possible effect of this strong subject didactic focus is that teachers are not sufficiently trained to critically analyse the conditions that they work under, especially in view of current, global and local policy trends.

Keywords
Primary teacher education, examination practices, pedagogic discourses, vertical and horizontal knowledge structures
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13061 (URN)10.1080/02619768.2018.1529751 (DOI)000449283600004 ()2-s2.0-85055457845 (Scopus ID)
Available from: 2018-10-28 Created: 2018-10-28 Last updated: 2019-10-24Bibliographically approved
Sjöberg, L. (2017). Bedömning av matematikkunskaper genom individuella utvecklingsplaner. In: Lisa Björklund Boistrup, Maria Nordlund & Eva Norén (Ed.), "Alla människors möte borde vara så": texter om bedömning : vänbok till Astrid Pettersson (pp. 80-93). Stockholm: Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, Stockholm universitet
Open this publication in new window or tab >>Bedömning av matematikkunskaper genom individuella utvecklingsplaner
2017 (Swedish)In: "Alla människors möte borde vara så": texter om bedömning : vänbok till Astrid Pettersson / [ed] Lisa Björklund Boistrup, Maria Nordlund & Eva Norén, Stockholm: Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, Stockholm universitet , 2017, p. 80-93Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, Stockholm universitet, 2017
Keywords
Matematikundervisning, bedömning, didaktik, individuell utvecklingsplan
National Category
Pedagogical Work Mathematics Didactics
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-11458 (URN)978-91-979516-5-4 (ISBN)
Available from: 2017-09-11 Created: 2017-09-11 Last updated: 2019-12-05Bibliographically approved
Player-Koro, C. & Sjöberg, L. (2017). To become a Primary teacher: A Study of Pedagogic Discourses in Swedish Teacher Education. In: ECER 2017: “Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and educational research”. Paper presented at ECER 2017 (pp. 1-2). European Educational Research Association
Open this publication in new window or tab >>To become a Primary teacher: A Study of Pedagogic Discourses in Swedish Teacher Education
2017 (English)In: ECER 2017: “Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and educational research”, European Educational Research Association , 2017, p. 1-2Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
European Educational Research Association, 2017
Keywords
Pedagogic discourses, teaching, primary teachers
National Category
Pedagogical Work
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-11462 (URN)
Conference
ECER 2017
Available from: 2017-09-11 Created: 2017-09-11 Last updated: 2019-12-05Bibliographically approved
Sjöberg, L. (2016). To become a primary education teacher: pedagogic discourses in the assessment practice of the teacher training. In: NERA 2016, 9-11 march, Helsinki, Finland, 44th congress: . Paper presented at 44th NERA Congress is ‘Social Justice, Equality and Solidarity in Education?.
Open this publication in new window or tab >>To become a primary education teacher: pedagogic discourses in the assessment practice of the teacher training
2016 (English)In: NERA 2016, 9-11 march, Helsinki, Finland, 44th congress, 2016Conference paper, Published paper (Other academic)
Abstract [en]

The Swedish teacher training has since the end of the 20th century been affected by several extensive political reforms. The last reform, which was implemented in 2011,completly changed the teacher training. One of several implications of the reform was a return to a diversification of different teacher categories. The intentions of this diversification were, among others, to give each category of teachers specialized knowledge concerning their teaching subjects as well as the ages of their future pupils (based on a developmental psychology rationality), but also to attain stronger professional identities. The study is based on the Primary education teaching program with focus on the grades F-3 and 4-6. The empirical material consists of the assessment assignments given to the students in both programs. The aim of the study is to investigate what knowledge, knowledge forms and abilities that are assessed during the teacher training and consequently constructed as the teachers’ professional knowledge base. Bernsteinian theories on how power relations are produced and reproduced in and through the educational system is the main theoretical framework for the study. Pedagogic discourses, i.e. how the choice of content operates in the teacher training is also an important theoretical perspective. Another perspective in the analysis is how the knowledge and knowledge forms are represented in relation to horizontal and vertical discourses. The study finally tries to answer the question on how national policies are transformed into educational practice.

Keywords
teacher, trining
National Category
Learning
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-10369 (URN)
Conference
44th NERA Congress is ‘Social Justice, Equality and Solidarity in Education?
Available from: 2016-12-22 Created: 2016-12-22 Last updated: 2016-12-22Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5163-7939

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