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Publications (9 of 9) Show all publications
Winman, T. & Johansson, I. (2019). Rektorer, lärande och digitalisering. In: Kristina Johansson (Ed.), VILÄR 5-6 december 2019, University West, Trollhättan: Abstracts. Paper presented at VILÄR 5-6 december 2019, University West, Trollhättan (pp. 21-22). Trollhättan: University West
Open this publication in new window or tab >>Rektorer, lärande och digitalisering
2019 (Swedish)In: VILÄR 5-6 december 2019, University West, Trollhättan: Abstracts / [ed] Kristina Johansson, Trollhättan: University West , 2019, p. 21-22Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

För att utveckla kunskap om relationen mellan rektorers vardagliga arbete och lärande utvecklades en studie med syftet att studera och utveckla kunskap om hur rektorer i gymnasieskolor arbetar med ledning och utveckling. Två centrala frågeställningar var i fokus;- vilka förutsättningar och hinder upplever rektorer i det dagliga arbetet med fokus på hur det pedagogiska ledarskapet gestaltas i vardagen?- Hur leds förändringsarbete och utvecklingsprocesser i det dagliga arbetet utifrån ett kontextuellt perspektiv?

Totalt har tio gymnasierektorer observerats fyra dagar vardera och intervjuas individuellt samt i två fokusgrupper. Studien utgick från ett sociokulturellt och aktivitetsteoretiskt perspektiv där antagandet är att lärande utvecklas och formas tillsammans med andra. Resultatet visar hur rektorer på olika sätt arbetar för att bereda möjligheter för lärare att fullfölja den pedagogiska uppgiften. Detta görs individuellt med lärare och kollektivt i lärarlag, men även genom att återkommande kommunicera det pedagogiska uppdraget uppåt i organisationen, exempelvis till lokala kommunpolitiker och i relation till budgetarbeten och tolkningar av skolverkets olika direktiv. I arbetet med skolverkets direktiv kring t.ex. åtgärdsplaner visas hur utvecklingsarbete kring IG-varningar processas och leder till förändrade strukturer och nya pedagogiska insatser. Till skillnad mot tidigare forskningresultat där rektorer uttrycker ett ensamarbete, var rektorerna i den här studien samstämmiga i uppfattningen kring vikten av det kollegiala stödet som möjliggjordes genom fysisk närhet och öppna dörrar till rektorskollegor.En ytterligare dimension i det pedagogiska ledarskapet och utvecklingsarbetet är att hantera den ökade digitaliseringen som innebär förändrade villkor för kommunikation, informationshantering och organisering av läraktiviteter. Digital kompetens och digital infrastruktur framstår som en förutsättning i dagens utbildning och skola och rektorerna behöver då hantera frågor av karaktären:

hur och i vilken utsträckning användande av digital teknik förändrar de sätt som lärare och elever uppfattar, förstår och tolkar kunskap- vilka nya sätt att organisera lärares kompetensutveckling som möjliggörs och kommer att vara produktiva- hur och varför olika aktiviteter öppnar upp för nya typer av lärarinterventioner när man ska stödja professionellas lärandeFrågorna får både pedagogiska och didaktiska konsekvenser och visar på områdets komplexitet, där aggregerade analyser av kunskapsläget är viktiga för både den fortsatta forskningen i området och för fortsatt verksamhetsutveckling.

Place, publisher, year, edition, pages
Trollhättan: University West, 2019
Keywords
Digitalisering, AIL, skolledare, rektorer, verksamhetsutveckling
National Category
Learning
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-14897 (URN)978-91-88847-43-0 (ISBN)978-91-88847-44-7 (ISBN)
Conference
VILÄR 5-6 december 2019, University West, Trollhättan
Available from: 2020-01-20 Created: 2020-01-20 Last updated: 2020-01-20Bibliographically approved
Johansson, I. (2016). Principal´s Work: The Conditions, Obstacles and Opportunities for Learning in the Daily Activities. In: Iréne Bernhard (Ed.), Uddevalla Symposium 2016: Geography, Open Innovation,Diversity and Entrepreneurship. Revised papers presented at the 19th Uddevalla Symposium, 30 June- 2 July, 2016, London, UK: . Paper presented at Uddevalla Symposium 2016: Geography, Open Innovation,Diversity and Entrepreneurship. The 19th Uddevalla Symposium, 30 June- 2 July, 2016, London, UK (pp. 435-450). Trollhättan: University West
Open this publication in new window or tab >>Principal´s Work: The Conditions, Obstacles and Opportunities for Learning in the Daily Activities
2016 (English)In: Uddevalla Symposium 2016: Geography, Open Innovation,Diversity and Entrepreneurship. Revised papers presented at the 19th Uddevalla Symposium, 30 June- 2 July, 2016, London, UK / [ed] Iréne Bernhard, Trollhättan: University West , 2016, p. 435-450Conference paper, Published paper (Refereed)
Abstract [en]

School is often described as a complex organization with multiple challenges and expectations, where many studies have focused on teachers´ and students´ the situations. In these studies the principal's role are often described as changing from an educational leader to being and becoming organizational manager. But what the principal's daily work consists of and what competences leadership requires, are not as clearly studied area. Especially not in relation to how the introduction of ICT in education challenges established routines. The aim of this study is to reveal how ICT influence principal´s everyday workload. Data consists of includes audio-recorded interviews with ten secondary school principals. All interviews were transcribed and analyzed based on principals' views on the leadership, peer-support, ongoing change, scope of action and management of their unexpected. The results show that principals has a complex role, both presuppose and develop other skills than teachers often need. The conditions for learning, individually of collectively, in these studied organizations can be said to be good, and even though ICT is a mean for information, communication and administrative tasks, it is seldom seen as a way for reflection or learning. Despite that, they express that ICT has a potential for reducing some administrative tasks and make discussions, decisions, goals and ongoing dilemmas transparent and inclusive over time and place. The results indicate what characterizes principal´s professional knowledge to a great extent is multifaceted but consist of physical meetings with different purposes. As ICT is introduced this challenges the historical established routines that frames the work, but simultaneously it opens up for new possibilities, which in all will change the role for principal's work.

Place, publisher, year, edition, pages
Trollhättan: University West, 2016
Series
Reports University West, ISSN 2002-6188, E-ISSN 2002-6196 ; 2016:5
Keywords
Principal; knowledge, decision-making; individual reflecting and collective reflection, ICT
National Category
Learning Work Sciences
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-10523 (URN)978-91-87531-39-2 (ISBN)
Conference
Uddevalla Symposium 2016: Geography, Open Innovation,Diversity and Entrepreneurship. The 19th Uddevalla Symposium, 30 June- 2 July, 2016, London, UK
Available from: 2017-01-10 Created: 2017-01-10 Last updated: 2019-12-04Bibliographically approved
Johansson, I. (2016). Rektorer styr och ställer: Synen och utövande av ledarskap styr pedagogik och skolutveckling. In: Kristina Johansson (Ed.), ViLär 2016, konferens 8-9 december 2016, Vänersborg: . Paper presented at ViLär 8-9 december 2016 - en nationell konferens inom verksamhetsintegrerat lärande 2016, Vänersborg, Sweden. Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Rektorer styr och ställer: Synen och utövande av ledarskap styr pedagogik och skolutveckling
2016 (Swedish)In: ViLär 2016, konferens 8-9 december 2016, Vänersborg / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2016Conference paper, Oral presentation only (Other academic)
Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2016
Keywords
WIL, headmasters, Work-integrated learning, AIL, rektorer, Arbetsintegrerat lärande
National Category
Work Sciences Learning
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-10433 (URN)978-91-87531-47-7 (ISBN)
Conference
ViLär 8-9 december 2016 - en nationell konferens inom verksamhetsintegrerat lärande 2016, Vänersborg, Sweden
Available from: 2016-12-29 Created: 2016-12-29 Last updated: 2019-03-27Bibliographically approved
Johansson, I. & Winman, T. (2015). Being a Rector: A Study of Knowledge Needs and Knowledge Development in Secondary Schools. In: Iréne Bernhard (Ed.), Uddevalla Symposium 2015. Regional Development in an International Context. Regional, National, Cross Border and International Factors for Growth and Development: Revised papers presented at the 18th Uddevalla Symposium, 11-13 June, Sönderborg, Denmark. Paper presented at 18th Uddevalla Symposium, 11-13 June, Sönderborg, Denmark, 2015 (pp. 357-368). Trollhättan: University West
Open this publication in new window or tab >>Being a Rector: A Study of Knowledge Needs and Knowledge Development in Secondary Schools
2015 (English)In: Uddevalla Symposium 2015. Regional Development in an International Context. Regional, National, Cross Border and International Factors for Growth and Development: Revised papers presented at the 18th Uddevalla Symposium, 11-13 June, Sönderborg, Denmark / [ed] Iréne Bernhard, Trollhättan: University West , 2015, p. 357-368Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Trollhättan: University West, 2015
Series
Reports University West, ISSN 2002-6188, E-ISSN 2002-6196 ; 2015:2
Keywords
Principal, knowledge, decision-making, individual reflecting, collective reflecting
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology) Psychology (excluding Applied Psychology) Learning
Research subject
SOCIAL SCIENCE, Sociology; SOCIAL SCIENCE, Psychology; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-8832 (URN)978-91-87531-17-0 (ISBN)
Conference
18th Uddevalla Symposium, 11-13 June, Sönderborg, Denmark, 2015
Available from: 2015-12-21 Created: 2015-12-21 Last updated: 2018-01-19Bibliographically approved
Johansson, I. & Winman, T. (2015). Rektorers lärande: förutsättningar, hinder ochmöjligheter för lärande i dendagliga verksamheten. In: : . Paper presented at VILÄR-konferens, Kristianstad 8-9 december 2015.
Open this publication in new window or tab >>Rektorers lärande: förutsättningar, hinder ochmöjligheter för lärande i dendagliga verksamheten
2015 (Swedish)Conference paper, Oral presentation only (Other academic)
Keywords
Rektorer, skolledare, lärande, AIL
National Category
Pedagogical Work
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-8975 (URN)
Conference
VILÄR-konferens, Kristianstad 8-9 december 2015
Available from: 2016-02-03 Created: 2016-02-03 Last updated: 2018-01-19Bibliographically approved
Johansson, I., Erlandsson, S. & Dåderman, A. M. (2014). Gymnasierektors ledarskapsparadox: att vara verksamhetschef och pedagogisk utvecklare. Nordic Journal of Vocational Education and Training, 4(2), 1-19
Open this publication in new window or tab >>Gymnasierektors ledarskapsparadox: att vara verksamhetschef och pedagogisk utvecklare
2014 (Swedish)In: Nordic Journal of Vocational Education and Training, Vol. 4, no 2, p. 1-19Article in journal (Refereed) Published
Abstract [sv]

Forskning om rektors ledarskap är omfattande, men studier som undersöker gymnasierektors arbetssituation och ledarskap är mer sällsynta. Avsikten med den föreliggande studien var att bidra till att denna kunskapslucka fylls igen. Semistrukturerade intervjuer med tio gymnasierektorer genomfördes med fokus på rektors arbetsuppgifter, möjlighet att planera och styra arbetet, förväntningar kring ledarskapet, samt möjlighet att utvecklas och lära i arbetet. I resultaten av den tematiska analysen framträdde fyra teman: (1) ledarskapsideal, (2) kollegialt stöd, (3) ledarskap i en förändringsbenägen organisation, och (4) begränsat utrymme för reflektion. Ett övergripande, gemensamt tema: ”Ledarskapsparadox” speglar de högst varierande omständigheter och förhållanden i vardagen som en gymnasierektor ska kunna hantera, vilka också präglar resultatet av analysen. Ett något oväntat resultat var att gymnasierektor upplevde stort, eget ansvar för elevernas bästa. Studien kastar nytt ljus på gymnasierektorers ledarskap, och bidrar till ökad förståelse för vad rollen som ledare för en komplex organisation som gymnasieskolan kan innebära. Genom att knyta an till en arbetspsykologisk ledarskapsteori och formulera en arbetspsykologisk hypotes kan studien bidra till forskningen om arbetsintegrerat lärande (AIL).

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2014
Keywords
WIL, Work-integrated Learning, Psychology
National Category
Applied Psychology Work Sciences
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Psychology
Identifiers
urn:nbn:se:hv:diva-7034 (URN)
Note

Tillhör specialnummer 2014: VILÄR 

Available from: 2014-11-26 Created: 2014-11-25 Last updated: 2019-05-10Bibliographically approved
Winman, T. & Johansson, I. (2014). Ledarskap i offentlig förvaltning.: Gymnasierektorers förutsättningar att vara utvecklings -och kvalitetsdrivande i ett internationellt new public managements-perspektiv. In: : . Paper presented at ViLär Conference, December 2014, Kalmar.
Open this publication in new window or tab >>Ledarskap i offentlig förvaltning.: Gymnasierektorers förutsättningar att vara utvecklings -och kvalitetsdrivande i ett internationellt new public managements-perspektiv
2014 (Swedish)Conference paper, Oral presentation only (Other academic)
Keywords
Rektorer, utveckling, kvalitet
National Category
Learning
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-9149 (URN)
Conference
ViLär Conference, December 2014, Kalmar
Available from: 2016-02-27 Created: 2016-02-27 Last updated: 2019-11-29Bibliographically approved
Johansson, I. & Winman, T. (2014). Theory, practice and synthesized knowledge: Students' learning  and reflections during internship-periods. In: : . Paper presented at WACE Conference, June 2-4 2014 University West, Trollhättan, Sweden. (pp. 1-14).
Open this publication in new window or tab >>Theory, practice and synthesized knowledge: Students' learning  and reflections during internship-periods
2014 (English)Conference paper, Published paper (Other academic)
Abstract [en]

Courses with elements of internship are expected to bridge between different forms of knowledge domains and thereby contribute to synthesizing knowledge can easily be taken for granted. This requires a clear and systematic integration of theory and empirical knowledge, which can be seen as complementary opportunities. However, we still need more knowledge about how the relationship between different forms of work and knowledge domains can be understood. We have scrutinized the organisations, aims and approaches to knowledge and learning on internship­‐periods at two programs at a university where they outspokenly says that they see workplace settlement as a point of departure to reflect and synthesise knowledge in science and theory. The data consists of policy documents, curricula, student assessment work and written reflections of internship periods. Our results show that there are somewhat different conceptions of scientific knowledge, practice, knowledge, and the relationship between them. While some documents are based on theoretical perspectives other emanate from practical perspectives. In some texts internship is viewed as means to develop professional skills and other focuses theoretical analysis of practice, which have implications for pedagogical design. Ambiguous agendas are also reflected in students' assessments work where perspectives, focuses and reflections in and about situations differ depending on how students have perceived the aim with internship. Our conclusions are that ambiguity and different perspectives formulations may confuse students. To further develop internships pedagogically, an increased clarity and transparency is needed on both ontological and epistemological starting points and perspectives

Keywords
Work-integrated Learning, WIL, Pedagogy, AIL, Lärande
National Category
Pedagogy
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-6880 (URN)
Conference
WACE Conference, June 2-4 2014 University West, Trollhättan, Sweden.
Available from: 2014-10-20 Created: 2014-10-20 Last updated: 2019-11-29Bibliographically approved
Widén, S. E., Bohlin, M. & Johansson, I. (2011). Gender perspectives in psychometrics related to leisure time noise exposure and use of hearing protection. Noise and Health, 13(55), 407-414
Open this publication in new window or tab >>Gender perspectives in psychometrics related to leisure time noise exposure and use of hearing protection
2011 (English)In: Noise and Health, ISSN 1998-4030, Vol. 13, no 55, p. 407-414Article in journal (Refereed) Published
Abstract [en]

The purpose of the present study was to investigate possible gender differences regarding psychometric scales measuring risk perception in noisy situations, attitudes towards loud music, perceived susceptibility to noise, and individual norms and ideals related to activities where loud music is played. In addition the purpose was to analyze whether these variables are associated with protective behavior such as the use of hearing protection. A questionnaire was administered to a Swedish sample including 543 adolescents aged 16 to 20. The result revealed significant gender differences for all the psychometric scales. In addition, all psychometric measures were associated with hearing protection use in musical settings. Contrary to previous studies, gender did not contribute to any explanation of protective behavior by itself in the analysis. One conclusion is that although gender does not contribute by itself for the explanation of protective behavior, gender may affect psychological variables such as risk perception, attitudes and perceived susceptibility and that these variables may in turn be valuable for decision-making and protective behavior in noisy situations. Although women tend to be more ′careful′ psychologically, they nevertheless tend to behave in the same way as men as regards actual noise-related risk taking.

Keywords
Attitudes, Gender, Music, Noise, Protective behavior, Risk-taking behavior
National Category
Psychology
Research subject
SOCIAL SCIENCE, Psychology
Identifiers
urn:nbn:se:hv:diva-3968 (URN)10.4103/1463-1741.90299 (DOI)14631741 (ISSN) (ISBN)
Available from: 2012-01-09 Created: 2012-01-09 Last updated: 2018-01-19Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7285-1486

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