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  • 1.
    Erlandsson, Soly
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för psykologi och organisationsstudier. Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Sjöberg, LenaHögskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Barn- och ungdomsforskning: metoder och arbetssät2013Collection/Antologi (Annet vitenskapelig)
  • 2.
    Erlandsson, Soly
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för psykologi och organisationsstudier. Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Inledning2013Inngår i: Barn- och ungdomsforskning: metoder och arbetssätt / [ed] Erlandsson, Soly I. & Sjöberg, Lena, Lund, 2013, 1. uppl., s. 7-28Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 3.
    Korp, Helena
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Individual Education Plans: sustaining or challenging power relations?2012Inngår i: ECER EUROPEAN EDUCATIONAL RESEARCH ASSOCIATION: The Need for Educational Research to Champion Freedom, Education and Development for All, 2012Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This study is based on an analysis of a sample of so called Individual Education Plans (IEP) from 233 Swedish students in grade five. It addresses three questions:

    ·         What forms of knowledge and modes of learning are focuses in the EIP:s?

    ·         How can the information in the IEP:s be interpreted in terms of its potential contribution to students’ learning and control over their learning?

    ·         Does the potential contribution of the IEP:s to students’ learning and agency vary between schools according to the parents’ education, the proportion of students with foreign background, the proportion of students that passed the national assessment and to whether the IEP is digitalized.

    The framework involves sociological theories (e.g. Bourdieu and Bernstein), as well as educational theories about assessment and learning. The results will also be discussed in regard to the wider issue of performativity in a European context (e.g. Ball, 2003).

    Formally the IEP serves two purposes in the Swedish school system – to summarize the students’ achievements in regard to objectives and standards for each subject in order to inform the students and their parents, and to guide future learning. Unlike in most countries, the IEP:s are mandatory for all students in the Swedish compulsory school system – not only students with special educational needs.

    The IEP should be elaborated and revised in a parent-teacher conference twice a year, but should, according to policy, be used by the students and the teachers throughout the school year in planning, guiding and evaluating learning. Thus, the idea of IEP is well in line with the notion ofassessment for learning, which stress that assessments in regard to pre-specified criteria that mirror learning objectives are powerful in enhancing students’ achievements, self-efficacy and motivation.

    There is much empirical evidence that assessment for learning indeed have these effects, and moreover that students from educationally and economically less privileged families, second-language learners and students with weak school results tend to benefit the most (William, 2010; Hattie & Timperley, 2007). However, for assessments to have these effects, they must meet certain criteria, e.g. for feedback to be clearly related to the target, detailed and concrete, directed at the process and supportive (Shute, 2007). Conversely, assessment/feedback that focuses on students’ personality, is judgmental or compares students to one another, are likely to debilitate students’ motivation, self-efficacy and future achievements (Harlen & Deakin Crick, 2002).

    Morover, IEP can, through its gentle and student-centered appearance also reinforce the control function of the school at the expense of the students’ power and control, and particularly so for students whose cultural and social background have made t them less prepared to interpret the school’s “hidden curriculum” (Bunar, 2001; Dovemark, 2004).

    Thus, the consequences of the use of IEP-practice is contingent, since in theory it seems to hold the potential to empower students (in general and students with weak cultural capital in particular) as well as the opposite – to disempower them. 

    Method

    The study includes 233 individual development plans from students in their fifth grade (aged 11-12), in five municipalities and thirty one schools in western Sweden. The plans were obtained by a systematic sampling at each school, where alphabetical lists from all classes in the relevant grade in each school were sequenced and every fifth name on the list was drawn. The written assessments and the formative comments will be analyzed and coded in regard to forms of knowledge and modes of learning; potential effects on learning and control over learning. Bi-variate analyses will then be carried out on the material in regard to school variables related to the parents’ education, the proportion of students with foreign background, the proportion of students that passed the national assessment and to whether the IEP is digitalized.

    Expected Outcomes

    Preliminary analyses, in line with previous studies, suggest that the feedback and feedforward provided in the IEP often include statements about students behavior and personal qualities, focus mostly on Swedish, mathematics and English, and tend to focus on atomistic knowledge rather than higher order thinking (Andreasson, 2007). The information is mostly too scarce and vague to be useful as guidance for students in planning future learning. Thus, generally the IEP:s do not seem to meet the criteria for assessments that increase students control over their learning or boost their results and self-efficacy. However, as previous studies too have shown, there is a variation between schools. Our most significant observation is that schools with digital IEP:s tend to provide richer and more curriculum aligned feedback than other schools. We have not yet systematically explored the variation in the content of the IEP:s in regard to the schcools’ student population or results. Such patterns do not seem to stand out, however.

    References

    Andreasson, I. (2007). Elevplanen som text: om identitet, genus, makt och styrning i skolans elevdokumentation. Göteborg: Acta Universitas Gothoburgensis. Ball, S.J. (2003). The teachers’ soul and the terrors of performativity. Journal of Education Policy, 18 (2), 215-228. Bunar, N. (2001). Skolan mitt i förorten: fyra studier om skola, segregation, integration och multikulturalism. Diss. Växjö : Univ., 2001. Eslöv. Dovemark (2004). Ansvar – flexibilitet – valfrihet: en etnografisk studie om en skola I förändring. Göteborg: Acta. Harlen W, Deakin Crick R (2002) A systematic review of the impact of summative assessment and tests on students' motivation for learning. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Hattie, J. & Timpeley, H. (2007). The power of feedback. Review of Educational Research, 77, s. 81-112. Shute, V.J. (2008). Focus on Formative Feedback. Review of Educational Research. Vol. 78, No. 1, (s.153–189). William, D. (2010). An Integrative Summary of the Research Literature and Implications for a New Theory of Formative Assessment. I Andrade, H.L. & Cizek, G.J. (red.) Handbook of formative assessment. New York: Routledge.

  • 4.
    Korp, Helena
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Individual Development Plans in the Swedish Comprehensive School: Supporting High Quality Learning and Equity, or Rote Learning and Social Reproduction?2019Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, nr 2, s. 229-244Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 5.
    Player-Koro, Catarina
    et al.
    Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Gothenburg, Sweden.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Becoming a primary education teacher: pedagogic discourses in the teacher education program’s examination practice2018Inngår i: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 6.
    Player-Koro, Catarina
    et al.
    University of Gothenburg, Sweden.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    To become a Primary teacher: A Study of Pedagogic Discourses in Swedish Teacher Education2017Inngår i: ECER 2017: “Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and educational research”, European Educational Research Association , 2017, s. 1-2Konferansepaper (Fagfellevurdert)
  • 7.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Bedömning av matematikkunskaper genom individuella utvecklingsplaner2017Inngår i: "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, s. 80-93Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 8.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Bäst i klassen?: Lärare och elever i svenska och europeiska policytexter2011Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This thesis takes its departure in the recent criticism directed to the Swedish school system and its schools, teachers and pupils, but especially the epidemic of policies produced in order to develop and improve Swedish schools, in particular after the change of government in 2006. The general aim of this thesis is to study how teachers and pupils are represented, and thus constructed, regulated and positioned in a number of current key policy texts. The study also involves a discussion of the construction and regulation practices regarding the school, and its role in society. The main context for the study is policy texts and policy practices related to teacher education. Four studies form the cornerstone of the thesis. Through these policy texts different institutional practices are analyzed. These range from European union policy to examination data from a local teacher education institution in Sweden. A main source of inspiration to the theoretical framework of the study has been provided by the work of Michel Foucault. However, in addition to Foucault's constructionist and poststructural basis, theoretical and methodological approaches drawn from Norman Fairclough's critical discourse analysis, Mark Olssen's social-materialist analysis of policy and Stephen J Ball's policy sociology are also included. The first study examines the constructions and governing technologies in four policy texts within the European Union working programme 'Education 2010'. The second study takes a historical perspective in the construction of teachers and pupils, based on teacher education policy text since 1948, and how the ideal teacher, pupil and school are constructed and positioned genealogically. The third study explores the discursive notions of teacher professionalism and how the regulation of teachers operates through this and other discursive practices by the Swedish government and the Teacher union (Lärarförbundet) during two different time periods, 1995-2000 and 2007-2008. The final study examines student teachers' examination assignments, as a local policy practice, and how the student teachers position the ideal pupil and themselves as ideal teachers. It examines how different policy discourses operate in relation to positioning practices. The thesis shows that current neoliberal discourse order in educational policy today is partly challenged by neoconservative rationalities. Secondly, the thesis shows how each teacher and pupil is governed through several discourses, governing technologies and governing techniques, and how these three entities function relationally in the governing of the subject. In common for discourses, governing technologies and techniques are that they are often very 'seductively packaged', which implies that it is almost impossible to resist and oppose them. Finally I claim that the current discourse order, and its discourses, and governing technologies and techniques imply structural inequalities for teachers, but especially between different pupil groups

  • 9.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Confessions  of an individual education plan2015Inngår i: Foucault and a politics of confession in education / [ed] Fejes, Andreas & Nicoll, Katherine, New York, NY: Routledge, 2015, s. 62-76Kapittel i bok, del av antologi (Fagfellevurdert)
  • 10.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Den styrda läraren2012Inngår i: Uppdrag lärare: en antologi om status, yrkesskicklighet och framtidsdrömmar / [ed] Alexandersson, Mikael & Mathiasson, Leif, Stockholm: Lärarförbundets förlag , 2012, s. 53-61Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 11.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Individuella utvecklingsplaner2011Inngår i: Läraryrket: ett mångfacetterat uppdrag / [ed] Henry, Alastair, Gurdal, Sevtap, Asplund Carlsson, Maj, Lund: Studentlitteratur , 2011, 1, s. 185-207Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 12.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Lärarprofessionalitet på glid: Performativ förskjutning av statlig och lärarfacklig utbildningspolicy2010Inngår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 15, nr 1, s. 18-32Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Artikeln fokuserar den diskursiva förskjutningen av begreppet ’lärarprofessionalism’. Den ’professionella’ läraren ’uppstod’ i statliga policydokument i slutet av 1980-talet, i samband med avreglering och decentralisering av utbildningssystemet. Syftet med denna artikel är nu att utifrån ett kritiskt policysociologiskt perspektiv (Ball 1994, 2007, 2008) analysera talet om de ’professionella’ lärarna, eller den så kallade ’lärarprofessionalismen’.

     Det empiriska material som analyseras i studien omfattar texter där policyproducenten är staten (genom direktiv, utredningar och propositioner) och Sveriges största lärarfackliga organisation, Lärarförbundet. Jag har också valt att studera policytexter under två olika tidsperioder, 1995-2000 samt 2007-2008. Studien resulterar i att talet från de båda policyproducenterna kraftigt har förändrats eller förskjutits mellan de båda perioderna, och där lärarna idag styrs utifrån ett nytt ’conduct of conduct’ där yttre styrningsteknologier och en utökad performativitet påverkar lärarnas arbete och påstådda ’professionalitet’. Jag vågar därför påstå att lärarna inte har möjlighet att vara professionella, trots talet om ’lärarprofessionalism’.

  • 13.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Organising the 'industrialisation of instruction': Pedagogical discourses in the Swedish Primary Teacher Education programme2019Inngår i: Journal of Praxis in Higher Education, E-ISSN 2003-3605, Vol. 1, nr 1, s. 37-59Artikkel i tidsskrift (Fagfellevurdert)
    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

  • 14.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Pedagogic Discourses in the Swedish Primary Teacher Education Programme: from a subject perspectiveMain Contentback to search2019Inngår i: Abstracts: Research on Professional Knowledge & Identity in Teacher Education, 2019, s. 1-, artikkel-id 10 SES 06 CKonferansepaper (Annet vitenskapelig)
    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.

  • 15.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    "Same same, but different": En genealogisk studie av den ’goda’ läraren’, den ’goda’ eleven och den ’goda’ skolan i svenska lärarutbildningsreformer 1940-20082010Inngår i: EDUCARE, nr 1, s. 73-99Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Teacher education stands in the face of yet another reform. On December 3rd 2008 the most recent report on the future content and organization of teacher education was presented. This proposal will have substantial consequences for the country’s teacher education institutions. The aim of the current study is, from a discourse theory perspective, to scrutinize the way in which the most recent reform of teacher education – HUT 07 – constructs and positions the ‘good’ teacher, pupil and school in relation to the ‘good’ society, or, put another way, the ideal societal picture which ‘good’ teachers and schools should provide the blueprint for. HUT 07 is studied from a historical, genealogical perspective in an attempt to trace continuity and change in the articulation of policy. The results of the study reveal, amongst other things, a close discursive connection between the rationality of knowledge and the pupil- teacher-subject articulated in HUT 07 and articulations of the same a half century previously. It is not, however, possible to draw absolute similarities between the two reform periods, due to the fact that they are based on opposing rationalities deriving from different societal visions and norms.

     

  • 16.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    School and the 'good education' : enhancing Europe's competitive 2009Inngår i: European Educational Research Association conference: ECER 2008, 8-12 september, Göteborg, 2009Konferansepaper (Annet vitenskapelig)
  • 17.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Skolan och den "goda" utbildningen: för ett konkurrenskraftigt Europa2009Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, nr 1, s. 33-58Artikkel i tidsskrift (Annet vitenskapelig)
  • 18.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    The construction of mathematical knowledge and learning in and through individual education plans2015Inngår i: Educare - Vetenskapliga skrifter, ISSN 1653-1868, nr 1, s. 7-29Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study, which is grounded in Bernstein's theories of symbolic power and control in the context of pedagogy, explores how pupils' learning in mathematicsis constructed by a Swedish assessment practice called Individual Education Plans (IEPs). A systematic selection of 233 IEPs from five municipalities constitutes the empirical basis for the study. The results show that the content of IEPs primarily stresses the mastery of elementary skills, with an emphasis on automatization and routinization skills. In addition, regulative discourses about how to perform while learning mathematics are emphasized, especially for boys. The study also shows that IEPs, as they appear in the study, do not reflect the aims expressed in the current curriculum; on the contrary, the practice of using IEPs tends to reproduce a traditional discourse on the content of mathematic sand how mathematics should be taught.

  • 19.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    The construction of the ideal pupil: teacher training as a discursive and governing practice2014Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 5, nr 4, s. 517-533Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article Foucault’s theoretical concept of governmentality is used to scrutinise the ways in which the ideal pupil is constructed, governed and positioned in and through teacher training in Sweden. The analysis focuses on the construction of subject positions as well as governing 10 technologies and techniques operating in the shaping of the ‘ideal’ pupil. The result shows how teacher training plays an active role in the construction of the entrepreneurial subject, a discursive subject position that constitutes a solution in Sweden’s aim of being competitive in the international education market.

  • 20.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    The shaping of pre-service teachers’ professional knowledge base through assessments2018Inngår i: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 41, nr 5, s. 604-619Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 21.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    The Swedish primary teacher education programme: at the crossroads between two education programme traditions2019Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 10, nr 2, s. 116-133Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 22.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    To become a primary education teacher: pedagogic discourses in the assessment practice of the teacher training2016Inngår i: NERA 2016, 9-11 march, Helsinki, Finland, 44th congress, 2016Konferansepaper (Annet vitenskapelig)
    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.

  • 23.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Vem har makten att bestämma det normala?: diskursanalytiska angreppssätt2013Inngår i: Barn- och ungdomsforskning: metoder och arbetssätt / [ed] Erlandsson, Soly I. & Sjöberg, Lena, Lund, 2013, 1., s. 81-97Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 24.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Vygotskij goes neoliberal: Den ideala eleven och läraren i lärarutbildningens examinationspraktik2011Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, nr 2, s. 49-72Artikkel i tidsskrift (Annet vitenskapelig)
  • 25.
    von Brömssen, Kerstin
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Risenfors, SignildHögskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.Sjöberg, LenaHögskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Samhälle, genus och pedagogik: utbildningsvetenskapliga perspektiv : vänbok till Inga Wernersson2018Collection/Antologi (Annet vitenskapelig)
    Abstract [sv]

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

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