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Player-Koro, C
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Publications (10 of 19) Show all publications
Beach, D., Bagley, C., Eriksson, A. & Player-Koro, C. (2014). Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policy making and educational changes. Teaching and Teacher Education: An International Journal of Research and Studies, 44, 160-167
Open this publication in new window or tab >>Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policy making and educational changes
2014 (English)In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 44, p. 160-167Article in journal (Refereed) Published
Abstract [en]

This article derives from policy ethnographic research on teacher-education change in Sweden concerning the development of a unified profession with a common professional-knowledge base. This was a social democratic government policy for teacher education from the 1950s up until 2007, when the newly elected right wing government turned away from unification and toward re-traditionalisation. Based on a meta-ethnographic analysis of the policy ethnographies the article illustrates resistance toward unification and raises critical questions concerning the intellectual foundations and integrity of reform processes. Attempts are also made to locate the disclosures in relation to international research.

Place, publisher, year, edition, pages
Elsevier Ltd., 2014
Keywords
Bernstein, Meta-ethnography, Policy
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-1914 (URN)10.1016/j.tate.2014.08.011 (DOI)2320/14229 (Local ID)2320/14229 (Archive number)2320/14229 (OAI)
Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2017-09-04Bibliographically approved
Eriksson, A. & Player-Koro, C. (2014). Performative priorities in teacher education. In: Annette Rasmussen, Jan Gustafsson, Bob Jeffrey (Ed.), Performativity in education. An international collection of ethnographic research on learners´ experiences.: (pp. 45-67). E&E publishing
Open this publication in new window or tab >>Performative priorities in teacher education
2014 (English)In: Performativity in education. An international collection of ethnographic research on learners´ experiences. / [ed] Annette Rasmussen, Jan Gustafsson, Bob Jeffrey, E&E publishing , 2014, p. 45-67Chapter in book (Refereed)
Place, publisher, year, edition, pages
E&E publishing, 2014
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-5221 (URN)2320/14205 (Local ID)9780956900784 (ISBN)2320/14205 (Archive number)2320/14205 (OAI)
Available from: 2015-12-17 Created: 2015-12-17 Last updated: 2017-11-17Bibliographically approved
Player Koro, C. & Beach, D. (2014). 'Roll-out neoliberalism' through one-to-one laptop investments in Swedish schools. In: Paulo Landrini, Andrea Maccarini, Rosanna DeRosa (Ed.), Networked Together: Designing Participatory Research in Online Ethnography. Proceedings of the 3rd annual conference on Rethinking educational ethnography: researching on-line communities and interactions, Naples June 6-7, 2013: . Paper presented at 3rd annual conference on Rethinking educational ethnography: researching on-line communities and interactions, Naples June 6-7, 2013. CNR-IRPPS e-Publishing
Open this publication in new window or tab >>'Roll-out neoliberalism' through one-to-one laptop investments in Swedish schools
2014 (English)In: Networked Together: Designing Participatory Research in Online Ethnography. Proceedings of the 3rd annual conference on Rethinking educational ethnography: researching on-line communities and interactions, Naples June 6-7, 2013 / [ed] Paulo Landrini, Andrea Maccarini, Rosanna DeRosa, CNR-IRPPS e-Publishing , 2014Conference paper, Published paper (Refereed)
Abstract [en]

This paper calls for the need to better understand how the marketization of public sector in Sweden has changed the way policies are produced and translated in to action. Its aim is to contribute to and enable a debate about consequences of privatisation. It does so taking IT-education policy as a case and takes a point of departure in the most recent efforts made by government and educational leaders to push ICT into educational settings, in the so called one-to-one laptop initiatives. The aim of the paper is to discuss how the use of a methodological design that is a synergistic research design between social network analysis and ethnography, called network ethnography can be used to investigate how educational policy is being ‘done’ in new digital locations which involve new forms of social structuring that emphasize flows and mobility of people, capital and ideas.

Place, publisher, year, edition, pages
CNR-IRPPS e-Publishing, 2014
Keywords
Network ethnography, educational policy, ICT, Educational Technology, Marketization of public sector
National Category
Other Humanities not elsewhere specified
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-7246 (URN)10.14600/978-88-98822-02-7 (DOI)2320/14390 (Local ID)978-88-98822-02-7 (ISBN)2320/14390 (Archive number)2320/14390 (OAI)
Conference
3rd annual conference on Rethinking educational ethnography: researching on-line communities and interactions, Naples June 6-7, 2013
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-10-09Bibliographically approved
Eriksson, A. & Player-Koro, C. (2014). The Impact of Performativity on Prospective Teachers Learning Strategies and Professional Development. In: : . Paper presented at Paper presented at ECER, Porto, 2-5 September 2014..
Open this publication in new window or tab >>The Impact of Performativity on Prospective Teachers Learning Strategies and Professional Development
2014 (English)Conference paper, Published paper (Refereed)
Abstract [en]

In recent years a flood of interrelated reform-ideas with the main intention to reorient educational systems has been spread across the globe (Ball, 2003). These reform ideas are according to Ball (2003) embedded in three interrelated policy technologies or discoursers; the market, managerialism and performativity (p215), that has become an important part in aligning the educational system organisation with systems that traditionally belongs to the private sector. In this process the educational system and teacher education have become a political battleground geared to ideological transformations of society (Apple, 2001, 2009) which has had many consequences not at least for teaching and learning in education institutions. The Swedish school system and teacher education has, as in many other countries, undergone major political and policy-related changes in the last decades. In Sweden this has meant that knowledge of facts in subjects and knowledge about how to make these facts relevant to learn and reproduce by pupils was given a key position and an increased demand on examinations and tests in these subjects (Bender, 2013; SOU 2008:109, 2008). In this chapter the Swedish Teacher education will be taken as a critical case and the focus will be on the performative discourse in terms of tests and evaluations. The aim with this paper is to make visible how the on-going process of education within teacher education and its performative demands affect student teachers learning strategies and professional development. The intention is to analyse, make visible and try to understand how the examination tasks control what counts as legitimate knowledge for student teachers for their future work as teachers in compulsory school. The following questions will be given special attention: What meanings and understanding are generated through these examinations? How do the students handle examinations tasks? What consequences might this have on student teacher professional knowledge development? The foundation for the paper is a ethnographical meta-analysis of two studies (Eriksson, 2009; Player-Koro, 2012) within teacher education carried out between 2004-2009. The reanalysis involving comparisons across our projects in an attempt to identify and synthesise key elements from these investigations (Beach, Eriksson, & Player-Koro, 2013). These key elements are then used as ‘data’ together with extracts aimed at illustrate arguments and question emerging claims. In the present case it is mainly extracts of and summaries from educational arrangements and educational effects but also extracts of and summaries from official policy that figure in data. Most material is from observations of natural occurring conversations in or close to actual class/lecture-room contexts. The reanalysis was characterised as an interactive process between researchers, the data and theory (Jeffrey & Troman, 2004). In this process Bernstein´s (2003) concept of the pedagogic device has been used. The pedagogical device refers to a concept and set of rules, distributive rules, recontextualizing rules and evaluative rules, describing how the regulation of consciousness takes place through communication in a pedagogical practice. The pedagogic device refers in this sense to the process where knowledge is transformed into pedagogic communication through the embedding of two discourses, the instructional discourse within the regulative discourse that together forms the pedagogic discourse that constitute the rules by or through which pedagogical subjects (in this case student teachers) are created. The whole purpose and meaning of the device is, according to Bernstein, condensed in the continuous evaluation going on in pedagogical practices. This means that examinations structure the form and content and the social interactions within the pedagogical practice. Bernstein´s (2003, p 156) distinction between two fundamental forms of knowledge discourses; vertical and horizontal discourse that reflects a dichotomy between scientific- and common-sense knowledge was also important for the analysis. Method In both studies (Eriksson, 2009; Player-Koro, 2012) it was found that a performative discourse has had major consequences for student teachers strategies and development of their professional knowledge base. The performative practice seemed to move the professional knowledge base toward weak structures (weak grammar, poor insulation, indistinct concepts, local regulation), a knowledge form that is described by Bernstein (2003) as horizontal discourse. In both studies the main data was produced through detailed situated investigations based on long-term study of practices within different kinds of teacher education contexts. Eriksson´s fieldwork lasted for 1,5 year in 2004-2005 and the participants consisted of prospective teachers aimed for teaching of younger children (school year 1-6) and teacher educators. Player-Koro´s fieldwork covered over four years of investigation, 2007-2010. The participants involved were prospective mathematics teachers for older children (school year 4-9) and their teacher educators. Participant observations from different teaching situations together with interviews with students involved in these educational settings formed the main body of data. The fieldwork was grounded within the interaction between students and teachers as well as between students, as for example, in the lecture hall, seminar room, mentoring group meetings and study groups. Expected Outcomes The most significant finding from this reanalysis that will be problematized in the paper is that student teachers learning strategies are heavily shaped by their examination tasks. The problematic thing with this is that these performative priorities seem to prevent student teachers from developing a deeper understanding of both their professional knowledge and their subject knowledge. This means that they, through examinations, are prevented from the access to a vertical discourse that could provide them with mechanisms for generating new knowledge beyond specific and isolated contexts and content (a horizontal discourse). Students was through examinations often steered toward the development of a horizontal knowledge structure which is problematic for them in their future work as teachers because of the fact that a horizontal form of knowledge is less assured and less ‘powerful’ than a vertical knowledge structure. A lack of access to a vertical discourse could amongst other things, lead to a professional teaching staff that can be easily manoeuvred into new boundary areas and also easily marketed. References Apple, Michael W. (2001). Markets, Standards, Teaching, and Teacher Education. Journal of Teacher Education, 52(3), 182-196. doi: 10.1177/0022487101052003002 Apple, Michael W. (2009). Can critical education interrupt the right? Discourse: Studies in the Cultural Politics of Education, 30(3), 239 - 251. Ball, Stephen J. (2003). The teacher's soul and the terrors of perfomativity. In S. J. Ball (Ed.), Education Policy and Social Class The selected work of Stephen J. Ball. Abingdon: Routledge Taylor & Francis Group. Beach, Dennis, Eriksson, Anita, & Player-Koro, Catarina. (2013). Forthcoming. Bender, German. (2013). TCO granskar: Lärarledd tid och kvalitet i den högre utbildningen. (TCO Review: Teacher-led time and quality in Higher Education). TCO granskar: Avdelningen f�r samh�llspolitik och analys, TCO. Bernstein, Basil (2003). Class, codes ans control. Vol. 4, The structuring of peddagogic discourse. London: Routledge. Eriksson, Anita. (2009). Om teori och praktik i l�rarutbildning : en etnografisk och diskursanalytisk studie [About Theory and Practice in Teacher Education. An Ethnographic and Discourse Analytical Study]. G�teborg: Acta Universitatis Gothoburgensis. Jeffrey, Bob , & Troman, Geoff. (2004). Time for ethnography. Brittish Educational Research Journal, 30(4), 535-548. Player-Koro, Catarina. (2012). Reproducing traditional discourses of teaching and learning mathematics [Elektronisk resurs] : studies of mathematics and ICT in teaching and teacher education. G�teborg: Department of applied IT, University of Gothenburg ; Chalmers university of technology. SOU 2008:109 En hållbar lärarutbildning : betänkande [Sustainable teacher education]. (978-91-38-23102-9). Stockholm: Fritze Retrieved from http://www.regeringen.se/content/1/c6/11/67/37/b4b3b355.pdf

National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-7361 (URN)2320/14752 (Local ID)2320/14752 (Archive number)2320/14752 (OAI)
Conference
Paper presented at ECER, Porto, 2-5 September 2014.
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-01-22Bibliographically approved
Player-Koro, C. (2013). Hype, hope and ICT in Teacher Education. A Bernsteinian perspective.. Learning, Media & Technology, 38(1), 26-40
Open this publication in new window or tab >>Hype, hope and ICT in Teacher Education. A Bernsteinian perspective.
2013 (Swedish)In: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 38, no 1, p. 26-40Article in journal (Refereed) Published
Abstract [en]

This article draws from ethnographic data produced inside mathematics teacher education in Sweden. It explores and makes visible the ongoing process of education during workshops in information and communication technology (ICT) laboratory contexts in which student teachers were working with spreadsheet applications on the computer. The main finding is that, contrary to the intentions to renew and revitalise education, ICT in use seemed to operate as a relay in the reproduction of traditional ways of teaching and learning. However, the investigation is not one of the failures of education to make use of ICT but one that tries to distance itself from the traditional enthusiastic rhetoric, with the ambition to contribute to a more realistic discussion. Bernstein's concept of pedagogical discourse has been used. One education setting has been studied in detail.

Place, publisher, year, edition, pages
Routledge, 2013
Keywords
information and communication technology, learning technology, teacher education, mathematics, ethnography
National Category
Pedagogy Mathematics Other Computer and Information Science
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-1281 (URN)10.1080/17439884.2011.637503 (DOI)000315712200003 ()2320/10788 (Local ID)2320/10788 (Archive number)2320/10788 (OAI)
Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2018-01-10Bibliographically approved
Player-Koro, C. & Beach, D. (2013). Roll-out neoliberalism: one-to-one laptop investments in municipality schools in Sweden. In: : . Paper presented at Paper presented at the Rethinking Educational Ethnography Conference, Naples, Italy, June 6-7, 2013.
Open this publication in new window or tab >>Roll-out neoliberalism: one-to-one laptop investments in municipality schools in Sweden
2013 (English)Conference paper, Published paper (Other academic)
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-7111 (URN)2320/13118 (Local ID)2320/13118 (Archive number)2320/13118 (OAI)
Conference
Paper presented at the Rethinking Educational Ethnography Conference, Naples, Italy, June 6-7, 2013
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-10-09Bibliographically approved
Beach, D. & Player-Koro, C. (2012). Authoritative Knowledge in Initial Teacher Education: Studying the Role of Subject Textbooks through Two Ethnographic Studies of Mathematics Teacher Education.. Journal of Education for Teaching, 38(2), 115-125
Open this publication in new window or tab >>Authoritative Knowledge in Initial Teacher Education: Studying the Role of Subject Textbooks through Two Ethnographic Studies of Mathematics Teacher Education.
2012 (English)In: Journal of Education for Teaching, ISSN 0260-7476, E-ISSN 1360-0540, Vol. 38, no 2, p. 115-125Article in journal (Refereed) Published
Abstract [en]

Two related ethnographic research projects on mathematics teacher education in Sweden are presented in this paper. They represent a response to recent policy developments that reaffirm the value of authoritative subject studies content as the central and most important component in the professional knowledge base of would-be teachers and concomitant increases in the amount of subject studies in teacher education. These policy changes, in Sweden at least, lack scientific research support and the article argues that these policies need to be seriously rethought, as the increased emphasis on subject content may undermine the development of key professional skills.

Place, publisher, year, edition, pages
Routledge, 2012
National Category
Pedagogy Other Mathematics
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-1284 (URN)10.1080/02607476.2012.656439 (DOI)2320/10800 (Local ID)2320/10800 (Archive number)2320/10800 (OAI)
Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2017-11-23Bibliographically approved
Player-Koro, C. (2012). Factors Influencing Teachers' use of ICT in Education. Education Inquiry, 3(1), 93-108
Open this publication in new window or tab >>Factors Influencing Teachers' use of ICT in Education
2012 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 3, no 1, p. 93-108Article in journal (Refereed) Published
Abstract [en]

This study investigates teachers’ attitudes to and beliefs about using ICT in education and proposes a model of how different variables are related to teachers’ use of ICT in classrooms. The model suggests that positive attitudes related specifically to ICT as a useful tool for teaching and learning and a strong sense of self-efficacy in using computers in education seem to influence the use of ICT the most. It is also suggested that positive attitudes to ICT generally do not seem to contribute very much to teachers’ use of ICT in classrooms. This is a surprising finding. The distinction between the importance of specific and general attitudes to ICT use and the emphasis on self-efficacy contributes to contemporary research. Self-efficacy and attitudes are suggested to be mutually related to ICT use.

Place, publisher, year, edition, pages
Umeå School of Education, Umeå University, Sweden, 2012
Keywords
ict-use, teachers, tecaher education, educational technology, Utbildningsvetenskap
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-1280 (URN)2320/10787 (Local ID)2320/10787 (Archive number)2320/10787 (OAI)
Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2017-12-01Bibliographically approved
Player-Koro, C. (2012). Reproducing Traditional Discourses of Teaching and Learning Mathematics: Studies of Mathematics and ICT in Teaching and Teacher Education. (Doctoral dissertation). University of Gothenburg: Department of Applied Information Technology
Open this publication in new window or tab >>Reproducing Traditional Discourses of Teaching and Learning Mathematics: Studies of Mathematics and ICT in Teaching and Teacher Education
2012 (English)Doctoral thesis, monograph (Other academic)
Abstract [en]

This thesis is primarily concerned with the effects of education for future teachers in the context of the Swedish teacher training (Government Bill 1999/2000:135 2000). It belongs to a theoretical tradition in which the education system is viewed as a key factor in cultural production and reproduction in educational practices through symbolic control (Apple 2009; Ball 2006; Bernstein 2000, 2003). Symbolic control defines how forms of social interaction affect what is possible to think, say and do in different situations. The thesis is focused specifically on student mathematics teachers learning to become teachers of mathematics. It has a particular focus on the materials used in this, the meanings given to these materials and the identities produced through the possible embodiment of these meanings. The use of different educational technologies, including in particular ICT, has been of special interest. It aims therefore to understand both how mathematical discourses are produced and reproduced in teacher education and how this colours student teachers’ views on mathematics and their professional identity (Bernstein 2000, 2003; Valero 2007). The main outcomes of my thesis are that through the way that mathematics is taught and learned, mathematics teacher education in practice reproduces traditional ways of teaching and learning. This in that mathematics instruction is built around a ritualized practice based on the ability to solve exercises related to an examined-textbook-based content. ICT use in this context is not transformative. Rather it seems as if teaching and learning with digital technology operate as a relay in the reproduction of traditional forms of education practice. This is contrary to the intentions to renew and revitalise mathematics education and the thesis thus suggests that there is a need to scrutinize the way new technology is formulated in official discourses and appropriated in educational work. Two other things are also noteworthy in the thesis findings. The first is an increased emphasis on formal subject content through recent policy developments. This re-emphasis reaffirms the value of authoritative subject studies content as the central and most important component in the professional knowledge base. On the basis of the finding from the thesis the logic of the reform may be questioned. Also important is the ICT discourse that is constituted in wider society by selected agents. In this discourse digital technology often in many ways defines (post)modern society and the position it and education have as a driving force toward economic competitiveness. An alternative, more reflexive and critical approach where questions about technology uses in education are emphasized is suggested as necessary.

Place, publisher, year, edition, pages
University of Gothenburg: Department of Applied Information Technology, 2012
Series
Centre of Educational Science and Teacher Research, CUL. Graduate school in educational science ; 17
Keywords
teacher education, educational technology, mathematics teaching and learning, ethnography, policy, discourse
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-3622 (URN)2320/10880 (Local ID)978-91-628-8466-6 (ISBN)2320/10880 (Archive number)2320/10880 (OAI)
Note
Disputationen äger rum fredagen den 4 maj 2012, kl. 13.15, Sal Gamma, Hus Svea, IT Fakulteten, Forskningsgången 4, LindholmenAvailable from: 2015-12-04 Created: 2015-12-04
Player-Koro, C., Björkenvall Starrost, C. & Lindström, B. (2012). Utvärderingsstudie av Jönköping kommuns satsning på informations-, och kommunikationsteknik i de kommunala gymnasieskolorna för att utveckla elevers lärande.
Open this publication in new window or tab >>Utvärderingsstudie av Jönköping kommuns satsning på informations-, och kommunikationsteknik i de kommunala gymnasieskolorna för att utveckla elevers lärande
2012 (Swedish)Report (Other academic)
Keywords
Educational Technology, Teaching
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-4569 (URN)2320/11962 (Local ID)2320/11962 (Archive number)2320/11962 (OAI)
Available from: 2015-12-17 Created: 2015-12-17 Last updated: 2018-01-29Bibliographically approved
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