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Tyrén, Lena
Publications (10 of 15) Show all publications
Levinsson, M., Hogedal, L., Liberg, C., Nemeth, U. & Tyrén, L. (2017). Fixar Läsfixarna läsningen?. In: Jonas Almqvist, Karim Hamza, Anette Olin (Ed.), Undersöka och utveckla undervisning: Professionell utveckling för lärare (pp. 31-48). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Fixar Läsfixarna läsningen?
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2017 (Swedish)In: Undersöka och utveckla undervisning: Professionell utveckling för lärare / [ed] Jonas Almqvist, Karim Hamza, Anette Olin, Lund: Studentlitteratur AB, 2017, p. 31-48Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017
National Category
Didactics
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-12829 (URN)978-91-44-11417-0 (ISBN)
Available from: 2017-10-10 Created: 2017-10-10 Last updated: 2017-12-13Bibliographically approved
Langelotz, L., Hesslow, E. & Tyrén, L. (2017). Följeforskning i Läslyftet, Kungsbacka kommun 2016/17.
Open this publication in new window or tab >>Följeforskning i Läslyftet, Kungsbacka kommun 2016/17
2017 (Swedish)Report (Other academic)
Publisher
p. 11
Keywords
Läslyft, lärares kompetensutveckling, praktikteorier
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-13121 (URN)
Projects
Läslyftet Kungsbacka Kommun 2016/17
Available from: 2017-12-11 Created: 2017-12-11 Last updated: 2017-12-15Bibliographically approved
Arvidsson, I. & Tyrén, L. (2015). 10-talet: Återgång till separerade lärarexamina. In: Rustade för framtiden: personliga betraktelser över 50 års förskollärarutbildning i Borås (pp. 111-116). Borås: Högskolan i Borås
Open this publication in new window or tab >>10-talet: Återgång till separerade lärarexamina
2015 (Swedish)In: Rustade för framtiden: personliga betraktelser över 50 års förskollärarutbildning i Borås, Borås: Högskolan i Borås, 2015, p. 111-116Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Borås: Högskolan i Borås, 2015
Keywords
förskollärarutbildning, förskolan, historia
National Category
Educational Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-3861 (URN)9789187525650 (ISBN)
Available from: 2015-12-08 Created: 2015-12-08 Last updated: 2016-01-21Bibliographically approved
Rask Swensson, C. & Tyrén, L. (2015). 80-talet: ”All utbildning skall främja de studerandes personliga utveckling.”. In: Irene Arvidsson (Ed.), Rustade för framtiden: personliga betraktelser över 50 års förskollärarutbildning i Borås (pp. 67-76). Borås: Högskolan i Borås
Open this publication in new window or tab >>80-talet: ”All utbildning skall främja de studerandes personliga utveckling.”
2015 (Swedish)In: Rustade för framtiden: personliga betraktelser över 50 års förskollärarutbildning i Borås / [ed] Irene Arvidsson, Borås: Högskolan i Borås, 2015, p. 67-76Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Borås: Högskolan i Borås, 2015
Keywords
förskollärarutbildning, förskolan, historia
National Category
Educational Sciences
Identifiers
urn:nbn:se:hb:diva-3860 (URN)9789187525650 (ISBN)
Available from: 2015-12-08 Created: 2015-12-08 Last updated: 2015-12-08Bibliographically approved
Tyrén, L. (2014). Bokanmälan av De mange veje mod inklusion: metoder og tilgange i pædagogers praksis, av Tom Ritchie(red.) Billesø & Baltzer, Værløse, 2014 [Review]. Paideia (8), 55-56
Open this publication in new window or tab >>Bokanmälan av De mange veje mod inklusion: metoder og tilgange i pædagogers praksis, av Tom Ritchie(red.) Billesø & Baltzer, Værløse, 2014
2014 (Swedish)In: Paideia, ISSN 1904-9633, no 8, p. 55-56Article, book review (Other academic) Published
Place, publisher, year, edition, pages
Dafolo förlag, 2014
National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-1983 (URN)2320/14503 (Local ID)2320/14503 (Archive number)2320/14503 (OAI)
Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2017-12-25Bibliographically approved
Langelotz, L. & Tyrén, L. (2014). Research Circles: a way to manage educational changes?. In: : . Paper presented at Managing global changes and education reforms: Asia and Pacific Responses. Paper presentation at the Asia Pacific Educational Research Association International Conference at The Hong Kong Institute of Education in Hong Kong, November 19-21 2014.
Open this publication in new window or tab >>Research Circles: a way to manage educational changes?
2014 (English)Conference paper, Published paper (Refereed)
Abstract [en]

This paper scrutinizes 12 development managers’ (i.e. teachers and principals) and two researchers’ practice of continuing professional development in a research circle. A research circle is based on an epistemology whit roots in a Nordic tradition of folkbildning (folk enlightment). This tradition is built on a notion of pedagogy wherein the participants’ knowledge and experiences are valued and provide the point of departure for further knowledge production. The aim of the paper is to highlight tensions and issues in the practice of the research circle and to examine whether this practice develops a ‘communicative space’ where a sustainable democracy can increase, or not. We explore how the practice is constrained and enabled by using practice architectures as a theoretical frame. Foucault’s notion of power as productive is adopted as an analytical tool, to scrutinize the relatings among the participants. The methodological approach is action research. The project is running over one year (10 sessions/3 hours once a month) and started in February 2014. Hence, we do not have results at this particular moment. All the sessions will be audio recorded, individual interviews and parts of the participants’ and researchers’ diaries from the sessions will be used as sources of data. Following questions are of interest and will be followed up in the paper presentation: What kind of critical aspects can be found in the practice of research circles? What are the benefits of such collaboration for the practitioners and the researchers?

Keywords
research circles, practice-based research, critical perspective
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-7269 (URN)2320/14441 (Local ID)2320/14441 (Archive number)2320/14441 (OAI)
Conference
Managing global changes and education reforms: Asia and Pacific Responses. Paper presentation at the Asia Pacific Educational Research Association International Conference at The Hong Kong Institute of Education in Hong Kong, November 19-21 2014
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-02-20Bibliographically approved
Tyrén, L. (2013). Action Research: facilitating or hindering development at school. In: : . Paper presented at Collaborating with Practitioners – Transforming Practices through Action Research. Paper presented at the Nordic Educational Research Association (NERA), Iceland, March 7-9.
Open this publication in new window or tab >>Action Research: facilitating or hindering development at school
2013 (English)Conference paper, Published paper (Refereed)
Abstract [en]

This paper is based on a project that was attempting to develop the educational use value of computers with young school children 6-9 years as tools for learning to write and read. The project was developed in the form of an action research project that gave me the opportunity to combine practical relevance with the scientific requirements that exist in academia. Teachers were given the opportunity to reflect on their own practice and professional roles, and they were encouraged to think about and eventually change any ingrained approaches in relation to how they work with pupils when helping them to develop writing and reading proficiencies. In this study we used various tools to make everyday life visible and take action, to observe what was happening in the classroom and for reflection on what happened. By using various tools such as focus groups, observations, conversations with teachers and pupils, evening meetings/sessions and journal writing we tried to create an opportunity for reflection, documentation and teacher and researcher development. In the paper results are based partly on our common evening meetings and the discussions and reflections that took place there and partly from individual conversations with teachers at Tower School. The basis for our discussions and reflections on our joint meetings were the teachers’ and researcher’s diary entries and the researcher’s classroom observations. Prior to the meetings prepared teachers by asking yourself the questions that they wanted to discuss the basis of their diary entries. We formed joint meetings on the basis of what has happened in the classroom. The project ran well over the course of just one year. After a year, education restructuring in the region resulted in significant changes within the organization of comprehensive schooling. These changes were significant at the School in that they significantly affected the working conditions for teachers (through redundancies and transfers), their pupils (through teacher changes) and the researcher (through the changed conditions for conducting action research). I applied the concept of Practice Architecture as a theoretical framework for analysing these developments and their effects.

National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-7072 (URN)2320/12934 (Local ID)2320/12934 (Archive number)2320/12934 (OAI)
Conference
Collaborating with Practitioners – Transforming Practices through Action Research. Paper presented at the Nordic Educational Research Association (NERA), Iceland, March 7-9
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-10-17Bibliographically approved
Tyrén, L. (2013). Enabling and constraining development at school: how to continue staying critical. In: : . Paper presented at The need for a critical eye in collaboration with practitioners when transferring practice through action research. Paper presented at the Collaborative Action Research Network (CARN) in Tromsoe, November 7-9.
Open this publication in new window or tab >>Enabling and constraining development at school: how to continue staying critical
2013 (English)Conference paper, Published paper (Refereed)
Abstract [en]

This paper is based on a project that was attempting to develop the educational use value of computers with young school children 6-9 years as tools for learning to write and read. Often it is taken for granted that everything runs smoothly in empirical research. But what happens to research and school development in a school under change when components in the organization and running of schools begin perhaps to break down? This can occur when social structures change. But what consequences does this have for an action research approach in an ongoing study? One can speak of certain principles of action research and certain conditions that are required in order to implement these principles in practice. One of these is continuity of participation and access to the field, another is time for reflection and a third is the development of stable social relations and critical friendship groups.

Keywords
action research, collaboration, staying critical, school development, practice architecture
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-7070 (URN)2320/12957 (Local ID)2320/12957 (Archive number)2320/12957 (OAI)
Conference
The need for a critical eye in collaboration with practitioners when transferring practice through action research. Paper presented at the Collaborative Action Research Network (CARN) in Tromsoe, November 7-9
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-10-17Bibliographically approved
Tyrén, L. (2013). "Vi får ju inte riktigt förutsättningarna för att genomföra det som vi vill": en studie om lärare möjligheter och hinder till förändring och förbättring i praktiken. (Doctoral dissertation). Acta universitatis Gothoburgensis
Open this publication in new window or tab >>"Vi får ju inte riktigt förutsättningarna för att genomföra det som vi vill": en studie om lärare möjligheter och hinder till förändring och förbättring i praktiken
2013 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

Initially the overall aim of this thesis was to describe and analyse what was happening in the educational activities when teachers at a school that I have called Tower School introduced the computer as a tool for helping pupils who were learning to write and read. Key questions concerned the issue of improvement. Did introducing the computer as a tool in the teaching and learning process help the pupils with their learning or not and, if so, in what ways. The research approach chosen was an action research approach. Action research is concerned with professional practice and improvement. It is contextual and oriented toward action processes and change. The initial phase of the research went more or less according to plan. I followed the development process of the introduction and use of the computer as a learning tool, met regularly with the teachers and together with them developed a good working relationship. After about a year things changed. With the restructuring that was taking place in the region changes began to take place also at Tower School and this had effects on the research. In addition to the initial aim to research changes related to student learning a second purpose developed. This purpose was to describe and analyse how political governance and underlying societal forces might influence what happens in school development. There were two reasons for this new extra dimension. One was a methodological interest in relation to planning action research projects at times of political change in the education sector. The other was an educational theoretical interest connected to the school as a policy-driven organization. My interest here was for changes in the political economy at the macro level and how the network of macro-political and economic relations affected the micropolitical level of the school, its classrooms, participating teachers in these classrooms, their students and me as a researcher?

Place, publisher, year, edition, pages
Acta universitatis Gothoburgensis, 2013
Series
Gothenburg studies in educational sciences, ISSN 0436-1121 ; 335
Keywords
Action research, Practice architecture, School development, Writing-reading practice, Teachers' professional development, Teacher education and education work
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-3655 (URN)2320/12325 (Local ID)978-91-7346-748-3 (ISBN)978-91-7346-749-0 (ISBN)2320/12325 (Archive number)2320/12325 (OAI)
Note

Akademisk avhandling som med tillstånd av utbildningsvetenskapliga fakulteten vid

Göteborgs universitet för vinnande av doktorsexamen i pedagogiskt arbete

framläggs till offentlig granskning Fredagen den 14 juni, kl. 13-16 vid Högskolan i Borås, sal C203

Available from: 2015-12-04 Created: 2015-12-04 Last updated: 2016-07-14Bibliographically approved
Tyrén, L. (2012). ”We have not really room to implement what we want” by the use of Practice architecture, can we understand what happens in a school development study through the use of action research in a changed organization. Paper presented at Presented at the Australian Association for Research in Education, December 2-6, 2012, University of Sydney, Australia. Paper presented at Presented at the Australian Association for Research in Education, December 2-6, 2012, University of Sydney, Australia.
Open this publication in new window or tab >>”We have not really room to implement what we want” by the use of Practice architecture, can we understand what happens in a school development study through the use of action research in a changed organization
2012 (English)Conference paper, Published paper (Other academic)
Keywords
action research, school development, school under change, practice architecture
National Category
Social Sciences Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-6857 (URN)2320/11682 (Local ID)2320/11682 (Archive number)2320/11682 (OAI)
Conference
Presented at the Australian Association for Research in Education, December 2-6, 2012, University of Sydney, Australia
Available from: 2015-12-22 Created: 2015-12-22
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