Change search
Link to record
Permanent link

Direct link
Norlund, Anita
Publications (10 of 74) Show all publications
Levinsson, M., Beach, D. & Norlund, A. (2024). National-authority-endorsed privatisation of teachers’ continuing professional development in Sweden. Professional Development in Education, 1-18
Open this publication in new window or tab >>National-authority-endorsed privatisation of teachers’ continuing professional development in Sweden
2024 (English)In: Professional Development in Education, ISSN 1941-5257, E-ISSN 1941-5265, p. 1-18Article in journal (Refereed) Published
Abstract [en]

This article reveals national-authority-endorsed privatisation of teachers’ continuing professional development (CPD) in the wake of a shift towards more centralised national interventions in Swedish schools. Drawing on data from the Collaboration for Best School (CBS) initiative, the context of the article is a recent state programme that encourages underperforming schools to collaborate with the Swedish National Agency for Education (SNAE) to raise students’ achievement standards and thereby increase equality within and between schools. Guided by meta-governance theory, our analysis revealed that SNAE operates as a meta-governor on behalf of the state to replace university researchers as CPD providers with specific private-sector actors. The results provide evidence of SNAE-enabled substitution processes through three network governance strategies: 1) hidden and authorised substitution, 2) trust building and hybrid participation, and 3) collective reproduction and solutionism. Taken together, these governance strategies reflect national-authority-endorsed privatisation in action, suggesting that SNAE primarily operates as an ideology-driven conduit for private economic interests. The article concludes with a call for new collaborative and autonomous implementation strategies for teachers’ CPD that can further the interests of the teaching profession.

Keywords
Teacher development, privatisation, meta-governance, Collaboration for Best School initiative, Sweden
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-31810 (URN)10.1080/19415257.2024.2351943 (DOI)
Funder
Swedish Research Council, 2019-03828
Available from: 2024-05-12 Created: 2024-05-12 Last updated: 2024-05-12
Levinsson, M., Norlund, A. & Beach, D. (2024). National-Authority-Endorsed Privatisation of Teachers’ Continuing Professional Development in Sweden. In: : . Paper presented at NERA 2024, Adventures of Education: Desires, Encounters and Differences, Malmö, Sweden, 6-8 March, 2024.. Borås
Open this publication in new window or tab >>National-Authority-Endorsed Privatisation of Teachers’ Continuing Professional Development in Sweden
2024 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This article reveals national-authority-endorsed privatisation of teachers’ continuing professional development (CPD) in the wake of a shift towards more centralised national interventions in Swedish schools. Drawing on data from the Collaboration for Best School (CBS) initiative, the context of the article is a recent state programme that encourages underperforming schools to collaborate with the Swedish National Agency for Education (SNAE) to raise students’ achievement standards and thereby increase equality within and between schools. Guided by meta-governance theory, our analysis revealed that SNAE operates as a meta-governor on behalf of the state to replace university researchers as CPD providers with specific private-sector actors. The results provide evidence of SNAE-enabled substitution processes through three network governance strategies: 1) hidden and authorised substitution, 2) trust building and hybrid participation, and 3) collective reproduction and solutionism. Taken together, these governance strategies reflect national-authority-endorsed privatisation in action, suggesting that SNAE primarily operates as an ideology-driven conduit for private economic interests. The article concludes with a call for new collaborative and autonomous implementation strategies for teachers’ CPD that can further the interests of the teaching profession.

Place, publisher, year, edition, pages
Borås: , 2024
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-31669 (URN)
Conference
NERA 2024, Adventures of Education: Desires, Encounters and Differences, Malmö, Sweden, 6-8 March, 2024.
Funder
Swedish Research Council, 2019-03828
Note

Paper presenterat vi NERA-konferensen i Malmö.

Available from: 2024-03-07 Created: 2024-03-07 Last updated: 2024-05-22Bibliographically approved
Levinsson, M. & Norlund, A. (2023). A Neuro-Educational Ideal on the Market of Continuing Professional Development for Teachers; Characteristics,Consequences and Critique. In: : . Paper presented at ECER Eueopean Conference on Educational Research.
Open this publication in new window or tab >>A Neuro-Educational Ideal on the Market of Continuing Professional Development for Teachers; Characteristics,Consequences and Critique
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-30541 (URN)
Conference
ECER Eueopean Conference on Educational Research
Funder
Swedish Research Council, 2019-03828
Available from: 2023-09-26 Created: 2023-09-26 Last updated: 2023-11-28Bibliographically approved
Norlund, A. & Levinsson, M. (2023). Ett neuropedagogiskt ideal på lärares kompetensutvecklingsmarknad.: Kännetecken, konsekvenser och kritik.. Nordisk Tidskrift för Allmän Didaktik, 9(1), 1-18
Open this publication in new window or tab >>Ett neuropedagogiskt ideal på lärares kompetensutvecklingsmarknad.: Kännetecken, konsekvenser och kritik.
2023 (Swedish)In: Nordisk Tidskrift för Allmän Didaktik, Vol. 9, no 1, p. 1-18Article in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of this article is to examine the increased focus on neuroeducational content in teachers’ continuing professional development (CPD) and to further explore its characteristics and consequences for teaching. The empirical material is based on 236 invoices representing CPD and other material that followed from extended studies of, primarily, identified CPD actors’ webpages. The cluster of characteristics is presented as a pedagogic modality based on concepts and phenomena from the sociologist of education Basil Bernstein; selection, organization, evaluation, classification and framing. The pedagogic modality is finally discussed, and critiqued, not least regarding its consequences for teachers and students. The overall conclusion is that a neuroeducational modality brings several potential risks, not least concerning conditions for teachers and students. 

Keywords
The invoice project, Continuing professional development (CDP), Pedagogic modality, Neuroeducation
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-30453 (URN)10.57126/noad.2023.19543 (DOI)
Available from: 2023-09-07 Created: 2023-09-07 Last updated: 2024-01-18Bibliographically approved
Norlund, A. & Levinsson, M. (2023). Fakturan, fortbildningen och forskningen. In: : . Paper presented at Vetenskapsrådets resultatdialog i Jönköping. Borås
Open this publication in new window or tab >>Fakturan, fortbildningen och forskningen
2023 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Borås: , 2023
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-31670 (URN)
Conference
Vetenskapsrådets resultatdialog i Jönköping
Funder
Swedish Research Council, 2019-03828
Available from: 2024-03-07 Created: 2024-03-07 Last updated: 2024-03-07Bibliographically approved
Langelotz, L., Norlund, A. & Levinsson, M. (2022). Continuing Professional Development – a Threat to Teacher Professionalism. In: AERA annual meeting San Diego 21-26 April 2022: Cultivating Equitable Education Systems for the 21st Century. Paper presented at AERA conference.
Open this publication in new window or tab >>Continuing Professional Development – a Threat to Teacher Professionalism
2022 (English)In: AERA annual meeting San Diego 21-26 April 2022: Cultivating Equitable Education Systems for the 21st Century, 2022Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper asks following burning question: Where is a critical know-whyperspective on education, in teachers’ continuing professional development(CPD)? Point of departure is the first result of an ongoing (2020-2023)government funded research project in Sweden. A follow-the-money approachwas used to collect data. 1000 invoices, from three Swedish municipalities,were inductively analyzed and categorized. The results exposed how ethicalissues, climate crises, and social (in)justice are almost absent in the CPDcontentas is critical know-why professional knowledge. Framed by the notionof professionalism, we here further explore one of the municipalities anddiscuss fast policies imprint on local sites, the lack of cultivating know-whyknowledge, and how CPD might be a threat to teachers’ professionalism.

Series
AERA Conference program online ; online
Keywords
teachers continuing professional development, following-the-money, invoices, lack of know-why knowledge
National Category
Educational Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-29164 (URN)
Conference
AERA conference
Projects
Fakturan, fortbildningen och forskningen
Funder
Swedish Research Council, 201903828
Available from: 2023-01-03 Created: 2023-01-03 Last updated: 2023-01-04Bibliographically approved
Levinsson, M., Norlund, A. & Johansson, J. (2022). En samtida diskurs om betydelsen av fysisk aktivitet för undervisning och lärande: Kritisk analys av artiklar i lärarfackliga tidskrifter.. Nordic Studies in Education, 42(3), 249-271
Open this publication in new window or tab >>En samtida diskurs om betydelsen av fysisk aktivitet för undervisning och lärande: Kritisk analys av artiklar i lärarfackliga tidskrifter.
2022 (Swedish)In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 42, no 3, p. 249-271Article in journal (Refereed) Published
Abstract [en]

This article explores how teacher union journals in Sweden construct (1) problems related to teaching and learning assumed to be caused by pupils’ physical inactivity, and (2) solutions regarding how and by whom these problems should be addressed. This is done through a critical discourse analysis of four strategically selected articles published in two teacher union journals where researchers, physicians, school leaders and teachers are interviewed about the potential of more physical activity in schools. The overall conclusion is that the examined teacher union journal articles connect physical activity to teaching and learning in ways that de-professionalise teachers.

Keywords
critical discourse analysis, physical activity, pupil learning, teacher union journals
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-28755 (URN)10.23865/nse.v42.3535 (DOI)2-s2.0-85149534614 (Scopus ID)
Available from: 2022-10-17 Created: 2022-10-17 Last updated: 2024-02-01Bibliographically approved
Langelotz, L., Levinsson, M. & Norlund, A. (2022). How is teacher professionalism in Sweden shaped in an era of marketisation of teachers’ continuing professional development?. In: Transforming the Future of Education: the Role of Reserach: AARE 2022 Conference in Adelaide 27/11-1/12. Paper presented at AARE Conference 2022.
Open this publication in new window or tab >>How is teacher professionalism in Sweden shaped in an era of marketisation of teachers’ continuing professional development?
2022 (English)In: Transforming the Future of Education: the Role of Reserach: AARE 2022 Conference in Adelaide 27/11-1/12, 2022Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

There is an international body of knowledge about teacher development in general as well as the potential problems with commercial actors in the CPD-field. Less is known about the CPD-content and the impact it has on teachers’ professionalism.  

The aim of this paper is to investigate what types of teacher professionalism that a CPD-field dominated by commercial actors shape in Sweden. The starting point is an analysis of 679 invoices and the content (knowledge) offered on the CPD-market, and purchased under two years. The result is part of an ongoing research project funded by the Swedish Research Council (2020-2023).

679 invoices from 73 schools were collected. The coding built on the extraction of information from the total set of invoices and on entering data into a statistic program file (SPSS) consisting of a multitude of variables – both deductively and inductively set. 

A practice-ecological ontology, the theory of practice architectures (TPA) is adopted, to explore how CPD-practices shape teacher practices and teacher professionalism. CPD concerns changing peoples’ sayings-doings-relatings i.e. practices (like teaching). To analyse how the CPD-content shape Swedish teachers, teacher professionalism is here conceptualized as three constituent components: behavioural, attitudinal, and intellectual. These components are previously described as overlapping but analytically seperable. 

 The behavioural change, dominate. Teachers are supposed to develop various teaching skills related to for example computer-programs, to diagnose students and to meet students' reading-, mathematics- or communication- difficulties.  This CPD is part of a world-wide edu-tech-business.  

The attitudinal component, where teachers’ attitudes are (to be) modified, is indeed visible in the data. Costs concern kick- off/summing-up-the-year activities, including conference-facilities, food, etc. The principal, teachers or the school health group are engaged in the content delivered. Teacher-collaboration, student-motivation or school-development etc. is focussed. Another CPD-content, overlapping attidunal and behavioural changes. Teachers are supposed to change their behaviour in relation to “problematic student behaviour” and diagnoses like ADHD. The intellectual component is not as frequent. Subject-specific CPD in Mathematics or Second Language Teaching is , however, purschased.  

Next step in the project is teacher- and principal-interviews to investigate the experiences of and motives for the CPD purchased and, to get hold of the CPD that take place without generating any fees. and to trace the arangments that enable and/or constrain CPD-practices. The study is limited to three (of 278) municipalities in Sweden, both national and international studies would benefit the knowledge development

 

Keywords
teacher professionalism, invoices, continuing professional development (CPD), CPD market
National Category
Pedagogical Work Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-29163 (URN)
Conference
AARE Conference 2022
Projects
Fakturan, fortbildningen och forskningen
Funder
Swedish Research Council, 201903828
Available from: 2023-01-03 Created: 2023-01-03 Last updated: 2023-01-04Bibliographically approved
Levinsson, M., Norlund, A. & Langelotz, L. (2022). Innehåll och pedagogiska diskurser på lärares kompetensutvecklingsmarknad: en studie av insatser som genererar fakturor.
Open this publication in new window or tab >>Innehåll och pedagogiska diskurser på lärares kompetensutvecklingsmarknad: en studie av insatser som genererar fakturor
2022 (Swedish)In: Article in journal (Refereed) Epub ahead of print
Abstract [sv]

Syftet med den här artikeln är att bidra med fördjupad kunskap om innehållet i lärares kompetensutveckling i en decentraliserad utbildningssektor. Specifikt fokus riktas mot hur innehållet i denna kompetensutveckling relaterar till lärares undervisningsuppdrag att utveckla såväl kunskaper som värderingar hos elever. Artikeln tar sin utgångspunkt 679 kompetensutvecklingsfakturor från tre socio-ekonomiskt olika kommuner i Sverige. Teoretiskt är studien baserad i Bernsteins fenomen pedagogisk diskurs, som i sin tur bidrar med de analytiska begreppen instruktionell och regulativ diskurs vilka har styrt analysen av fakturamaterialet. Resultatet åskådliggör i vilken grad kompetensutvecklingsinnehållet orienteras mot ämneskunskaper och generella kompetenser (instruktionell diskurs) respektive det som rör elevers värderingar (regulativ diskurs). Vidare illustrerar resultatet flera samband mellan kompetensutvecklingens diskursiva inriktning, skolform (grundskola och gymnasium) och typ av kompetensutvecklingsaktör. Analysen visar också att innehållet i lärares kompetensutveckling karaktäriseras av att lärare uppmuntras att inta en intraindividuell förändringsambition i relation till sina elever och inte av en ambition om intergruppförändring, det vill säga med syfte att utjämna skillnader mellan sociologiskt definierade grupper.

Keywords
Lärares kompetensutveckling, marknad, instruktionell och regulativ diskurs, Bernstein
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-29125 (URN)
Funder
Swedish Research Council, dnr 2019-03828
Available from: 2022-12-13 Created: 2022-12-13 Last updated: 2023-01-17Bibliographically approved
Hesslow, E., Loenheim, L. & Norlund, A. (2022). Svensklärarens professionalism så som den konstrueras av en betydande kompetensutvecklingsaktör. In: : . Paper presented at SMDI Språk och litteratur - en omöjlig eller skön förening, Lund, 23-24 november, 2022..
Open this publication in new window or tab >>Svensklärarens professionalism så som den konstrueras av en betydande kompetensutvecklingsaktör
2022 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Den studie som vi vill presentera genomförs i anslutning till det av Vetenskapsrådet finansierade projektet Fakturan, fortbildningen och forskningen (dnr 2019-03828) som studerar lärares kompetensutveckling i en marknadskontext. I projektet har cirka tusen fakturor över köpt fortbildning samlats in i tre kommuner. Vi har för SMDI-konferensens räkning valt en dominerande fortbildningsaktör och studerat aktörens program för tvådagarskonferenser där svenskämnet är i fokus. Studien syftar till att undersöka vilken typ av svensklärarprofessionalism som en av landets större kompetensutvecklingsaktörer uppmuntrar. Datamaterialet består av programblad från denna aktör där respektive svenskämnesinriktad konferens olika inslag beskrivs. Såväl högstadiet som gymnasieskolan är representerade och såväl språk- som litteraturdimensionen av svenskämnet. För att analysera fenomenet professionalism har vi tagit hjälp av Linda Evans analytiska indelning i tre professionella komponenter; ’behavioural’, ’attitudinal’ och ’intellectual’ (Evans, 2011). I ’behavioural’-komponenten ingår att kompetensutveckling bistår lärare i att bli bättre på processer och procedurer, i ’attitudinal’-komponenten’ ingår att uppmuntra lärare att ändra sina värderingar eller känna högre motivation på jobbet och ’intellectual’- komponenten, slutligen, står för ökad analysförmåga eller nya sätt att förstå specifika fenomen. Vi kommer att ge exempel på innehåll som representerar de olika komponenterna och visa proportionerna mellan de tre komponenterna. Vi diskuterar vilka tänkbara konsekvenser resultatet kan innebära för svensklärarprofessionen. 

Evans L. (2011). The scholarship of researcher development: mapping the terrain and pushing back boundaries. International Journal for Researcher Development, 2(2), 75-98. 

Keywords
kompetensutveckling, svensklärare, professionalism
National Category
Social Sciences
Identifiers
urn:nbn:se:hb:diva-29112 (URN)
Conference
SMDI Språk och litteratur - en omöjlig eller skön förening, Lund, 23-24 november, 2022.
Funder
Swedish Research Council, dnr 2019-03828
Available from: 2022-12-13 Created: 2022-12-13 Last updated: 2023-01-04Bibliographically approved
Organisations

Search in DiVA

Show all publications