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Publications (10 of 32) Show all publications
Cronqvist, M. (2024). Enhanced student joy in learning environment; understanding and influencing the process. European Journal of Education, Article ID e12671.
Open this publication in new window or tab >>Enhanced student joy in learning environment; understanding and influencing the process
2024 (English)In: European Journal of Education, ISSN 0141-8211, E-ISSN 1465-3435, article id e12671Article in journal (Refereed) Epub ahead of print
Abstract [en]

In education, there is a risk that joy in learning is counteracted by allowing a performance culture to dominate. Research shows that emotions are of great importance for results, motivation and well-being. This study aims to add knowledge about the essential meanings of joy in learning based on students' lived experiences and thereby implications for the learning environment. The essence of the phenomenon of joy in learning has been formulated through descriptive phenomenological analysis. Qualitative data consists of 25 narratives from students engaged in voluntary forms of education. The study shows that joy in learning emerges throughout the learning process, when students discover that they gain knowledge, understand and can control their learning process and achieve something with their knowledge. The implications for teaching involve awareness of the learning process providing a balance between structure, support, challenge and personal choice which was valued along with relationships that contribute to autonomy. 

Keywords
higher education teaching, joy, lived experience, phenomenology, self-determination
National Category
Pedagogy Pedagogical Work
Identifiers
urn:nbn:se:hb:diva-31785 (URN)10.1111/ejed.12671 (DOI)001205986900001 ()2-s2.0-85191186132 (Scopus ID)
Funder
Åke Wiberg Foundation
Available from: 2024-04-29 Created: 2024-04-29 Last updated: 2024-10-01Bibliographically approved
Cronqvist, M. (2024). Research Ethics in Swedish Dissertations in Educational Science – A Matter of Confusion. Journal of Academic Ethics
Open this publication in new window or tab >>Research Ethics in Swedish Dissertations in Educational Science – A Matter of Confusion
2024 (English)In: Journal of Academic Ethics, ISSN 1570-1727, E-ISSN 1572-8544Article in journal (Refereed) Epub ahead of print
Abstract [en]

In all research, ethical considerations are crucial to reliability and quality and researchers are guided by various national and international documents and ethical committees. Despite different strategies to guide researchers and to ensure quality, there still seems to be uncertainty in educational science about how research ethics should be positioned and handled in practice. The aim of this study is to phenomenologically explore what meanings the phenomenon research ethics are given in Swedish doctoral dissertations in educational research based on how doctoral researchers position, frame and present research ethics in their ethical elaborations. The empirical data consists of 60 doctoral dissertations in educational science at Swedish universities from the past year. The result indicates very different meanings of ethical considerations despite a quite common point of departure in the Swedish Research Council’s guidelines and knowledge of the Ethics Review Act. Some variations can be related to the differences in the studies’ designs, but regardless of such explanations, the conclusion is that consensus regarding ethical considerations in research is largely lacking.  

Keywords
Research ethics, Researcher ethics, Researcher role, Responsibility, Dilemmas
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-32125 (URN)10.1007/s10805-024-09540-9 (DOI)001255160400001 ()2-s2.0-85197173974 (Scopus ID)
Available from: 2024-06-27 Created: 2024-06-27 Last updated: 2024-10-01Bibliographically approved
Cronqvist, M. (2024). Research ethics: preference for complexity and dilemmas over the right answers [Review]. Meta Science
Open this publication in new window or tab >>Research ethics: preference for complexity and dilemmas over the right answers
2024 (English)In: Meta Science, ISSN 0815-0796, E-ISSN 1467-9981Article, book review (Other academic) Published
National Category
Ethics
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-32981 (URN)10.1007/s11016-024-01033-0 (DOI)
Available from: 2024-12-20 Created: 2024-12-20 Last updated: 2025-01-10Bibliographically approved
Cronqvist, M. (2024). Teachers’ ethical responsibility in teaching; to guide the children about right and wrong. Scandinavian Journal of Educational Research, 1-14
Open this publication in new window or tab >>Teachers’ ethical responsibility in teaching; to guide the children about right and wrong
2024 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, p. 1-14Article in journal (Refereed) Published
Abstract [en]

Teaching involves an ethical dimension that tends to remain unspoken and thus difficult to reflect on and discuss. From the perspective of professionalism, professional ethics and a common knowledge base are important to the quality and status of the teaching profession. This descriptive phenomenological study was motivated by the need to know more about how teachers understand their own professional ethics and how this is expressed through their teaching. The essence of the phenomenon is formulated through the analysis of interviews with nine teachers in Sweden who teach children from the age of 1–16. The results show that the teachers’ main ethical responsibility is to guide the children about right and wrong. The guidance, a safe learning environment, and relationships with and between the children are dependent on each other. The surrounding society affects the guidance of the children, as well as opportunities for collaboration with guardians and colleagues.

Keywords
Professional ethics, ethical responsibility, professionalism, phenomenology, democracy
National Category
Didactics Pedagogy
Research subject
Teacher Education and Education Work; Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-31993 (URN)10.1080/00313831.2024.2360901 (DOI)001242062700001 ()2-s2.0-85195217499 (Scopus ID)
Available from: 2024-06-07 Created: 2024-06-07 Last updated: 2024-10-01Bibliographically approved
Cronqvist, M. (2023). A professional ethical stance; to guide the children about right and wrong.. In: : . Paper presented at European Conference on Educational Research, ECER, Glasgow, Scotland, 22-25 August, 2023.
Open this publication in new window or tab >>A professional ethical stance; to guide the children about right and wrong.
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Ethics
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-31061 (URN)
Conference
European Conference on Educational Research, ECER, Glasgow, Scotland, 22-25 August, 2023
Available from: 2023-12-21 Created: 2023-12-21 Last updated: 2023-12-21
Cronqvist, M. (2023). Ethical responsibility in the struggle between the public and the private space: Challenges and possibilities in teacher education during the pandemic. In: Narelle Lemon; Heidi Harju-Luukkainen; Susanne Garvis (Ed.), Practising Compassion in Higher Education: Caring for Self and Others Through Challenging Times. Routledge
Open this publication in new window or tab >>Ethical responsibility in the struggle between the public and the private space: Challenges and possibilities in teacher education during the pandemic
2023 (English)In: Practising Compassion in Higher Education: Caring for Self and Others Through Challenging Times / [ed] Narelle Lemon; Heidi Harju-Luukkainen; Susanne Garvis, Routledge, 2023Chapter in book (Refereed)
Place, publisher, year, edition, pages
Routledge, 2023
National Category
Ethics
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-29387 (URN)9781032325996 (ISBN)
Available from: 2023-02-02 Created: 2023-02-02 Last updated: 2023-03-30Bibliographically approved
Cronqvist, M. (2023). Ethical responsibility in the struggle between the public and the private space: Challenges and possibilities in teacher education during the pandemic. In: Narelle Lemon, Heidi Harju-Luukkainen, Susanne Garvis (Ed.), Practising Compassion in Higher Education: Caring for Self and Others through Challenging Times: (pp. 148-158). Taylor & Francis
Open this publication in new window or tab >>Ethical responsibility in the struggle between the public and the private space: Challenges and possibilities in teacher education during the pandemic
2023 (English)In: Practising Compassion in Higher Education: Caring for Self and Others through Challenging Times / [ed] Narelle Lemon, Heidi Harju-Luukkainen, Susanne Garvis, Taylor & Francis, 2023, p. 148-158Chapter in book (Other academic)
Abstract [en]

During the pandemic, online teaching has been imposed and affected the relation between educators and preservice teachers. Suddenly, as an educator, you are in their private sphere and the previous clear boundaries between the private and the public as well as professional are loosened, for better or worse. In teacher education, preservice teachers’ lived experiences, their life worlds, can both be an asset and involve difficulties in the development of the professional role. Educators need to support preservice teachers in understanding their life worlds to become aware of their values and possibilities to express them in teaching. In this chapter, the aim is to discuss how educators can continue to develop reflective learning environments in an ethically responsible manner in the light of conditions formed during the pandemic. In the quest to become role models for future students, which means courage to enter the personal field, preservice teachers need to feel safe and confident in their reflective learning. © 2023 selection and editorial matter, Narelle Lemon, Heidi Harju-Luukkainen, and Susanne Garvis; individual chapters, the contributors. All rights reserved.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
National Category
Pedagogy Ethics
Identifiers
urn:nbn:se:hb:diva-30275 (URN)10.4324/9781003315797-12 (DOI)2-s2.0-85148185465 (Scopus ID)9781003315797 (ISBN)
Available from: 2023-08-15 Created: 2023-08-15 Last updated: 2024-02-01Bibliographically approved
Cronqvist, M. (2022). Academic Freedom in Teacher Education; Between Certainty and Uncertainty. Australian Journal of Teacher Education, 47(6)
Open this publication in new window or tab >>Academic Freedom in Teacher Education; Between Certainty and Uncertainty
2022 (English)In: Australian Journal of Teacher Education, ISSN 1835-517X, Vol. 47, no 6Article in journal (Refereed) Published
Abstract [en]

In this study, academic freedom in teacher education is related to preservice teachers' possibilities to develop critical and autonomous thinking in teaching practice. Self-awareness and self-confidence provide certainty to deal with the uncertain situation in teaching where creativity and judgment must be given priority over an instrumental teaching based on authorities, effective methods or ready-made solutions. Teacher educators thus need to promote academic freedom as both certainty and uncertainty. The aim of this paper is to provide enhanced understanding of the meanings and implications for teacher education of academic freedom, in the tension between certainty and uncertainty, based on a phenomenological study about preservice teachers' experiences of professional ethics. The results show that teacher educators' function as role models is crucial for preservice teachers' academic freedom in developing their teaching. A consensus on fundamental values provides openness in discussions that promote the student's critical attitude.

National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-28983 (URN)10.14221/ajte.2022v47n6.4 (DOI)2-s2.0-85143906212 (Scopus ID)
Available from: 2022-11-29 Created: 2022-11-29 Last updated: 2024-02-01Bibliographically approved
Cronqvist, M. (2022). Etiskt ledarskap. In: Pihlgren, A.S.; Jensen, M. (Ed.), Lärarens ledarskap: professionell pedagogisk praktik: (pp. 173-187). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Etiskt ledarskap
2022 (English)In: Lärarens ledarskap: professionell pedagogisk praktik / [ed] Pihlgren, A.S.; Jensen, M., Malmö: Gleerups Utbildning AB, 2022, p. 173-187Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2022
National Category
Didactics
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-28622 (URN)9789151107172 (ISBN)
Available from: 2022-09-16 Created: 2022-09-16 Last updated: 2022-09-19Bibliographically approved
Cronqvist, M. & Skaremyr, E. (2022). Etiskt ledarskap i övergången mellan förskola och skola- förskoleklassen som inkluderande gränsöverskridare. Paideia, 24
Open this publication in new window or tab >>Etiskt ledarskap i övergången mellan förskola och skola- förskoleklassen som inkluderande gränsöverskridare
2022 (Swedish)In: Paideia, ISSN 1904-9633, Vol. 24Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Frederikshavn: , 2022
National Category
Pedagogy
Research subject
Teacher Education and Education Work; Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-29028 (URN)
Available from: 2022-12-06 Created: 2022-12-06 Last updated: 2023-01-17Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-6639-8803

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