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Publications (10 of 28) Show all publications
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
Cronqvist, M. & Skaremyr, E. (2022). Learning Environment in Supervision that Develops Students' Autonomy in Degree Projects. In: : . Paper presented at ECER.
Open this publication in new window or tab >>Learning Environment in Supervision that Develops Students' Autonomy in Degree Projects
2022 (English)Conference paper, Published paper (Refereed)
Abstract [en]

This study is a newly started project about student autonomy with focus on the learning environment that promotes and develops students’ autonomy in degree projects. Research shows that academic writing in higher education needs to be developed in terms of student autonomy (Fung & Mei, 2015; Mickwitz & Suojala, 2020; van Blankenstein, Saab, van der Rijst, Danel, Bakker-van den Berg et al., 2019 ). Other aspects of learning such as critical thinking and motivation are closely related to students' autonomy, the studies show. Both autonomy and critical thinking are presented as desirable ideals generally in higher education, but based on research, and experiences as teacher educators, it turns out to be problematic to develop students' autonomy, not least in academic writing and in degree projects. Issues related to supervision strategies are rarely discussed and there is a presumption about how supervision is done (Eriksson & Gustavsson, 2016). As a common international issue, many students request templates and very clear guidance on how they “should” write to be approved.

Thus, the purpose of this study is to create a learning environment in supervision that develops students' autonomy in degree projects. Through the creation of the learning environment in supervision, students' autonomy is expected to develop.

The research questions are:

1.How do the teaching colleagues describe…

a) autonomy?

b) that autonomy is promoted?

c) their observation of autonomy?

2. How do the workshop and Self Determination theory contribute to the collegial consensus?3. How do the autonomy matrix contribute to the collegial consensus?

Keywords
Teacher education, Higher Education, Autonomy, Self Determination Theory, Supervision
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-28624 (URN)
Conference
ECER
Available from: 2022-09-19 Created: 2022-09-19 Last updated: 2022-12-15Bibliographically approved
Bjelobaba, S. & Cronqvist, M. (2022). Preparing Preservice Teachers to Teach Academic Integrity and Ethics. In: Ethics and Integrity in Teacher Education. Ethics and Integrity in Educational Contexts, vol 3.: (pp. 43-54). Cham: Springer
Open this publication in new window or tab >>Preparing Preservice Teachers to Teach Academic Integrity and Ethics
2022 (English)In: Ethics and Integrity in Teacher Education. Ethics and Integrity in Educational Contexts, vol 3., Cham: Springer, 2022, p. 43-54Chapter in book (Refereed)
Abstract [en]

The inclusion of ethics and integrity in preservice teacher education can refer to several contexts. The first context is academic integrity for preservice teachers with a focus on incorporating academic integrity in their own studies within higher education, as well as teaching them different components of academic writing including proper referencing techniques to enable them to write their own academic texts. The second context is developing the professional ethics of these future teachers, as a lived practice as well as through ethical codes. The third context is giving preservice teachers pedagogical and didactic knowledge and instruments to teach academic integrity and ethics to their future students in primary and secondary education, in order to prepare them for their own higher education endeavours. While attention is paid to the first and the second context, the third one is only rarely treated as a part of preservice teacher education as it is usually assumed that the first context is indirectly giving enough preparation for a preservice teacher to subsequently mediate ethics and integrity to his or her students. In this paper, we argue that this assumption is problematic and propose the inclusion of the third context – preparing future teachers to teach academic integrity and ethics – in preservice teacher education. Although the chapter uses the preservice teacher education in Sweden as a starting point, the three ethical contexts that are identified are not limited to any particular national preservice education system but are relevant in other similar frameworks as well.

Place, publisher, year, edition, pages
Cham: Springer, 2022
Keywords
Professional ethics, Academic integrity, Preservice teacher education
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-29187 (URN)10.1007/978-3-031-16922-9_4 (DOI)978-3-031-16921-2 (ISBN)978-3-031-16922-9 (ISBN)
Available from: 2023-01-04 Created: 2023-01-04 Last updated: 2023-01-16Bibliographically approved
Cronqvist, M. (2021). Embodied Becoming – Student Teachers’ Reflections on Their Filmed Teaching: Visual Knowledge Creation and Critique. Video Journal of Education and Pedagogy
Open this publication in new window or tab >>Embodied Becoming – Student Teachers’ Reflections on Their Filmed Teaching: Visual Knowledge Creation and Critique
2021 (English)In: Video Journal of Education and PedagogyArticle in journal (Refereed) Epub ahead of print
Abstract [en]

This study examines student teachers’ reflections on recordings of their teaching during a period of internship related to a subject didactic course in Swedish. Bodily expressions, not as frequently explored as verbal ones, are in focus. Data consists of video papers, multimedia documents, combining clips of video recordings and reflective texts on the clips. The purpose is to gain knowledge about student teachers’ reflections on and learning of bodily expressions in teaching, using video papers. The analysis of the video papers is descriptive phenomenological, searching for the meanings of the phenomenon. The findings indicate that video papers contribute to student teachers’ reflections and learning about bodily expressions in terms of how they move in front of students, what impressions their bodies convey, how they manage to make contact and how they use their voices. Video papers complement the memory image and through recordings, bodily expressions get attention and are verbalized.

Place, publisher, year, edition, pages
Brill Academic Publishers, 2021
Keywords
visual knowledge creation and critique, lived body, embodiment, video paper, teacher education, reflection, physical expressions
National Category
Pedagogy
Identifiers
urn:nbn:se:hb:diva-26192 (URN)10.1163/23644583-bja10017 (DOI)2-s2.0-85113994247 (Scopus ID)
Available from: 2021-08-12 Created: 2021-08-12 Last updated: 2024-02-01
Cronqvist, M. (2021). Embodied becoming: student teachers’ reflections on their filmed teaching. In: : . Paper presented at ASSOCIATION FOR VISUAL PEDAGOGIES, 2021 International AVP Conference, Norway and Online, 9-11 June, 2021..
Open this publication in new window or tab >>Embodied becoming: student teachers’ reflections on their filmed teaching
2021 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The purpose of this study is to gain knowledge about student teachers’ reflections on and learning of physical expressions in teaching using video papers (a document that integrates video clips and reflective text). During internship in a subject didactic course in Swedish, student teachers are examined through video papers. This means that the supervisor records them during their lessons and the student teachers select some sections and write reflections on what they see on the clips. Physical expressions are made visible, can be related to feelings and thoughts in the situation as well as reflected. The student teachers’ video papers are empirical data to study reflections on bodily expressions in teaching and which learning reflections hold. Physical expressions include actions, body language and voice use. The analysis of the video papers is phenomenological, searching for the meanings of the phenomenon. The findings indicate that video papers contribute to student teachers’ reflections and learning about physical expressions in terms of how they move in front of students, what impressions their bodies convey, how they manage to make contact and how they use their voices. These are aspects of teaching that make a big difference to students, but may not get attention or be verbalized without recordings. Video papers can complement the memory image in a way that provides meaningful learning for the student teacher.

Keywords
lived body, embodiment, video paper, teacher education, reflection, physical expressions
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-26193 (URN)
Conference
ASSOCIATION FOR VISUAL PEDAGOGIES, 2021 International AVP Conference, Norway and Online, 9-11 June, 2021.
Available from: 2021-08-12 Created: 2021-08-12 Last updated: 2021-08-18Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-6639-8803

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