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Levinsson, Magnus
Publications (10 of 51) Show all publications
Anderhag, P., Andrée, M. & Levinsson, M. (2024). Knowledge Products from Close-To-Practice Research. In: : . Paper presented at NERA 24, Adventures of Education: Desires, Encounters and Differences, Malmö, Sweden, 6-8 March, 2024..
Open this publication in new window or tab >>Knowledge Products from Close-To-Practice Research
2024 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

‘Close-to-practice research’ has received increased attention across the Nordic countries. Following the British Education Research Association (BERA), the notion of ‘close-to-practice research’ is used to refer to educational research that is based on problems in practice, often involves researchers working in partnership with practitioners in schools and addresses issues of relevance to practitioners. This roundtable focuses on how close-to-practice research can contribute to the knowledge base of the teaching profession by bringing together perspectives from didactics, school improvement and educational policy. More specifically, the interest is directed toward what characterizes the knowledge produced through practice-based research that may have significance for teachers' professional knowledge base and practice.

The roundtable conversation builds on a previous analysis of what kinds of knowledge products are generated in didactic close-to-practice research where teachers and researchers work together within the research environment Stockholm Teaching & Learning Studies. As a result of this analysis a typology of knowledge products was proposed including: (i) descriptions of knowing, (ii) teaching design, (iii) didactic examples and (iv) methodological tools. It has been proposed that additional knowledge products may be developed, such as artifacts to be used in teaching (e.g. lesson plans, visual representations). The roundtable will include the following points of discussion: 1) a brief presentation of the typology, 2) challenging and developing the typology of knowledge products proposed by previous research by investigating different cases of close-to-practice research from traditions of action research and practice-developing research within subject-didactics, and 3) discussing how the notion of knowledge products may contribute to advancing the conversation on cumulativity in the field of educational research in general, and in relation to syntheses of close-to-practice research in particular. The participants will be engaged in conversations on the desirability and feasibility of striving towards cumulativity.

National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-31672 (URN)
Conference
NERA 24, Adventures of Education: Desires, Encounters and Differences, Malmö, Sweden, 6-8 March, 2024.
Funder
Swedish Research Council
Note

Rundabordssamtal vid NERA-konferensen i Malmö.

Available from: 2024-03-07 Created: 2024-03-07 Last updated: 2024-03-07Bibliographically approved
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: 2024-03-07
Levinsson, M. (2024). Synthesising knowledge products from close-to-practice research. In: : . Paper presented at NERA 2024, Adventures of Education: Desires, Encounters and Differences, Malmö, Sweden, 6-8 March, 2024..
Open this publication in new window or tab >>Synthesising knowledge products from close-to-practice research
2024 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Syntheses of research is key to the development and cumulativity of scientific knowledge in most fields (Bohlin, 2010; Eisenhart, 2008). However, it is contested whether syntheses of close-to-practice research in education require the application of formal methods, such as the approaches developed within the systematic review movement, based on the following arguments: (1) Syntheses of close-to-practice research are mainly carried out informally within the field and are integrated into the knowledge production of primary studies, as for example when the findings of previous studies form the basis for and are related to the findings of another study; (2) The production of and availability to knowledge from close-to-practice research in education is too poor compared to many other fields, such as the clinical trials within medicine, to justify the development and use of formal synthesis methods (Levinsson, 2019). However, the push for evidence-based practice in education has led to a range of initiatives aimed at bridging the gap between research and practice. Among these are the establishment of so-called ‘brokerage agencies’ with a mission to synthesise the findings of educational research (Sundberg, 2009). Previous research indicates that brokerage agencies conduct systematic reviews that tend to subordinate the outcomes of close-to-practice research to an aggregative synthesis logic or exclude it by default on the basis of predefined evidence hierarchies and quality assessments that prioritise randomised control trials to measure the impact of interventions (Levinsson & Prøitz, 2017). However, this means that the systematic review movement in education thereby might limit the potential contribution of close-to-practice research to teachers’ professional knowledge and practice. This tendency underscores the need of formal synthesis methods specifically developed for close-to-practice research. Drawing on the typology of knowledge products, suggested by Anderhag et al. (2023), this paper argues that configurative reviews (Gough et al., 2012) are more suitable for synthesising complex bodies of knowledge generated from close-to-practice research. The paper considers the four different kinds of knowledge products as a starting point for developing configurative reviews for different strands of close-to-practice research, and further illustrates how each knowledge product might require specific configurative approaches and techniques. 

National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-31668 (URN)
Conference
NERA 2024, Adventures of Education: Desires, Encounters and Differences, Malmö, Sweden, 6-8 March, 2024.
Note

Paper presenterat vid NERA-konferensen i Malmö.

Available from: 2024-03-07 Created: 2024-03-07 Last updated: 2024-03-07Bibliographically 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
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