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Levinsson, Magnus
Publications (10 of 46) Show all publications
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
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
Norlund, A., Levinsson, M. & Langelotz, L. (2022). Unpacking the Special Educational Needs Industry: Voices from Invoices. In: : . Paper presented at ECER, Yerevan, Armenien, augusti 2022. Education in a Changing World: The impact of global realities on the prospects and experiences of educational research.
Open this publication in new window or tab >>Unpacking the Special Educational Needs Industry: Voices from Invoices
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

 Already ten years ago Tomlinson (2012) spoke of the “rise of the expanded and expensive SEN [Special Educational Needs] industry”(p. 75). In this paper, we explore the SEN industry on a continuing professional development (CPD) market for teachers in Sweden. This market seems to well meet the exaggerated importance of teachers’ CPD. Such an exaggeration is a highly globalized phenomenon and thus, we argue, of high significance to the research community (cf Kennedy, 2014). International studies reveal clear evidence of an increasing state-encouraged marketization and privatisation of teacher CPD. Characteristic of this development is that companies establish and profile themselves on the market by selling solutions and improvements aligned with current policy discourses – a dimension of the ongoing privatisation of the education sector that Ball (2009) calls “organisational recalibration” (p. 84).

A recent estimation is that about 25 000 commercial actors operate within the Swedish education sector (It-pedagogen, 2021) and previous research exemplifies how some of these “edupreneurs” offer CPD packages to schools and teachers, which in many cases can be linked to policy trends (Forsberg & Wermke, 2012; Player-Koro & Beach, 2017). Over the past decade, there has been a flood of governmental initiatives in Sweden offering various forms of professional development programs for teachers – as for example the ‘Special Educator Initiative’ – and commercial actors seem to pick up the discourses of these policy reforms and develop their businesses accordingly (Ideland et al., 2020; Levinsson & Norlund, 2018). Ideland et al. (2020) illustrate “how companies enact spaces of business possibilities made up through discourses of ‘schools in crisis’ and policy reforms” (p. 85). However, what characterizes dicsourses in the content descriptions of CPD offered at a commersialised CPD-market – and how this might influence SEN-oriented practices – needs further investigation. 

In this paper, we present results from the ongoing project Following invoices – finding professional learning (the Invoice Project), funded by the Swedish Research Council. The overall aim in the project is to deepen the understanding of teacher learning, in times when different stakeholders try to control and impact on education and teachers’ work.  

We started the project by “following the money” (Ball, 2012) in three municipalities in Sweden and analyzed a multitude of invoices concerning teachers’ professional development. One of the results, so far, is the fact that the CPD market in Sweden to great extent offers content with a SEN focus. 37 % of the collected invoices relate to SEN content. 

The aim of this paper is to unpack prevalent SEN-oriented discourses on the CPD market and to discuss the possible impact these may have on various educational practices, such as professional learning and teaching practices. From a practice-oriented perspective educational practices are interdependent; they enable and constrain each other mutuallly in the ‘education complex’ (e.g., Kemmis et al., 2012; Mahon et al., 2020). 

Methodology, Methods, Research Instruments or Sources Used

In the overall study - the Invoice Project – 674 invoices from 2018 and 2019, were collected from the CPD accounts for elementary and upper secondary school teachers in three Swedish municipalities (municipal invoices are subject to the principal of openness in the Swedish constitution). The selected municipalities were chosen to reflect rural and urban areas with varying socioeconomic characteristics. 

A first analysis of the invoices revealed that a majority of the invoices (37 %) had a SEN-oriented content. The criterion for the categorization was that the CPD title and/or the content description included not only the notion of Special Needs Education but also phenomena such as ‘dyslexia’, ‘dyscalculia’, ‘ADHD’, ‘gifted children and ´neuropsychiatric disorders’.

The data production and analytical work for this paper included the following steps:

1. Extending information. The collected invoices regarding SEN-oriented CPD did not always supply the information needed to address the purpose of and the questions posed in this paper. Therefore, we made further Internet searches and/or contacted schools and/or CPD providers via email or phone to obtain the information required. 

2. Extracting and coding. Information was extracted from the invoices and coded into an SPSS program file comprising a number of variables including SEN-oriented CPD. We distributed all SEN invoices evenly among the three of us to organise the work and perform the first step of the coding process in individual SPSS files based on the same variable structure. We continuously engaged in formal and informal coding sessions to construct subcategories of SEN-oriented CPD. 14 different SEN categories were developed in this process. The data in the individual files were later transferred into a joint SPSS file for analysis.

3. Mapping and analysing.  We used descriptive statistics, mainly frequencies and relative frequencies, computed in the SPSS program to explore the distribution of invoices, costs and actors over SEN related CPD contents. Frequencies and relative frequencies were mapped via bar charts and tables to illustrate and summarize the characteristics of SEN-oriented CPD in the studied municipalities. 

4. Identifying discourses. We identified tentative discourses in the CPD actors’ content descriptions collected from our Internet searches. To deepen the analyses, we exploited our joint experiences in working with educational discourses in a Faircloughian and Foucauldian critical sense (see Langelotz 2014; 2017a; 2017b; Norlund, 2009; 2021; Norlund & Levinsson 2018).

Conclusions, Expected Outcomes or Findings

The findings show a number of prevalent discourses, of which we will present a few during our presentation this paper. These discourses seem, in turn, to be embedded within an umbrella discourse of solutionism. The discourse of solutionism starts with a well-defined (and often simplified) problem to which the CPD offers a solution (cf. Ideland et al., 2020).

We will discuss the potential consequences in relation to each practice in the education complex (practices of teaching, learning, researching, leading and CPD) respectively. 

References

Ball, S. (2009). Privatising education, privatising education policy, privatising educational research: network governance and the ‘competition state’. Journal of Education Policy, 24(1), 83-99. https://doi.org/10.1080/02680930802419474

Ball, S. (2012). Show me the money! Neoliberalism at work in education. Forum, 54(1), 23-27.

Forsberg, E. & Wermke, W. (2012). Knowledge soursces and autonomy: German and Swedisch teachers’ continuing professional development of assessment knowledge. Professional Development in Education, 38(5), 741-758. 

Ideland, M., Jobér, A., & Axelsson, T. (2020). Problem solved! How eduprenuers enact school crises as business possibilities. European Educational Research Journal, 20(1) 83–101.

Kennedy, A. (2014). Understanding continuing professional development: the need for theory to impact on policy and practice. Professional Development in Education, 40(5), 688-697.

Kemmis, S., Edwards-Groves, C., & Wilkinson, J. (2012). Ecologies of practices. In P. Hager, A. Lee, and A. Reich (EDs.), Practice-Theory Perspectives on Professional Learning, 33–49. Dordrecht: Springer. 

Langelotz, L. (2014). Vad gör en skicklig lärare? En studie om kollegial handledning som utvecklingspraktik.(Doctoral thesis, Gothenburg Studies in Educational Sciences, 348). Göteborg: Universitatis Gothoburgensis.

Langelotz, L. (2017a). Kollegialt lärande i praktiken. Kompetensutveckling eller kollektiv korrigering? [Collegial Learning in Practice: Professional Learning or Collective Correction?]. Stockholm: Natur & Kultur.

Langelotz, L. (2017b).  Collegial mentoring for professional development. In K.  Mahon, S. Kemmis, S. Fransisco & Lloyd, A. (Eds.) Exploring educational practices through the lens of practice architectures. Singapore: Springer. 

Levinsson, M., & Norlund, A. (2018). En samtida diskurs om hjärnans betydelse för undervisning och lärande: Kritisk analys av artiklar i lärarfackliga tidskrifter. Utbildning & Lärande, 12(1), s. 7-25.

Mahon, K., Edwards-Groves, C., Fransisco, S., & Kauko, M. (2020). Pedagogy, Education and Praxis in Critical Times. Singapore: Springer 

Norlund, A. (2009). Kritisk sakprosaläsning i gymnasieskolan. Didaktiska perspektiv på läroböcker, lärare och nationella prov. Göteborg Studies in Educational Sciences 273. Göteborg. Acta Universitatis Gothoburgensis. 

Norlund, A. (2020). Suggestopedi som språkdidaktiskt verktyg i vuxenutbildning - en kritisk textanalys. Pedagogisk forskning i Sverige, 25(2–3), 7–25.

Player-Koro, C., & Beach, D. (2017). The influence of Private Actors on the Education of Teachers in Sweden. A Networked Ethnography Study of Education Policy Mobility. Acta Pedagogica Vilnesia, 39. 

Tomlinson, S. (2012). The irresistible rise of the SEN industry. Oxford Review of Education 38(3), 267-286.

Keywords
continuing professional development, invoices
National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-29113 (URN)
Conference
ECER, Yerevan, Armenien, augusti 2022. Education in a Changing World: The impact of global realities on the prospects and experiences of educational research
Projects
Fakturan. fortbildningen och forskningen
Funder
Swedish Research Council, dnr 2019-03828
Available from: 2022-12-13 Created: 2022-12-13 Last updated: 2023-01-17Bibliographically approved
Wahnström, T., Barman, L., Carlén, U. & Levinsson, M. (2021). Att greppa mekanikbegreppen. In: Levinsson, M., Langelotz, L. & Löfstedt, M. (Ed.), Didaktisk dialog i högre utbildning: (pp. 85-103). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Att greppa mekanikbegreppen
2021 (Swedish)In: Didaktisk dialog i högre utbildning / [ed] Levinsson, M., Langelotz, L. & Löfstedt, M., Lund: Studentlitteratur AB , 2021, p. 85-103Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2021
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-26245 (URN)9789144139029 (ISBN)
Available from: 2021-08-17 Created: 2021-08-17 Last updated: 2022-01-14Bibliographically approved
Levinsson, M., Langelotz, L. & Löfstedt, M. (Eds.). (2021). Didaktisk dialog i högre utbildning (1ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Didaktisk dialog i högre utbildning
2021 (Swedish)Collection (editor) (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2021. p. 188 Edition: 1
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-26242 (URN)9789144139029 (ISBN)
Available from: 2021-08-17 Created: 2021-08-17 Last updated: 2021-08-18Bibliographically approved
Langelotz, L., Levinsson, M. & Löfstedt, M. (2021). Epilog – Didaktisk dialog i praktiken. In: Levinsson M., Langelotz, L. & Löfstedt, M. (Ed.), Didaktisk dialog i högre utbildning: (pp. 183-187). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Epilog – Didaktisk dialog i praktiken
2021 (Swedish)In: Didaktisk dialog i högre utbildning / [ed] Levinsson M., Langelotz, L. & Löfstedt, M., Lund: Studentlitteratur AB, 2021, p. 183-187Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2021
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-26244 (URN)9789144139029 (ISBN)
Available from: 2021-08-17 Created: 2021-08-17 Last updated: 2022-01-14Bibliographically approved
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