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  • 1.
    Angervall, Petra
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Langelotz, LillHögskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.Player-Koro, CatarinaUniversity of Gothenburg.Hoffman, DavidUniversity of Jyväskylä.Aarnikoivu, MelinaUniversity of Jyväskylä, Finland.Kh. Soltani, SaraShahid Beheshti University, Iran.Mahon, KathleenHögskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Journal of Praxis in Higher Education 2(2)2020Samlingsverk (redaktörskap) (Refereegranskat)
  • 2.
    Borglund, Linda
    et al.
    Högskolan i Borås, Centrum för lärande och undervisning.
    Langelotz, Lill
    Högskolan i Borås, Centrum för lärande och undervisning.
    Utvärdering av barnmorskeutbildning på distans2009Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Sedan 2004 har barnmorskeutbildningen vid Institutionen för vårdvetenskap, VHB, på Högskolan i Borås bedrivits i form av en modifierad distansutbildning. Med det avses att kurserna dels består av träffar/föreläsningar på campus, dels av kommunikation och information via en Internetbaserad lärplattform . Utbildningen kritiserades för bristande kvalitet i såväl innehåll som upplägg vid Högskoleverkets, (HSV) kvalitetsgranskning 2007. HSV menade bland annat i sin kritik att studenterna blir isolerade på grund av utbildningsformen. Även sambandet mellan utbildning och aktuell forskning samt examinations-formerna ifrågasattes. På grund av den allvarliga kritiken fann VHB ett behov av att evaluera utbildningen och Centrum för lärande och undervisning, CLU, fick i uppdrag att genomföra en utvärdering av studenternas uppfattningar. En enkätundersökning genomfördes därför under våren 2008. Syftet med utvärderingen var att söka ta reda på studenternas uppfattningar om barnmorskeutbildningens kvalitet och genomförande. De frågeställningar som legat till grund är: - Hur har studenterna upplevt barnmorskeutbildningen vad gäller flexibel form? - Hur bedömer de studenter som idag är verksamma inom respektive område att barnmorskeutbildningen motsvarade kraven som ställs i arbetslivet? Resultatet visar att studenternas attityd till barnmorskeutbildningen generellt är neutral eller positiv.Studenterna bedömer att de kunskaper de förvärvat genom utbildningen motsvarar arbetslivets krav vä Sammanfattningsvis visar resultatet att HSV:s kritik mot utbildningsformen inte finner stöd i studenternas uppfattningar.

    Ladda ner fulltext (pdf)
    FULLTEXT01
  • 3.
    Centerwall, Ulrika
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Langelotz, Lill
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. University of Gothenburg, department of Education and Special Education.
    Norm Critical Projects in Swedish School Librarian Practices2022Ingår i: Nordic Journal of Library and Information Studies, E-ISSN 2597-0593, Vol. 3, nr 2, s. 16-32Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, we explore the practices of school librarians with a specific focus on norm critical pedagogy, a distinctively Scandinavian concept with a basis in critical pedagogies. In Sweden, norm critique is a practice, a pedagogy and a discourse. Our article offers examples of school librarian practices that deal with issues of sexuality and gender conceptualized in their work with LGBTQ+ literature from a norm critical perspective. We analysed semi-structured interviews with eight librarians in four secondary and upper secondary schools through the lens of the theory of practice architectures (Kemmis & Grootenboer, 2008). Our findings demonstrate how the norm critical practices of school librarians are enabled and constrained by arrangements within the school site, as well as by management, colleagues and professional learning practices. The projects carried out by school librarians that employ norm critical perspectives are both strengthened and challenged by collaboration with principals and other education professionals at the school site. When teachers challenge the views of librarians, the latter have to re-think and re-negotiate normative positions. Hence, norm critical thinking is not only taught but also practiced in the everyday work in school libraries. This article argues that these norm critical perspectives and the librarians’ practices represent important contributions to the democratic assignment of Swedish schools.

    Ladda ner fulltext (pdf)
    fulltext
  • 4.
    Dessne, Karin
    Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan.
    Jämsvi, Susanne (Redaktör)
    Högskolan i Borås, Centrum för lärande och undervisning. Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Förklara, fråga och föreslå: en guide för positiv återkoppling2013Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    En grundläggande tanke med högre utbildning är att bidra till förmågan hos människor till självständigt tänkande. Ett vedertaget sätt att uppnå detta är att tillhandahålla tillfällen för reflektion kring den information som levereras i form av föreläsningar och litteratur. Reflektion behöver också uppstå när en lärare ger återkoppling till en student på olika former av utfört arbete. Högre utbildning är traditionellt förankrad i begreppet konstruktiv kritik där fokus ofta ligger på att bedöma ett arbete utifrån fel och brister. För lite uppmärksamhet har ägnats åt att förstärka studentens lärande genom att betona det som studenten gjort bra. Gene - rella och svepande formuleringar i positiv anda försvinner lätt i mängden av detal - jerad negativ kritik. I denna artikel presenteras därför en grundläggande modell som konstruerats för att i stället fokusera på att uppmuntra studenten. Modellen utgår från att en öppenhet främjar till att både skapa och ta emot återkopplingen. Med denna modell kan återkopplingen bli verklig och användbar för studenten och därmed kan ett självständigt och konstruktivt tänkande utvecklas.

  • 5.
    Henning Loeb, Ingrid
    et al.
    Göteborgs Universitet.
    Langelotz, Lill
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Rönnerman, Karin
    Göteborgs Universitet.
    Att utveckla utbildningspraktiker: Analys, förståelse och förändring genom teorin om praktikarkitekturer2019 (uppl. 1)Bok (Refereegranskat)
    Abstract [sv]

    Hur villkoras ungdomars och vuxnas lärande i olika utbildningssammanhang? Vilka olika omständigheter och förhållanden inverkar på det som sker i pedagogisk verksamhet?Hur möjliggörs och begränsas pedagogisk utveckling? Vad händer här i det här klassrummet?

    Dessa frågor hör hemma i praktiknära forskning. Samtliga texter i denna antologi utgår från en specifik inriktning i sådan forskning - teorin om praktikarkitekturer. Denna teoribildning hjälper oss att analysera och förstå utbildningspraktiker som en del av större, språkliga-kulturella, sociala-politiska och materiella-ekonomiska sammanhang. Boken riktar sig till studenter och forskare intresserade av praktiknära forskning. Den kan också användas av lärare, rektorer och andra pedagogisk verksamma i kompetensutvecklings och för kvalitetsarbete.

  • 6.
    Jämsvi, Susanne
    et al.
    Högskolan i Borås, Centrum för lärande och undervisning.
    Langelotz, Lill
    Högskolan i Borås, Centrum för lärande och undervisning.
    Det tar vi sen, i en annan kurs. Talet om mångfald i kursplanerna inom det allmänna utbildningsområdet i lärarutbildningen.2006Rapport (Övrigt vetenskapligt)
    Ladda ner fulltext (pdf)
    FULLTEXT01
  • 7.
    Kaukko, Mervi
    et al.
    Tampere University.
    Wilkinson, Jane
    University of Monash.
    Langelotz, Lill
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Pedagogy, Education and Praxis: An eleven-year progress report from an international research network - Part 2 (symposium): Researching praxis2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    Drawing on the work of Pedagogy, Education and Praxis (PEP) research network across the last eleven years, this presentation maps research approaches that have been used to facilitate praxis and praxis development in different (inter)national contexts. Starting from theoretical approaches that seem to cut across educational praxis research (theory of Practice Architectures and its roots in Aristotle and Marx), we move to emerging trends within the PEP research literature (such as feminist approaches). We also deliberate on the conditions under which praxis research might be conducted (and by whom), in different educational settings, and in different national contexts. Here, the differing ideas, discourses, philosophies and educational traditions underpinning different national contexts are significant. We argue for the potential of praxis research to draw on multiple, less dominant theories and methods to enrich the knowledge base and, in order to ‘see things differently’, encourage diversity in methods within praxis research.

  • 8.
    Kaukko, Mervi
    et al.
    Tampere University, Finland.
    Wilkinson, Jane
    Monash University, Australia.
    Langelotz, Lill
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Research that Facilitates Praxis and Praxis Development2020Ingår i: Pedagogy, Education, and Praxis in Critical Times / [ed] K. Mahon, C. Edwards-Grooves, S Francisco, M. Kaukko, S. Kemmis, & K., Springer Publishing Company, 2020, s. 39-63Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This chapter draws on an integrative literature review of the corpus of Pedagogy, Education and Praxis (PEP) publications between 2008 and 2018, examining research conducted in and for praxis, that is, research that helps us to understand and facilitate praxis. The chapter maps some of the central foundations that cut across educational research facilitating praxis and praxis development, including the theory of practice architectures and educational action research. It also touches upon approaches that, despite their connections with praxis, appear to be less common. The chapter also deliberates on the conditions under which research in and for praxis might be conducted, and by whom, in different educational settings and national contexts. The findings show that research in and for praxis is possible via multiple approaches and various positionalities, as long as the aim is to go beyond understanding praxis into realising its possibilities in actual educational sites. These multiple approaches include “insider”, “outsider”, and “in-between” researcher locations. Overall, our review reveals that the rich and varied works on, with, and for praxis discussed in the chapter can provide a powerful armoury with which to speak back to increasingly homogenised and homogenising research approaches in education. It also suggests that the emergence of new ideas and less dominant theories has the potential to further facilitate the (re)imagining of new possibilities for research/praxis development.

  • 9.
    Langelotz, Lill
    Högskolan i Borås, Centrum för lärande och undervisning.
    Bolognaprocessen: ett pedagogiskt utvecklingsarbete eller en administrativ implementering?2007Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Under läsåret 2006-2007 har förändringarna i högskoleförordningen (SFS 2006:1053) och Bolognaprocessens inverkan på högre utbildning varit högaktuell på högskolor och universitet runt om i landet. Bakgrunden till förändringarna som trädde i kraft 070101 i högskoleförordningen finns i stor utsträckning i den så kallade Bolognaprocessen, en deklaration mellan 45 länder i Europa som främst syftar till att stärka Europa som en utbildningskontinent, öka anställningsbarhet och främja rörlighet för studenter och anställda. Till de operativa målen hör bland annat att dela in utbildningen i tre nivåer (grund-, avancerad och forskarnivå) och göra nya examensbeskrivningar. Dessutom har ett nytt poängsystem införts där 60 högskolepoäng motsvarar ett års studier, tidigare 1p motsvarar idag alltså 1,5 hp. Ett nytt 7-gradigt betygssystem införs vid flera lärosäten (ECTS) och diskuteras även inom HB. De studenter som i samband med kursstart begär att få betygssättas i detta system har rätt till det. Det som kan anses vara den största och kanske viktigaste förändringen är att man övergår från ett lärar- och kurscentrerat till ett studentcentrerat och målfokuserat synsätt i och med att studentens lärandemål (learning outcomes/förväntade studieresultat) ska uttryckas i alla kurs- och utbildningsplaner. Detta har inneburit att alla kurs- och utbildningsplaner har skrivits (eller ska skrivas) om. Det innebär också, för en del, ett nytt ”tänk”. Framförallt innebär det att lärare måste synliggöra sitt ”tänk” kring målen med kursinnehåll och undervisning, studentens lärande är i fokus.

    Ladda ner fulltext (pdf)
    FULLTEXT01
  • 10.
    Langelotz, Lill
    Högskolan i Borås, Centrum för lärande och undervisning.
    Brick Lane: En roman som väcker frågor2007Ingår i: Språk och gräns/er - om språk och identitetsskapande i några skönlitterära verk / [ed] Maria Carlsson, Göteborgs universitet, Institutet för svenska som andraspråk , 2007, s. 79-90Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 11.
    Langelotz, Lill
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Collegial Mentoring for Professional Development2017Ingår i: Exploring Education and Professional Practice: Through the Lens of Practice Architectures / [ed] Kathleen Mahon, Susanne Francisco and Stephen Kemmis, Singapore: Springer Science+Business Media B.V., 2017, 1, s. 139-149Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Various forms of mentoring and 'collegial learning' are often used to enhance teachers' continued professional development. When teachers come together to scrutinise their own questions raised from practice, sustainable changes in teaching and classroom situations increase. To understand what happens in the practice of continuing professional development (CPD), and to examine what professional learning is possible in the specific practice, it is crucial to examine the arrangements that hold the practice in place. In this chapter, a practice of teachers'professional group mentoring is examined through the lens of practice architectures. Foucault's notion of power is also used as a theoretical frame. This analytical approach brings new insight to what enables and constrains professional learning in mentoring practices. 

  • 12.
    Langelotz, Lill
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Glapp, möjligheter och begränsningar för inkluderande lärmiljöer2020Ingår i: Inkluderande lärmiljöer. Kompetens för likvärdig utbildning i ett demokratiskt samhälle.: Vetenskaplig slutrapport från Ifous Forsknings- och Utvecklingsprogram Inkluderande lärmiljöer 2017 – 2019 / [ed] Elisabeth Persson, Stockholm: Iofus , 2020, s. 41-53Kapitel i bok, del av antologi (Refereegranskat)
  • 13.
    Langelotz, Lill
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Inclusive Education – What’s the Problem?: Paper presentation del av symposium From Excluding to Including – Collaborative Research and Development Projects in Education for Marginalized Groups.2020Konferensbidrag (Refereegranskat)
    Ladda ner fulltext (pdf)
    fulltext
  • 14.
    Langelotz, Lill
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Kollegialt lärande i praktiken: Kompetensutveckling eller kollegial korrigering?2017 (uppl. 1)Bok (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Boken Kollegialt lärande i praktiken – kompetensutveckling eller kollektiv korrigering? förklarar hur kollegialt lärande kan bidra till att lärare, elever och deras föräldrar får reellt inflytande på undervisningen. Med avstamp i praktiknära studier i utbildningssammanhang och utifrån en praktikteoretisk ansats – teorin om praktikarkitekturer – analyserar och problematiserar Lill Langelotz fenomenet kollegialt lärande, samt belyser både emanciperande och stigmatiserande processer. Boken visar även hur demokratiska praktiker med elevers lärande i fokus möjliggörs. Då det svenska utbildningssystemet ska genomsyras av en demokratisk undervisning utgör boken därmed ett unikt, teoretiskt och viktigt bidrag till litteraturen om lärares kompetensutveckling.

  • 15.
    Langelotz, Lill
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Kollegialt lärande i praktiken: Kompetensutveckling eller kollektiv korrigering?2017 (uppl. 1)Bok (Övrigt vetenskapligt)
    Abstract [sv]

    Kollegialt lärande analyseras och problematiseras ur ett praktikteoretiskt perspektiv. Boken introducerar teorin om praktikarkitekturer och dess analytiska begrepp med utgångspunkt i empiriska studier där kollegialt lärande tar sig olika uttryck. Teorin om praktikarkitekturer kombineras med resonemang hämtade från Hanna Arendt och Michel Foucault, för att förklara hur lärare, elever och deras föräldrar får reellt inflytande på undervisningen, samtidigt som stigmatiserande föreställningar om såväl elevgrupper som kollegor också riskerar att befästas.

  • 16.
    Langelotz, Lill
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Kollegorna stöttar, utvecklar - och dömer2016Ingår i: Pedagogiska Magasinet, ISSN 1401-3320, nr 1, s. 46-49Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 17.
    Langelotz, Lill
    Högskolan i Borås, Centrum för lärande och undervisning.
    Rönnerman, Karin
    Så görs en (o)skicklig lärare2013Ingår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 18, nr 3-4, s. 258-279Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Lärares kollektiva kompetensutveckling genom olika former av handledning ökar i den svenska skolan. Kollektiv kompetensutveckling beskrivs i nationell och internationell forskning ofta som en entydigt positiv praktik för att utveckla yrkesskicklighet. I följande artikel problematiseras denna föreställning genom en analys av en kollegial grupphandledning. Syftet är att synliggöra hur lärare konstruerar diskurser om lärar(o)skicklighet i samband med grupphandledning. Resultatet visar en motstridig bild av vad lärarskicklighet kan tänkas vara. Lärarna disciplinerade varandra i relation till lärarskicklighet genom de undervisningsråd som exemplifierades under handledningen. Subjektskonstruktionen av enskilda lärare, som skapades under den kollegiala handledningen, kan tyckas stigmatiserande. Likväl genererades också utrymme för förhandlingar och nya subjektspositioner. Kulturellt-diskursiva, social-politiska och materiellt-ekonomiska arrangemang på skolan bidrog till att främja den specifika och disciplinerande kompetensutvecklingspraktiken.

  • 18.
    Langelotz, Lill
    Högskolan i Borås, Centrum för lärande och undervisning.
    Alexiadou, Nafsika
    Teachers’ peer group mentoring: Nine steps to heaven?2013Ingår i: Education Inquiry, E-ISSN 2000-4508, Vol. 4, nr 2, s. 375-394Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Various kinds of mentoring processes to enhance teachers’ collective learning and professional development have become popular. Collective learning and collective practice development within professions may be approached as an integral part of ‘professional learning communities’. Research emphasizes that learning communities cannot be commanded into existence and it requires voluntary participation. It is implicit that the participating teachers are open-minded and willing to share their teaching experiences. Yet in this article the situation is different. The article draws on a three-year-long case study in a Swedish secondary school involving one teacher team ‘forced’ to participate in peer group mentoring. The project aimed at developing teaching team facilitation using a nine-step model of peer group mentoring (PGM). Framed by Michel Foucault’s notion of power, the analysis shows that the disciplining practice of PGM generated new and complex processes. These processes can be described as disciplining, democratizing and developing for both the individual and the teacher team.

  • 19.
    Langelotz, Lill
    Högskolan i Borås, Centrum för lärande och undervisning.
    Teachers' peer group supervision: making a difference for whom?2010Konferensbidrag (Refereegranskat)
  • 20.
    Langelotz, Lill
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Tensions in Inclusive Practices2018Ingår i: Inclusion and Exclusion, Resources for Educational Research?: Symposium: Creating Sustainable Inclusive Educational Environments, 2018Konferensbidrag (Refereegranskat)
    Abstract [en]

    The tension between how the concept of inclusive education is verbalised in various educational policies and practices, and how it is realised in classroom practices, is examined in this paper. The data derive from an ongoing research and development programme (Inkluderande lärmiljöer/Inclusive learning environments) in seven municipalities in Sweden, orchestrated by a research institute (Ifous) over three years (2017-2019). The aim is to enhance inclusion within the schools taking part in the programme, through for example lectures and seminaries arranged by the institute. The programme includes administrative management at municipality level, school management, teachers and student health professionals from across the school sector. It also includes a group of researchers, conducting different studies, with ‘inclusive learning environment’ as a common and overall orientation. This paper is theoretically framed by the ‘theory of practice architectures’ and ‘ecologies of practices’ (Kemmis et al, 2014). According to the theory, practices are shaped by three kinds of overlapping arrangements: Cultural-discursive arrangements such as discourses and languages affect what is possible to say in and about practice (e.g., deficit discourses, critical discourses, discipline-specific discourses, languages). Material economic arrangements – for example material, technological, financial, organisational, and other resources – affect what it is possible to do in practice (e.g., buildings, schedules, workload calculators, funding). Social-political arrangements are those that affect the ways in which it is possible for people to relate to others (and things and places) in practice (e.g., organisational rules, mandates, solidarities, hierarchies). These arrangements form the practice architectures of practices such as leading, teaching, and learning. The first analysis shows a gap between the different levels involved. The administrative management and the teachers have different views on whether or not there are student groups divided into smaller ‘special need’ groups. Furthermore, there is an ambition at the administrative level to transfer students, labeled as ‘students with special needs’, into ‘ordinary classes’. This ambition clashes sometimes with the teachers’ understanding of how to promote inclusion. The data also reveal a worry concerning ‘transitions’. Participants in the programme describe transitions, as ‘critical moments’ as well as ‘challenging’. The transitions include for example, the transfer of students from third grade to fourth grade or merging two classes together, including special education classes. How well these transitions are handled varies significantly amongst the schools in the programme.

  • 21.
    Langelotz, Lill
    Högskolan i Borås, Centrum för lärande och undervisning.
    The Pracitce of Peer Group Mentoring. Traces of Global Changes and Regional Traditions.2014Konferensbidrag (Refereegranskat)
  • 22.
    Langelotz, Lill
    Högskolan i Borås, Centrum för lärande och undervisning.
    Vad gör en skicklig lärare?: en studie om kollegial handledning som utvecklingspraktik2014Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    This thesis takes its departure from the on-going debate about teachers´(collective) ‘continuing professional development’ (CPD). Teachers’ CPD through an imposed nine-step model of peer group mentoring (PGM) is focused on. The study draws on data from a two and a half yearlong interactive project that took place in a teacher team in a Swedish school. The general aim of the thesis is to study a practice of professional development in a teacher team involving peer group mentoring and to find out how and what kind of teachers’ expertise that is constructed. Furthermore, the aim is to examine how the PGM-practice was constrained and enabled and what kind of CPD was made possible. The theoretical and methodological framework is mainly based on practice theory. Practices and practitioners are seen as mutually interrelated. Practice architectures (Kemmis & Grootenboer, 2008) are used to uncover the relations between the PGM-practice and its historical, material-economic, social-political and cultural-discursive conditions. Furthermore, Foucault’s notion of power was adopted as an analytical tool to examine how power came into play during the mentoring sessions and how the teachers’ discursively constructed a ‘good teacher’ and teachers’ expertise. The methodological approach is action research. A main finding of the thesis is that professional and personnel development may be imposed through peer group mentoring. Furthermore, democratic processes increased during the PGMmeetings and seemed to have an impact on classroom practice and the practice of parent-teacher meetings. The results show how the PGM–practice and its outcomes are deeply interconnected to global and local historical, material-economic, social-political and cultural-discursive arrangements which constrained and enabled it. When economic cut downs (i.e. materialeconomic arrangements) began to take effect in the local school, along with a neo-liberal discourse (i.e. cultural-discursive arrangements), democratic processes were challenged and threatened. The focus in the PGM discussions shifted from the teachers’ perceived need for pedagogical knowledge development to talk about students as costs. The constrained nine-step model disciplined some individuals more than others. The teachers disciplined each other through e.g. confessions, corrections and differentiations. Inconsistent discourses about good teaching and teachers’ know-how were constructed and the teachers positioned themselves and each other as ‘good’ or ‘bad’ teachers. The interactive research approach partly enabled the PGM-practice but at the same time effected the teachers’ positioning of each other. The interactive research approach disciplined both the teachers and the researcher. Anyhow, power relations became fluent and mutual among the participants. A collegial approach and the ability to carry out reflexive cooperation were both fostered by the model and articulated in the PGM-practice as important teacher skills.

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  • 23.
    Langelotz, Lill
    Högskolan i Borås, Centrum för lärande och undervisning.
    What make(s) a good teacher? A study about teachers’ peer group mentoring as a tool to manage global changes and educational reforms2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper takes its departure from an interactive study conducted in a Swedish secondary school during 2008-2011. The aim is to study the practice of teachers’ continuing professional development (CPD) in a teacher team involving peer group mentoring (PGM) to find out how and what kind of teachers’ pedagogical knowledge and expertise that is constructed. And to examine how the PGM-practice was constrained and enabled and what kind of CPD was made possible. The theoretical framework is based on practice theory. Practice architectures are used to uncover the relations between the PGM-practice and its historical, material-economic, social-political and cultural-discursive conditions. The methodological approach is action research. A main finding is that professional and personnel development may be imposed through PGM. Democratic process increased during the PGM-meetings and seemed to have an impact on classroom practice and the practice of parent-teacher meetings as well. Furthermore, the PGM-practice and its outcomes are deeply interconnected to global and local historical, material-economic, social-political and cultural-discursive arrangements which constrained and enabled it. When economic cut downs began to take effect in the local school, along with a neo-liberal discourse, democratic processes were challenged and threatened. The focus in the PGM-discussions shifted from the teachers’ perceived need for pedagogical knowledge development to talk about students as costs. A collegial approach and the ability to carry out reflexive cooperation were both fostered by the model and articulated in the PGM-practice as important teacher skills.

  • 24.
    Langelotz, Lill
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Hesslow, Eva
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Tyrén, Lena
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Följeforskning i Läslyftet, Kungsbacka kommun 2016/172017Rapport (Övrigt vetenskapligt)
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  • 25.
    Langelotz, Lill
    et al.
    Högskolan i Borås, Centrum för lärande och undervisning.
    Johansson, Kristina
    PUH: Pedagogiska utvecklingsprojekt i högskolan : ett samarbete mellan Västra Götalands högskolor2012Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
    Abstract [sv]

    För femte året i rad har vi nöjet att i denna rapport presentera en rad olika pedagogiska utvecklingsarbeten från Högskolan i Borås och Högskolan Väst. Utvecklingsarbetena är en del av den högskolepedagogiska grundutbildningen som finns vid respektive lärosäte. Utbildningarna genomförs på olika sätt, men har som gemensamt syfte att stödja universitetslärare att utveckla ett reflekterande och undersökande förhållningssätt till sin undervisning samt att stimulera till en pedagogisk diskussion, allt i syfte till att utveckla ”Scholarship of Teaching and Learning”. Sedan flera år tillbaks har ett utökat samarbete mellan våra lärosäten lett till en gemensam konferens, Pedagogisk utveckling i högskolan (PUH), där högskolepedagogiska utvecklingsarbeten presenteras. Dels för att sprida pedagogiska erfarenheter över lärosätesgränserna, dels för att säkra kvaliteten i de två högskolornas respektive utbildningar. Genom att skriva och presentera ett pedagogiskt utvecklingsarbete i en autentisk konferenssituation blir kunskapen kollektiv och till gagn för fler än den enskilde individen. Årets konferens gick av stapeln vid Högskolan Väst den 19-20 april. Under konferensen visades en stor bredd av arbeten upp. I kvalitetssäkringssyfte skedde dessutom bedömningen av arbetena över lärosätesgränserna. I denna utgåva återfinns alla presentationer i form av papers alternativt abstracts. Syftet med denna rapport är att sprida resultat över ämnes-/institutions- och lärosätesgränser.

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  • 26.
    Langelotz, Lill
    et al.
    Högskolan i Borås, Bibliotek & läranderesurser.
    Jämsvi, SusanneHögskolan i Borås, Bibliotek & läranderesurser.
    PUH-rapport: pedagogiska utvecklingsprojekt i högskolan2013Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
    Abstract [sv]

    De utvecklingsarbeten som presenteras i denna rapport är en del av den högskolepedagogiska grundutbildningen som finns vid Högskolan i Borås. Syftet med utbildningen är att stödja universitetslärare att utveckla ett reflekterande och kritiskt undersökande förhållningssätt till sin praktik samt att stimulera till en pedagogisk diskussion. Att forska i egen praktik (aktionsforskning), utvecklar såväl undervisning som utbildning samt bidrar till individens utveckling mot ’Scholarship of Teaching and Learning’.

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  • 27.
    Langelotz, Lill
    et al.
    Högskolan i Borås, Centrum för lärande och undervisning.
    Jämsvi, Susanne
    Högskolan i Borås, Centrum för lärande och undervisning.
    Teacher students learning what? The multicultural discourse in curriculum in teacher education in Sweden2008Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Bernstein (1971) claims that a curriculum defines what valid knowledge is. A question to be asked in accordance with this then is: what is defined as “valid knowledge” in the teacher education curriculum in Sweden? The governmental bill of 1999/2000:135 states that teacher education will educate teachers to encounter a multicultural school and a society characterized by diversity. What traces of multiculturalism are visible in the curriculum? What perspectives on multiculturalism might teachers of tomorrow thereby receive in their education? The purpose of our study has been to uncover multicultural discourses in the course syllabi in “the general area of education”, AUO, in teacher education. In the study, 177 course syllabi from 22 universities in Sweden were scrutinized. Multiculturalism, according to our interpretation, is not only a question of ethnicity and nationality or religion but also of class. One of our main results has shown that the multicultural discourse is formed on the basis of a monocultural perspective, i e Swedish and middleclass. Culture, irrespective of being about class or ethnicity, is “talked about” as a feature belonging to the Other both on an individual and collective level. Previous research into educational contexts reveals similar findings (for example Gundara, 2005; Lahdenperä, 1997; Sjögren, 2001). Our findings also show that the multicultural discourse is characterized by deficits. In syllabi, issues of ethnicity/nationality and multilingualism are expressed as if they were issues of functional disorder. Pupils when being categorized as “not Swedish”, for example, are seen as having certain characteristics that will disenable them from learning. Their culture affects the pupils’ capacity for learning and teacher students have to learn about the Others’ background. In what follows an introduction to teacher education in Sweden, a presentation of how this study was carried out and a closer analysis of its results will be provided. The concluding section will include a short discussion of the possible pedagogical consequences that this may entail.

  • 28.
    Langelotz, Lill
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Levinsson, Magnus
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Löfstedt, Malin
    Uppsala universitet.
    Epilog – Didaktisk dialog i praktiken2021Ingår i: Didaktisk dialog i högre utbildning / [ed] Levinsson M., Langelotz, L. & Löfstedt, M., Lund: Studentlitteratur AB, 2021, s. 183-187Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 29.
    Langelotz, Lill
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Levinsson, Magnus
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Löfstedt, Malin
    Uppsala universitet.
    Inledning2021Ingår i: Didaktisk dialog i högre utbildning / [ed] Levinsson, M., Langelotz, L. & Löfstedt, M., Lund: Studentlitteratur AB, 2021, 1, s. 11-28Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 30.
    Langelotz, Lill
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. University of Gothenburg, Department of Education and Special Education.
    Levinsson, Magnus
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Norlund, Anita
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    How is teacher professionalism in Sweden shaped in an era of marketisation of teachers’ continuing professional development?2022Ingår i: Transforming the Future of Education: the Role of Reserach: AARE 2022 Conference in Adelaide 27/11-1/12, 2022Konferensbidrag (Refereegranskat)
    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

     

  • 31.
    Langelotz, Lill
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Levinsson, Magnus
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Norlund, Anita
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Following Invoices: Researching CPD Actors in a Marketized Field2020Konferensbidrag (Refereegranskat)
  • 32.
    Langelotz, Lill
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Mahon, Kathleen
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Academic leading - with a focus on student learning2017Rapport (Övrig (populärvetenskap, debatt, mm))
    Abstract [en]

    This report provides a summary and analysis of activities and material generated in the seminar series ‘Academic leading – with a focus on student learning’ developed for staff in management positions at the University of Borås (UB), 2017. The aims of the report are (a) to draw attention to some areas of need and concern that arose during discussions in the seminars (reflected in participants’ written responses in seminar activities); and (b) to make recommendations for consideration of the University’s executive team related to identified concerns/areas of need.

    Seminar discussions highlighted that there are currently many practices (including leading practices) and arrangements within the University that enhance, or support enhancement of, the learning environment. However, discussions also highlighted some constraining university arrangements and challenges faced in fulfilling leading/managing responsibilities that have implications for the learning environment. These include a range of issues from staff workloads to staffing issues and staff relations.  Such issues, it is argued in this report, warrant further discussion/investigation and potentially changes to practices and arrangements in order to sustain and create an environment more conducive to student learning and leading with a focus on student learning.  As well as offering some recommendations in this regard, the report also presents an evaluation of the seminars. 

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  • 33.
    Langelotz, Lill
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Mahon, Kathleen
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Academic Leading with a Focus on Student Learning2018Konferensbidrag (Refereegranskat)
    Abstract [en]

    Academic Leading with a Focus on Student Learning

    Few people would deny that universities are becoming increasingly complex educational environments due to significant changes in the nature of academic work (e.g., digitalisation of work and learning, educational administration, changing faculty values[1]) and to changing societal expectations. Those in university leadership roles face challenges and opportunities amidst this complexity, especially regarding responsibilities associated with student learning. The capacity of leaders and managers to respond is arguably affected by the arrangements and practices embedded within their own universities. Understanding these challenges and opportunities, and how current arrangements and practices contribute to or limit them, is central for finding sustainable ways of meeting educational responsibilities and supporting leading for student learning.

    This paper explores one university’s efforts to enhance academic leading with a focus on student learning, and to understand the site-based arrangements and practices affecting the practices of leading. These goals underpinned a series of four seminars on ‘Academic leading – with a focus on student learning’ developed for staff in management positions. The seminars were inquiry-focused, generating participant artefacts (e.g., diagrams, PowerPoint presentations, notes) that were used to inform seminar discussions. This material was also analysed to form the basis of this paper. Both the seminars and analysis were theoretically framed by the ‘theory of practice architectures’ and ‘ecologies of practices’[2]. According to the theory, practices are shaped by three kinds of overlapping arrangements: Cultural-discursive arrangements such as discourses and languages affect what is possible to say in and about practice (e.g., deficit discourses, critical discourses, discipline-specific discourses, languages). Material economic-arrangements – material, technological, financial, organisational, and other resources – affect what it is possible to do in practice (e.g., buildings, schedules, workload calculators, funding). Social-political arrangements are arrangements that affect the ways in which it is possible for people to relate to others (and things and places) in practice (e.g., organisational rules, mandates, solidarities, hierarchies). These arrangements form the practice architectures of practices like leading, teaching, and learning. 

    The analysis highlighted, from a cultural-discursive perspective, the need for explicitly focussing on the learning environment in everyday activities, and for clear articulation of goals and visions on both institutional and departmental levels. These are important for the emergence of shared understandings needed for growth in the area of student learning. From a material-economic perspective, analysis also pointed to the need for opportunities (i.e., time) for staff to reflect in organised ways on their practice and engage in professional learning activities, and for managers to engage in strategic development. This means looking closely at minimising activities and reorienting arrangements that take up time that could otherwise be spent on developing good pedagogical work (e.g., administrative tasks). From a social-political perspective, the analysis emphasised the need for building trusting, productive staff relations within and between departments, academies, and administration.

    The paper invites discussion of the issues raised and consideration of how these issues resonate with educational environments in other universities and how they are being, or might be, addressed. It raises the question of how we can more effectively and sustainably support leading for student learning given the challenges and complexities of academic environments, by creating new practice architectures or by reorienting existing ones that constrain leading and professional learning in unhelpful ways.

    [1] Slaughter, S., and Leslie, L., L.  (1997). Academic Capitalism. Politics, Policies and the Entrepreneurial University. Baltimore, Maryland USA: John Hopkins University Press.

    [2] Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Changing practices, changing education. Singapore: Springer.

  • 34.
    Langelotz, Lill
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Mahon, Kathleen
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Leading for learning in higher education - challenges and possibilities2018Ingår i: AUSTRALIAN ASSOCIATION FOR RESEARCH IN EDUCATION (AARE) CONFERENCE 2018: Education Research Matters: Impact and Engagement / [ed] Professor Annette Woods AARE President, 2018Konferensbidrag (Refereegranskat)
    Abstract [en]

    Leading for learning in higher education – challenges and possibilities

    Lill Langelotz and Kathleen Mahon, University of Borås, Sweden

    Few people would deny that universities are becoming increasingly complex educational environments due to significant changes in the nature of academic work and to changing societal expectations. University leaders face challenges and opportunities amidst this complexity, especially regarding responsibilities associated with student learning. The capacity of leaders and managers to respond is arguably affected by the arrangements and practices embedded within their own universities. Understanding these challenges and opportunities, and how current arrangements and practices contribute to or limit them, is central for finding sustainable ways of meeting educational responsibilities and supporting leading for student learning.

    This paper explores one Swedish university’s effort to enhance academic leading, and to understand the salient site-based arrangements and practices affecting leading for learning. These goals underpinned a series of four seminars on ‘Academic leading – with a focus on student learning’ developed for all staff in management positions (including administration). The seminars were inquiry-focused, generating participant artefacts (e.g., diagrams, PowerPoint presentations) that were used to inform seminar discussions. This material was also analysed as part of an ongoing practitioner inquiry aimed at understanding and addressing site-based challenges for academic leading. Both the seminars and analysis were theoretically framed by the ‘theory of practice architectures’[1].

    Initial results show a need for explicitly focussing on the learning environment in everyday activities, and for clear articulation of goals and visions on both institutional and departmental levels. They also point to the importance of opportunities (i.e., time) for staff to reflect in organised ways on their practice and engage in professional learning activities and strategic development, as well as the need for further interrogation of activities that take up time that could otherwise be spent on developing good pedagogical work (e.g., administrative tasks). From a social-political perspective, the results emphasise the need for building trusting, productive staff relations within and between departments, faculties, and administration teams.

    The paper raises the question, on the basis of the analysis, of how we can more effectively and sustainably support leading for learning given the challenges and complexities of academic environments, by creating new practice architectures and/or by reorienting existing ones that constrain leading and professional learning in unhelpful ways.

    [1] Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Changing practices, changing education. Singapore: Springer.

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  • 35.
    Langelotz, Lill
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. University of Gothenburg.
    Mahon, Kathleen
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. University of Queensland, Australia.
    Rapid digitalisation of higher education: leadership of teaching and learning in times of crises2022Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Rapid digitalisation of higher education: leadership of teaching and learning in times of crises.

    Since 2020, the academic community in higher education has been rapidly shifted into online environments due to the pandemic COVID-19. In Sweden, this has had several impacts on health care and teacher education, programs that traditionally (mainly) were delivered face-to-face before the pandemic. The overall aim of the project is to investigate how educational leadership practices are being reshaped/are reshaping teaching and learning practices in Swedish HE and with what academic and social consequences at a time of crisis and rapid digital transformation. The research design is framed by practice theory, which treats practices as the primary subject of analysis in the study of human relations. An early phase of the project involved interviews with academic leaders and teaching staff in one Swedish University at the beginning of the pandemic, and a review of literature related to leading teaching and learning in higher education. This will be followed up with interactive shadowing of leaders in their daily interactions with university teachers, students, and other stakeholders in three Swedish Universities. The study will document leadership practices as they happen and particularly how they affect and are affected by teaching practices and what students experience, do, and learn. Student and educator focus-group interviews will also be conducted to capture teacher and student perspectives. Analysis will be informed by the theory of practice architectures.

    Analysis of findings from the initial phase has highlighted three main themes which have important implications for leadership practices related to teaching and learning in the fields of teacher education and health care education, but also possibly other professional education fields. They concern the ways in which the shift to online education has affected possibilities for, and highlighted the importance of, spontaneity, authentic relationships, and embodied interactions. Meanwhile, the findings of the literature review have highlighted how much is assumed, but how little is actually known about, the relationship between what leaders do in their everyday work and student experiences. These findings point to the importance of future studies that empirically explore, at an everyday practice level, the complexities and challenges for leadership of working in online environments, and whether and how what leaders do and do not do concretely affects student learning and the student experience.

  • 36.
    Langelotz, Lill
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Mahon, Kathleen
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Risk for professional learning when the academic community is forced online?2021Ingår i: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126XArtikel i tidskrift (Refereegranskat)
    Abstract [en]

    Taking a practice perspective, this article explores how built spaces within the university can impact on, and enable, practices of everyday professional learning amongst university educators. The discussion draws on analysis, informed by the theory of practice architectures, of interviews with six academics at a Swedish university. Three main themes emerged in the analysis as significant for the enablement of educators’ professional learning practices within the physical university: spontaneity, authentic relationships, and embodied interactions. Because the interviews were conducted during the coronavirus pandemic, when most academics were required to work remotely, the analysis offers a comparison between affordances of certain built spaces for professional learning compared to online spaces. We consider what opportunities for professional learning might be missed if the academic community continues to be separated from campus.

  • 37.
    Langelotz, Lill
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Mahon, Kathleen
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Messina Dahlberg, Giulia
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Walking on the edge: Educational praxis in higher education2020Ingår i: Learning and Teaching, ISSN 1755-2273, E-ISSN 1755-2281, Vol. 13, nr 3, s. v-xvArtikel i tidskrift (Refereegranskat)
    Abstract [en]

    This special issue is a collection of articles that emerged from a series of symposia on praxis in higher education, aimed at critically exploring challenges and possibilities for educational praxis, including its role in the contemporary university. The collection highlights the need for asking critical and uncomfortable questions about what is and what could be in higher education. It calls for more focused attention on the consequences of what we do as teachers and university communities, both intentionally and inadvertently, so that higher education can be more socially just and responsive to student and societal needs amidst contemporary challenges. In explicating the concept of ‘educational praxis’, the editorial introduces the metaphor of ‘walking on the edge’ to illustrate the concept’s ‘uncomfortable dimension’ in terms of academics’ responsibility to engage critically with challenging issues in endeavours to address educational concerns.

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  • 38.
    Langelotz, Lill
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. University of Gothenburg, Dep. of Education and Special Education.
    Norlund, Anita
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Levinsson, Magnus
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Continuing Professional Development – a Threat to Teacher Professionalism2022Ingår i: AERA annual meeting San Diego 21-26 April 2022: Cultivating Equitable Education Systems for the 21st Century, 2022Konferensbidrag (Refereegranskat)
    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.

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  • 39.
    Langelotz, Lill
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Persson, Elisabeth
    Inledning2020Ingår i: Inkluderande lärmiljöer. Kompetens för likvärdig utbildning i ett demokratiskt samhälle.: Vetenskaplig slutrapport från Ifous Forsknings- och Utvecklingsprogram Inkluderande lärmiljöer 2017 – 2019. / [ed] Elisabeth Persson, Stockholm: Iofus , 2020, s. 13-19Kapitel i bok, del av antologi (Refereegranskat)
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  • 40.
    Langelotz, Lill
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. Department for Educational Research and Development.
    Rönnerman, Karin
    Changing Educational Practices in the Light of the Theory of Pracitce ARchitectures2019Ingår i: NERA 2019 Education in a Globalized World 6-8 March 2019: Abstract book, 2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    This symposium is exploring how research and theoretical recourses reveal structures that constrain, enable or force changes in educational practices. In an uncertain time, when for example democratic values are at stake in Europe, schools democratic fulfilling, and the professionals’ possibilities to explore and change their practices are fundamental. In a number of different empirical studies, across different educational settings, from preschool to higher education in Sweden, we address two fundamental questions: What is happening in this educational practice? How can we understand it? The theory of practice architectures (Kemmis & Grootenboer, 2008; Kemmis et.al, 2014) was applied to explore the educational practices and the conditions that enabled and constrained them in their sites. Practice is here understood open and changeable and are activities hanging together in time and space (Schatzki, 2002). According to the theory, practices are shaped and hold in place by three kinds of overlapping arrangements: Cultural-discursive arrangements such as how discourses and languages affect what is possible to sayin and about practice (e.g., deficit discourses, critical discourses, discipline-specific discourses, languages). Material-economic arrangements, how material, technological, financial, organisational, and other resources affect what it is possible to doin practice (e.g., buildings, schedules, workload calculators, funding). Social-political arrangements are arrangements that affect the ways in which it is possible for people to relateto others (and things and places) in practice (e.g., organisational rules, mandates, solidarities, hierarchies). In this symposium, we would like to first: present the theory and discuss it as a methodological, theoretical and analytical resource for professionals in educational settings (Nicolini, 2012), and second: discuss some of the results from the empirical cases, which highlight how practices in different ways can be understood from the lens of the theory of practice architectures e.g. how practices are hold in place from cultural-discursive, material-economic and social-political arrangements. How these arrangements enable and constrain practices at the site. And finally, the studies will show how the theory gives an understanding on how to be able to change practices, often in dialogue with teachers/leaders. References 890 Nicolini, D. (2012). Practice Theory, Work and Organization. United Kingdom: Oxford University Press. Kemmis, S., & Grootenboer, P. (2008). Situating praxis in practice: Practice architectures and the cultural, social and material conditions for practice. In S. Kemmis & T. J. Smith (Eds.), Enabling praxis: Challenges for education (pp. 37–62). Rotterdam: Sense Publishers. Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P. & Bristol, L. (2014). Changing Practices, Changing Education. Springer Verlag, Singapore. Schatzki, T.R. (2002). The site of the social: a philosophical account of the constitution of social life and change.University Park: Pennsylvania State University Press.

  • 41.
    Langelotz, Lill
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Rönnerman, Karin
    Göteborgs Universitet.
    Praktiknära forskning och avhandlingar i Pedagogiskt Arbete2016Ingår i: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 12, nr 1, s. 134-151Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Avhandling i pedagogiskt arbete; frågeställning, ämne och praktiknära forskning? Mellan åren 2001-2014 producerades 101 avhandlingar i två nationella och en lokal forskarskola (Rönnerman & Langelotz, 2015). I studien granskades samtliga avhandlingar utifrån de frågor lärare ställer relaterat till sin profession och praktik. I resultatet framkom tre kategorier; Pedagogisk praktik, Utbildningspraktik och Övrig praktik. I detta paper kommer de avhandlingar som skrivits i ämnet pedagogiskt arbete att studeras på nytt i syfte att a) undersöka vilka kategorier dessa avhandlingar representerar och b) analysera avhandlingarna i relation till begreppet praktiknära forskning och ämnet pedagogiskt arbete. Analysen utgår från att lärares frågeställningar är generade ur en professionell praktik som är konstituerad i en specifik tid, ekonomi, kultur och socio-politisk kontext (jfr Kemmis, 2010; Langelotz & Rönnerman, 2014; Nicolini, 2013). En praktik ses här som socialt konstruerad och utgörs av deltagarnas tal (sayings), aktiviteter/göranden (doings) och relationer (relatings). Vidare förstås externa villkor såsom kulturellt- diskursiva, materiellt-ekonomiska och socialt-politiska arrangemang påverka en specifik praktik, samtidigt som praktiken också påverkar dessa arrangemang i ett ömsesidigt beroende (Kemmis, Wilkinson,Edwards Groves,Hardy, Grootenboer & Bristol 2014). Resultaten belyser inriktningen på dessa avhandlingars frågeställningar och hur de kan relateras till begreppet praktiknära forskning samt ger en förståelse till varför ämnet pedagogiskt arbete inrättades i en viss tid.

  • 42.
    Langelotz, Lill
    et al.
    Högskolan i Borås, Centrum för lärande och undervisning.
    Rönnerman, Karin
    The practice of peer group mentoring. Traces of global changes and regional traditions2014Ingår i: Lost in Practice. Transforming Nordic Educational Action Research. / [ed] Karin Rönnerman, Petri Salo, Sense Publishers , 2014, s. 75-94Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    The authors of this chapter share a research interest in teachers’ continuing professional development (CPD). They are both active as teachers in university courses and they participate in various collaborative research projects within schools. The chapter draws on such a collaboration with a Swedish secondary school, involving a teacher team encouraged by the principal to participate in peer group mentoring (PGM), which can been seen as a specific kind of continuing professional development. In this CPD the teachers used a constrained and well-structured nine-step model of PGM. The purpose of the mentoring project was to share teaching experiences so as to enhance professional and pedagogical development, with the aim of improving the teaching of a “new multicultural student group” that recently had started at the school. One of the authors, Lill Langelotz, followed this mentoring process over two years. In this chapter this process will be examined in relation to the Nordic tradition of folk enlightment (folkbildning), with a point of departure in the Swedish tradition of adult education through study circles.

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  • 43.
    Langelotz, Lill
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Rönnerman, Karin
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. Göteborgs universitet.
    Mahon, Kathleen
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Praktikteorier i allmänhet och teorin om praktikarkitekturer i synnerhet.2019Ingår i: Att utveckla utbildningspraktiker: Analys, förståels och förändring genom teorin om praktikarkitekturer / [ed] Ingrid Henning Loeb, Lill Langelotz & Karin Rönnerman, Lund: Studentlitteratur AB, 2019, 1, s. 27-43Kapitel i bok, del av antologi (Refereegranskat)
  • 44.
    Langelotz, Lill
    et al.
    Högskolan i Borås, Centrum för lärande och undervisning.
    Tyrén, Lena
    Högskolan i Borås, Institutionen för Pedagogik.
    Research Circles: a way to manage educational changes?2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper scrutinizes 12 development managers’ (i.e. teachers and principals) and two researchers’ practice of continuing professional development in a research circle. A research circle is based on an epistemology whit roots in a Nordic tradition of folkbildning (folk enlightment). This tradition is built on a notion of pedagogy wherein the participants’ knowledge and experiences are valued and provide the point of departure for further knowledge production. The aim of the paper is to highlight tensions and issues in the practice of the research circle and to examine whether this practice develops a ‘communicative space’ where a sustainable democracy can increase, or not. We explore how the practice is constrained and enabled by using practice architectures as a theoretical frame. Foucault’s notion of power as productive is adopted as an analytical tool, to scrutinize the relatings among the participants. The methodological approach is action research. The project is running over one year (10 sessions/3 hours once a month) and started in February 2014. Hence, we do not have results at this particular moment. All the sessions will be audio recorded, individual interviews and parts of the participants’ and researchers’ diaries from the sessions will be used as sources of data. Following questions are of interest and will be followed up in the paper presentation: What kind of critical aspects can be found in the practice of research circles? What are the benefits of such collaboration for the practitioners and the researchers?

  • 45.
    Langelotz, Lill
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Wilkinson, Jane
    Monash University, Clayton, Australia.
    Kaukko, Mervi
    Monash University, Clayton, Australia.
    How to research praxis and praxis development2018Ingår i: AUSTRALIAN ASSOCIATION FOR RESEARCH IN EDUCATION (AARE) CONFERENCE 2018: Education Research Matters: Impact and Engagement / [ed] Professor Annette Woods AARE President, 2018Konferensbidrag (Refereegranskat)
    Abstract [en]

    This abstract is part of symposium 'Pedagogy, Education and Praxis: A ten-year progress report from an international research network'

    Drawing on the work of Pedagogy Education and Praxis (PEP) research network across the last ten years, this presentation maps research approaches that have been used to facilitate praxis and praxis development in diffrent (inter)national contexts. Starting from theoretical approaches that seem to cut across educational praxis reserach (theory of Practice Architectures and its roots in Aristotle and Marx), we move to be emerging trends within the PEP reserach literature (such as feminist approaches). We also deliberate the conditions under which praxis research might be conducted (and by whom), in diffrent educational settings, and in diffrent national contexts.Here, the differing ideas, discourses, philosophies and educational traditions underpinning different national contexts are significant. We argue for the potential of praxis research to draw on multiple, less dominant theories and methods to enrich the knowledge base, and, in order to 'see things diffrentley' encourage greater diversity in methods within praxis research.  

  • 46.
    Levinsson, Magnus
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Langelotz, Lill
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    'Making' a research user: Teacher de-professionalization in the name of educational research2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    Over the past two decades there has been a strong push for evidence-based inclusive education. As an example, the European Union has co-funded projects that aim to develop the potential of evidence-based practice in inclusive educational approaches in schools across Europe. Critics emphasise, however, that there are democratic deficits in the evidence-based approach. One main argument is that the idea of evidence-based practice provides a framework for the role of research in educational practice that not only restricts educational decision-making to questions about ‘what works’, but also restricts the opportunities for participation in educational decision-making. It is emphasised that teachers have to be involved in continuing professional development as autonomous professionals to enhance the teaching and learning practice. The evidence-based practice movement has been regarded by numerous critics as a major threat to teacher professionalism that undermines efforts to increase teacher autonomy. The consequences of adopting an evidence-based approach have, however, not been the subject of much empirical research. The many controversies that have arisen between proponents and opponents have mainly taken place on a theoretical level.

    This study goes beyond previous controversies by investigating evidence-based inclusive education in practice. The study draws on data from an EU-financed education project aimed at implementing and developing evidence-based inclusive teaching strategies at the primary school level in five countries in Europe. In Sweden, one municipality took part in this project. Two project leaders, two school psychologists, three principals and sixteen teachers working at three different primary schools in the municipality were involved. One of the main purposes in the EU-project was to educate teachers on inclusive teaching strategies via education interventions (i.e. continuing professional development). Two researchers (the authors of this paper) were involved in continuous evaluative contract research ordered by the municipality to explore what kind of professional learning practices were constituted in the project, and how these practices promoted or impeded the development of inclusive teaching practices.

    In this paper, we present the part of this study that focuses on how the professional learning practices influenced teachers’ participation in educational decision-making.

    The study takes its point of departure in the practice theory terrain and more specifically in the theory of practice architectures. A practice is, from this point of view, an organised nexus of actions such as ‘sayings-and-doings’. Added to these actions is, according to the theory of practice architectures, ‘relatings’. People talk, act and relate to one another in certain ways in a site. These specific sayings-doings-relatings constitute a practice. Furthermore, a practice is historically, culturally, socially, politically and discursively constituted and it is enabled and constrained by its cultural-discursive, material-economic and social-political arrangements. The arrangements constitute the architectures of practices, although practices are not seen as determined by the arrangements: participants have an agency and the power to change practices. The theory is understood and used as an ontological, epistemological, methodological and analytical resource.

     

    Method

    According to the study’s theoretical point of departure, ethnographic methods have been adopted. The analysis mainly draws on data from participative observations of: - professional learning practices - teaching practices - practices of meetings: continuous meetings between project leaders and researchers (the authors) focusing on the progress of the development project.

    The first practice observed was organised as a continuing professional development practice. The project leaders planned and took responsibility for the content. Sixteen teachers from three different schools were gathered on six half-days over four months. These half-day sessions focused on conveying inclusive teaching strategies related to domains such as meta-cognition, peer-learning, formative assessment and learning styles. In view of the lessons learned from similar projects, the teachers were encouraged by the project leaders to make up their own action plans based on inclusive strategies which they had found particularly interesting.The teachers discussed their views on the different types of action suggested and how these strategies could be combined with specific techniques and materials to meet student needs and to develop more inclusive teaching practices. In total, six half-day sessions were observed. 

    The second professional learning practice was formalised as collegial learning aimed at follow up individual teaching (to put their action plans into practice) in the context of their local school.Taking part in these follow-up sessions were researchers, school psychologists, teachers from the local school, the principal and one project leader. The aim was to provide teachers with feedback on how they had implemented their action plans. In total, four follow-up sessions were observed at one of the participating schools. 

    Field notes were made by both authors and used for joint reflections and first analyses. Some of these reflections were discussed continuously with the project leaders as part of the contract between the municipality and the university. Some document material was also analysed. This included material such as PPT-files and PDF-documents that, among other things, contain information about the EU-project, the different inclusive teaching strategies promoted and various teacher assignments performed in the project.

    The theory of practice architectures has been used as a lens in the analyses of the empirical material to explore what enabled and constrained teachers’ possibilities of participating in educational decision-making. The analyses of the empirical material have been conducted by the authors as a team and any disagreement has been resolved by discussion.

    Result

    The results show how teachers’ possibilities for acting as autonomous professionals in the practices of professional learning were constrained in numerous different ways. One of the strongest constraints for the teachers’ possibilities for professional learning was the nature of the EU-project. The epistemological approach (cultural-discursive arrangement) in the project was clearly instrumental, which ultimately made teachers into research consumers rather than autonomous contributors to the practices of professional learning. As an example, the project leaders continuously had to report to the project owner (an EU-organisation) the progress of the education intervention, which explicitly was supposed to contribute to the knowledge-base on ‘what works’ in inclusive education. The project leaders expressed that they felt pressure to show ‘good results’ when reporting back. This focus on finding out what works, within in a limited time-frame (6 month [material-economic arrangements]), appeared to hinder any other approach to enhance inclusive teaching practices. When the teachers tried to discuss and problematize the meaning of ‘inclusion for all pupils’ they were fed with pre-defined inclusion concepts and evidence-based inclusive teaching strategies derived from the literature included in the EU-project. Consequently, the teachers’ experiences and knowledge of how inclusive teaching and learning practices might be formed were not asked for. Furthermore, the researchers (the authors) were several times used to justify the chosen approach. The project leaders turned to the researchers to confirm the evidence-based claims made during the half-day sessions. Even though the researchers tried, they found it extremely difficult to promote a completely different kind of professional learning practice within this context (social-political arrangements), and that is partly why this paper characterises the development project as ‘teacher de-professionalisation in the name of educational research’.

  • 47.
    Levinsson, Magnus
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Langelotz, LillHögskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.Löfstedt, MalinUppsala universitet.
    Didaktisk dialog i högre utbildning2021Samlingsverk (redaktörskap) (Övrig (populärvetenskap, debatt, mm))
  • 48.
    Levinsson, Magnus
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Norlund, Anita
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Langelotz, Lill
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Innehåll och pedagogiska diskurser på lärares kompetensutvecklingsmarknad: en studie av insatser som genererar fakturor2022Ingår i: Artikel i tidskrift (Refereegranskat)
    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.

  • 49.
    Mahon, Kathleen
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Angervall, Petra
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Kh. Soltani, Sara
    Shahid Beheshti University, Iran.
    Hoffman, David
    University of Jyväskylä, Finland.
    Aarnikoivu, Melina
    University of Jyväskylä, Finland.
    Langelotz, Lill
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Player Koro, Catarina
    University of Gothenburg, Sweden.
    Maybe-ing and must be-ing in higher education2020Ingår i: Journal of Praxis in Higher Education, E-ISSN 2003-3605, nr 2, s. 1-10Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [en]

    In developing anewacademic journal,ourcoreintention, asmentionedin previouseditorials,has beentogenerate,disseminate, andpromote the interrogation ofknowledgeandscientific and/or philosophical investigationofhigher education.Thisis our way ofpromoting the important andcritical taskof sustaininghighereducation,and indeed higher education research,asmaybe-ingarenas’1. By this,we meansustainingspacesof possibility; of pushing at the boundaries notonly ofwhatIS, butalsoof what is thinkable, knowable, and doable; of imagining howthings can be otherwise.

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  • 50.
    Mahon, Kathleen
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. University of Queensland, Australia.
    Francisco, Susanne
    Charles Sturt University.
    Kaukko, Mervi
    University of Tempere, Finland.
    Kemmis, Stephen
    Charles Sturt University, Australia.
    Langelotz, Lill
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. University of Gothenburg.
    Sjølie, Ela
    NTNU, Norway.
    Pedagogical practice and professionalism in higher education – A cross-national study2023Konferensbidrag (Refereegranskat)
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