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Liljestrand, J. & Edling, S. (2025). Lärarutbildning: mediedebatt och politik. In: Sverker Lindblad & Lisbeth Lundahl (Ed.), Lärarutbildning – Makt och Politik: . Lund: Studentlitteratur AB
Open this publication in new window or tab >>Lärarutbildning: mediedebatt och politik
2025 (Swedish)In: Lärarutbildning – Makt och Politik / [ed] Sverker Lindblad & Lisbeth Lundahl, Lund: Studentlitteratur AB, 2025Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2025
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-46258 (URN)
Available from: 2025-01-08 Created: 2025-01-08 Last updated: 2025-01-08Bibliographically approved
Elm, A. & Liljestrand, J. (2024). Developing student teachers’ critical awareness of information and communications technology in primary teacher education. European Journal of Teacher Education
Open this publication in new window or tab >>Developing student teachers’ critical awareness of information and communications technology in primary teacher education
2024 (English)In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article focuses on Swedish primary teacher education and the conditions for student teachers’ development of digital competence. Previous research has pointed to the importance of preparing teachers to use digital technology to support pupils’ learning. The aim of this study is to examine the development of course content to enhancing student teachers’ critical awareness of information and communications technology in primary teacher education. Data was collected from groups of primary student teachers consisting of anonymised course materials, a survey and course assignments. The results show that primary student teachers experience that digital technology facilitates the planning and organising of their teaching, digital technology can support the children’s learning and critical pedagogical reasoning is important when using digital technology in the teaching situation. The results have relevance internationally for teacher educators and highlight the importance of promoting a critical awareness of the pedagogical use of digital technology in the classroom.

Place, publisher, year, edition, pages
Taylor & Francis, 2024
Keywords
Added pedagogical value; critical awareness; digital technology; primary teacher education; teaching
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-45384 (URN)10.1080/02619768.2024.2407540 (DOI)001324124600001 ()2-s2.0-85205358066 (Scopus ID)
Available from: 2024-08-31 Created: 2024-08-31 Last updated: 2024-10-11Bibliographically approved
Liljestrand, J. & Franck, O. (2024). Introduktion: Semi-sekulära perspektiv på religionsundervisning. Religion & Livsfrågor (4)
Open this publication in new window or tab >>Introduktion: Semi-sekulära perspektiv på religionsundervisning
2024 (Swedish)In: Religion & Livsfrågor, ISSN 0347-2159, no 4Article in journal (Other academic) Published
National Category
Philosophy, Ethics and Religion Educational Sciences
Identifiers
urn:nbn:se:hig:diva-46381 (URN)
Available from: 2025-01-27 Created: 2025-01-27 Last updated: 2025-01-28Bibliographically approved
Elm, A. & Liljestrand, J. (2024). Kommunal styrning och förutsättningar för utvecklingsarbete i förskolan. Gävle: Gävle University Press
Open this publication in new window or tab >>Kommunal styrning och förutsättningar för utvecklingsarbete i förskolan
2024 (Swedish)Report (Other academic)
Abstract [sv]

Fallstudien uppmärksammar systematiskt kvalitetsarbete (SKA) i förskolor, i Sandvikens kommun under tidsperioden juni 2018 till april 2024. Under denna period initierades bland annat en programvara av förvaltningen med syfte att stödja rektorers och förskollärares systematiska kvalitetsarbete. Det insamlade materialet baserar sig främst på intervjuer med fokus på två rektorsområden i kommunen. En sammanställning av relevant forskning jämförs med resultaten från studien. Eftersom kommunens systematiska kvalitetsarbete omfattar flera organisatoriska nivåer framkommer utmaningar för hur dessa organisationer – i rapporten uppmärksammas förvaltning, rektorer, biträdande rektorer, kvalitetssamordnare och ansvariga förskollärare – samordnar sina olika perspektiv på kvalitet. Introduktion av en offentligt upphandlad programvara introducerad 2018 har ingått i kvalitetsarbetet och uppmärksammas särskilt i rapporten. Utifrån forskningsgenomgången belyser författarna utmaningar som har sin bakgrund i hierarkiska kommunikationsmönster. Det finns tecken på att kommunen har uppmärksammat sådana utmaningar och börjat arbeta aktivt med dessa.

Abstract [en]

The case study draws attention to systematic quality work in preschools, in the municipality of Sandviken during the time period June 2018 to April 2024. During this period a software was initiated by the administration with the aim of supporting the systematic quality work of principals and preschool teachers. The collected material is mainly based on interviews with a focus on two principal areas in the municipality. A compilation of relevant research compares with results from the case study. Since the municipality's systematic quality work covers several organizational levels, challenges emerge for these organizations - the report focuses on administration, principals, deputy principals, quality coordinators and responsible preschool teachers – in coordinating their different perspectives on quality. Introduction of a publicly procured software introduced in 2018 has been given special attention in the report. Based on the research review, the authors highlight challenges that mirrors hierarchical communication patterns. There are signs that the municipality has noticed such challenges and started to deal with these.

Place, publisher, year, edition, pages
Gävle: Gävle University Press, 2024. p. 14
Series
Working paper, ISSN 1403-8757 ; 68
Keywords
systematic quality work, preschool, software, coordinating perspectives, systematiskt kvalitetsarbete, förskolan, programvara, samordna perspektiv
National Category
Educational Sciences Public Administration Studies
Identifiers
urn:nbn:se:hig:diva-45644 (URN)
Available from: 2024-09-20 Created: 2024-09-20 Last updated: 2024-09-20Bibliographically approved
Liljestrand, J. (2024). (Non-)Conceptualisations of teaching and learning in innovative learning environments – a meta-narrative review. SN Social Sciences, 4(57)
Open this publication in new window or tab >>(Non-)Conceptualisations of teaching and learning in innovative learning environments – a meta-narrative review
2024 (English)In: SN Social Sciences, E-ISSN 2662-9283, Vol. 4, no 57Article in journal (Refereed) Published
Abstract [en]

A current trend in educational research on innovative learning environments is to focus on student-centred learning, rather than a teacher-focused classroom. This turn to learning environments comes with theoretical and conceptual challenges concerning the dynamics of the classroom context and the interactions that take place within it. The aim of this review is to map the conceptions of teaching and learning in studies focusing on innovative learning environments and how they are applied in relation to the collected data. The review shows that several studies do not relate their empirical data to theoretical concepts in a systematic way. It is also suggested that the complexity of a learning environment requires an operationalised, conceptual comprehension in order to gain a full understanding of its conditions for teaching and learning.  

Place, publisher, year, edition, pages
Springer, 2024
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-43592 (URN)10.1007/s43545-024-00856-2 (DOI)2-s2.0-85204486662 (Scopus ID)
Available from: 2024-01-17 Created: 2024-01-17 Last updated: 2024-12-17Bibliographically approved
Liljestrand, J. & Walldén Hillström, K. (2024). Primary teacher´s responses to municipal digital investments. In: : . Paper presented at Nordic Educational Research Association, NERA 2024, Malmö, 6-8 March 2024.
Open this publication in new window or tab >>Primary teacher´s responses to municipal digital investments
2024 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The purpose of our presentation is to examinate primary school teachers’ collegial responses to a 10-year investment of one-computer-one-student (1-1) teaching. In Sweden some municipalities have invested for large scale implementation of digitally based teaching. Such initiatives (as for several other projects) usually take shape as top-down-processes based on political decisions, aimed for successful implementation by the teachers in their classrooms. However, without the teacher´s interpretations and responses of such investments no teaching, intended by policy makers, will be realized. From this point of view teachers´ are actors (as the pupils in the classroom) which politicians and administrators depend on to succeed with their intentions.  

We approach our purpose through examination of audio recordings of fifteen focus group conversations between primary school teachers, addressing the municipal 1-1 investment. Our theoretical lens is policy enactment (Maguire et al. 2015) focussing on how policy is enacted in local practices, and ethnomethodology wherein meaning is achieved through everyday routines for conversation (Heritage 1984). The preliminary observations make visible the teachers’ different responses to the investment such as aligning or aligning with provisions and rejections, but also various patterns of participation such as conflict and agreement. 

Through mapping such responses carefully in collegial talk our study provides insights in collegial teacher reasoning and its different subtleties. Our vantage point is that such subtleties are important, both regarding their meaning and its possible consequences for pedagogical actions (and omitted actions). Our study is relevant for Nordic educational research due to the current debate about possibilities and limits of digitalisation in education, through a close examination of the voices of teachers.  

National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-43882 (URN)
Conference
Nordic Educational Research Association, NERA 2024, Malmö, 6-8 March 2024
Available from: 2024-03-06 Created: 2024-03-06 Last updated: 2024-03-07Bibliographically approved
Liljestrand, J. (2024). The preschool child as an equivalent citizen. In: : . Paper presented at Nordic Educational Research Association, NERA 2024, Malmö, 6-8 March.
Open this publication in new window or tab >>The preschool child as an equivalent citizen
2024 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In Sweden as in other Nordic countries preschool now includes the vast majority of children between 1-5 years. In state policy documents this voluminous population of children is related to the issue of equity, i.e., how equivalent conditions can support the development of the child based on their (intended) needs. The subject of an equivalent preschool has also been addressed in Nordic research (e.g., Fjällström et al. 2020; Paananen et al. 2019; Persson 2015). However, the meaning of equivalent preschool is not stable, nor in its application, nor in its development over time. In this contribution we focus on the development of how an equivalent preschool has been presented in Swedish state policy for the preschool with an interest to examinate the meaning of the concept, and its possible consequences for preschool practice. In light of this interest our research question reads: How has the aims concerning an equivalent preschool developed from early 70thies until today?

Since policy documents are linked to educational practices, we approach our study from the perspective of curriculum theory (Wahlström 2020), to conceptualize the underlying presumption that limit curriculum content. We have traced policy texts, semantically addressing equivalent issues, through a snowball procedure. That means, we started to read actual documents noticing references to earlier documents. Since policy texts regularly refer backwards, such a sampling of documents was a fruitful approach to fulfil our aim.

The policy talk about equivalent preschool is visible in two periods: (a) from 1972-1996 when Swedish preschool had its affiliation within the social welfare sector and (b) 1996-and forward when preschool changed its affiliation to the department of education together with the school sector. This shift is also visible in the implication of what an equivalent preschool means. During the first period, the child is depicted as member in society, taking part of welfare services and society’s “democratic” development. During the second period an equivalent preschool mainly implies a right for the child to be prepared for school, i.e., a forthcoming state, in need of preparation. In our presentation we discuss possible consequences of this focus shift. Our study is of relevance for Nordic educational research regarding how ideals of institutionalized childhood is related to projected needs of society and indirectly, to the needs of the child in order to become part of such society. Such expectations also come with expectations on the preschool teachers as enactors of national preschool curriculum.  

National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-43884 (URN)
Conference
Nordic Educational Research Association, NERA 2024, Malmö, 6-8 March
Available from: 2024-03-07 Created: 2024-03-07 Last updated: 2024-03-08Bibliographically approved
Liljestrand, J., Carlsson, D., Jonsson, L. & Thalén, P. (2024). Whose Christianity? The influence of a majority culture in Swedish textbooks. British Journal of Religious Education
Open this publication in new window or tab >>Whose Christianity? The influence of a majority culture in Swedish textbooks
2024 (English)In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931Article in journal (Refereed) Epub ahead of print
Abstract [en]

Christian plurality is challenging for a religious education teacher in a classroom of students with different orientations of Christianity, not least due to immigration. As Christianity represents an essential component of the majority culture in many European countries, in this study we examine how it is represented in religious education textbooks used in upper secondary schools in Sweden. The purpose is to examine how liberal Christianity is shaped in the textbooks and the possible implications for educating citizens in a plural society. The selection of books is based on those used by religious education teachers in Sweden. The results show a tendency towards a modernised liberal Christianity, the implications of which are discussed in relation to the significance of religions and worldviews in education for social cohesion.

National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-44641 (URN)10.1080/01416200.2024.2369283 (DOI)001251347300001 ()2-s2.0-85196491157 (Scopus ID)
Available from: 2024-06-13 Created: 2024-06-13 Last updated: 2024-07-01Bibliographically approved
Liljestrand, J. (2023). En fallstudie av lärares upplevelser och erfarenheter av att arbeta med en dator per elev. Gävle: Gävle University Press
Open this publication in new window or tab >>En fallstudie av lärares upplevelser och erfarenheter av att arbeta med en dator per elev
2023 (Swedish)Report (Other academic)
Abstract [sv]

I fallstudien undersöks hur lärare för yngre åldrar har erfarit en tioårig satsning med 1 dator per elev, förkortat 1-1. Metoden har varit fokusgruppsintervjuer, där varje individ har uppmanats uttala sig i varje fråga och där det inspelade materialet sedan analyserats med fokus på vad de individuella lärarna sagt under gruppintervjun. Utifrån tematisk analys visar studien på positiva och negativa erfarenheter av olika slag. De olika temana har också mätts utifrån vilket genomslag de har haft. Två slutsatser kunde dras: de positiva och negativa erfarenheterna framträder som fördelar med beledsagande sammanhängande ”kostnader” för dessa. Den andra slutsatsen är att lärarnas röster är viktiga när 1-1-satsningen ska värderas. Utifrån deras erfarenheter framstår 1-1-satsningen som tvetydig i ovanstående betydelse (fördelar med tillhörande kostnader) snarare än i överensstämmelse med kommunens ursprungliga och mer entydiga mål.

Abstract [en]

The case study examines how teachers for early ages have experienced a ten-year invest-ment with 1 computer per student, abbreviated 1-1. The method used is focus-group interviews, where everyone has been asked to express himself for each interview question; the recorded material has then been analysed focussing on the individual teachers in the group interview. Based on thematic analysis, the study shows both positive and negative experiences of various kinds. The different themes have also been measured based on the numeral impact in terms of answers. Two conclusions are drawn: the positive and negative experiences appear as benefits with accompanying associated "costs" for these benefits. The second conclusion is that the teachers' voices are important to consider when the municipal 1-1 investment is to be evaluated. Based on teachers’ experiences, the 1-1 initiative appears to be ambiguous in the above sense (benefits with associated costs) rather than in accordance with the municipality's original and more unambiguous goals.

Place, publisher, year, edition, pages
Gävle: Gävle University Press, 2023. p. 14
Series
Working paper, ISSN 1403-8757 ; 64
Keywords
1-1, teachers, benefits and costs, ambiguity, 1-1, lärare, fördelar och kostnader, tvetydig
National Category
Pedagogy
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-40996 (URN)
Available from: 2023-02-06 Created: 2023-02-06 Last updated: 2023-04-03Bibliographically approved
Elm, A. & Liljestrand, J. (2023). Innovative preschool teachers as educational development leaders: A Swedish case. In: Kay Livingston, Carol O'Sullivan & Karl Attard (Ed.), Characteristics and Conditions for Innovative Teachers. International Perspectives: . Taylor & Francis
Open this publication in new window or tab >>Innovative preschool teachers as educational development leaders: A Swedish case
2023 (English)In: Characteristics and Conditions for Innovative Teachers. International Perspectives / [ed] Kay Livingston, Carol O'Sullivan & Karl Attard, Taylor & Francis , 2023Chapter in book (Refereed)
Abstract [en]

This chapter addresses a Swedish case with a focus on conditions for innovative preschool teachers so called educational development leaders (EDL), with a special assignment to contribute to innovation and development of preschool practice. Reforms put preschool teachers and preschool leaders in a position to rethink former practices. Expectations for preschool teachers involves being innovative and to take a leading role to develop practice in a changing context. Our question reads: What conditions are required for educational development leaders (EDL) in Swedish preschools to act as innovative preschool teachers in a distributed leadership? This distributed role includes the other preschool teacher’s leadership and innovative work. The contribution of the study emphasises a strong relationship between the conditional and personal level of the conceptual model in chapter 1. By taking a holistically view, this chapter contributes to knowledge about innovative preschool teachers in their role as EDL.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-41586 (URN)10.4324/9781003216902-5 (DOI)2-s2.0-85169408029 (Scopus ID)9781032107608 (ISBN)
Note

kommande

Available from: 2023-04-12 Created: 2023-04-12 Last updated: 2023-09-11Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4439-6169

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