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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.  

National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-43592 (URN)10.1007/s43545-024-00856-2 (DOI)
Available from: 2024-01-17 Created: 2024-01-17 Last updated: 2024-02-16Bibliographically 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
Liljestrand, J. (2023). Kristna värden - lärarens plikt?. In: Olof Franck & Peder Thalén (Ed.), Mellan kunskap och fostran: .
Open this publication in new window or tab >>Kristna värden - lärarens plikt?
2023 (Swedish)In: Mellan kunskap och fostran / [ed] Olof Franck & Peder Thalén, 2023Chapter in book (Other academic)
Abstract [sv]

I läroplanens första avsnitt, Grundläggande värden, står att skolan ska utgå från värden som överensstämmer med kristen tradition och västerländsk humanism. Redan i därefter följande mening sägs att undervisningen ska vara icke-konfessionell. Skrivningen pekar på hur sammansatt läroplanstexten är i fråga om kristendomens roll i skolan. Syftet med detta kapitel är att redovisa ett antal tolkningar av uppdraget att utgå från kristen tradition, samt vilka följder dessa tolkningar får för lärarens yrkesutövande.

National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-40627 (URN)
Available from: 2022-12-23 Created: 2022-12-23 Last updated: 2022-12-29Bibliographically approved
Liljestrand, J., Carlsson, D., Jonsson, L. & Thalén, P. (2023). Who's Christianity? Influences of majority culture in Swedish teaching books. In: : . Paper presented at ISREV, Lincoln Bishop Grosseteste University, 1 August 2023.
Open this publication in new window or tab >>Who's Christianity? Influences of majority culture in Swedish teaching books
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-42801 (URN)
Conference
ISREV, Lincoln Bishop Grosseteste University, 1 August 2023
Available from: 2023-08-06 Created: 2023-08-06 Last updated: 2023-08-14Bibliographically approved
Liljestrand, J. & Elm, A. (2022). The enactment of preschool curriculum in municipal quality work. In: : . Paper presented at Nordisk läroplansteoretisk konferens: Education between hope and happening, Linnéuniversitet, 2022, 20-21/10..
Open this publication in new window or tab >>The enactment of preschool curriculum in municipal quality work
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Swedish municipals have a mission to adapt the national curriculum to local conditions. This process is multifaceted and involves several levels. The purpose of our paper is to elucidate how preschool curriculum is enacted and transformed between these levels and to discuss consequences for pedagogical work. Interviews with key players and collection of documents comprises data for our paper. We approach our material through the lens of curriculum theory and policy enactment theory to shed light on how “quality” are enacted into preschool curriculum, with consequences for what is possible to achieve for preschool teachers on the operative level. Our results indicates that this process in not straight-lined; e.g. the transformation from qualitative data in preschools, to quantitative software data on higher municipal levels. Our paper contributes with knowledge regarding how government by goals is implemented in Nordic preschools.

National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-40267 (URN)
Conference
Nordisk läroplansteoretisk konferens: Education between hope and happening, Linnéuniversitet, 2022, 20-21/10.
Available from: 2022-10-15 Created: 2022-10-15 Last updated: 2023-08-14Bibliographically approved
Liljestrand, J., Carlsson, D., Jonsson, L. & Thalén, P. (2022). Who´s Christianity? Influences of majority culture in Swedish teaching books. In: : . Paper presented at EARLI SIG19, September 13-15, Dortmund, Germany. “The Significance of Religions and Worldviews in Education for Social Cohesion”..
Open this publication in new window or tab >>Who´s Christianity? Influences of majority culture in Swedish teaching books
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Christianity comprises an umbrella of communities with different orientation and heritage. This plurality entails a challenge for the RE-teacher, located in a classroom (often) including students with different orientations of Christianity (and non-Christian religions/worldviews). Christian plurality in West-European countries is, due to ensuing immigration from countries in- and outside Europe, such as Latin-America and the Middle East, further impacting on the composition of several school classes. Simultaneously Christianity represents an essential component of majority culture, in Sweden and several other European countries. As majority conceptions may impact on RE teaching content (Berglund 2020) this condition could imply a challenge for social cohesion including both majority and minority orientations of Christianity. Swedish RE-curriculum states that RE should support co-existence and cohesion in the plural society. However, we need to approach such an ambition critically regarding its curricular conditions. 

In this contribution we examine how Christianity is represented in national RE teaching books for Swedish upper secondary school. We have found a general tendency to favorize a modern liberal Christianity in favor of other non-majority (in different respects) conservative Christian orientations. The purpose of our contribution is to examine how liberal Christianity is shaped in teaching books for the Swedish upper secondary school. The selection of books is based on the actual use by RE-teachers in two Swedish regions. Eight books by different authors comprises material for our study. Based in the disciplines of educational research and religious studies, a practical-text-approach (Hellspong & Ledin 1997) is applied, discerning three levels of implicit meaning and their internal relationships: the overall composition, the intertextual links and semantic content. Our preliminary results show a tendency to favorize a modernized liberal Christianity, often through recurrent linguistic means. We will discuss the implications of our results in relation to the significance of religions and worldviews in education for social cohesion.  

National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-37520 (URN)
Conference
EARLI SIG19, September 13-15, Dortmund, Germany. “The Significance of Religions and Worldviews in Education for Social Cohesion”.
Available from: 2021-12-14 Created: 2021-12-14 Last updated: 2022-09-16Bibliographically approved
Vikdahl, L. & Liljestrand, J. (2021). Conditions for identity development among religious immigrant youth. Journal of Beliefs and Values, 42(3), 315-332
Open this publication in new window or tab >>Conditions for identity development among religious immigrant youth
2021 (English)In: Journal of Beliefs and Values, ISSN 1361-7672, E-ISSN 1469-9362, Vol. 42, no 3, p. 315-332Article in journal (Refereed) Published
Abstract [en]

Young people with immigrant backgrounds are especially exposed in their identity formation. They may face particular difficulties if they also identify themselves as religious, such as being positioned as odd and different in negative ways by their peers. Focusing on the social conditions for developing an integrated identity, and through the theoretic lens of dialogical self-theory, this article asks how young religious immigrants are positioned by the expectations of their social environments. The article is based on qualitative interviews with 23 religious youths with immigrant backgrounds living south of Stockholm. The result highlights three discernible conflicts in the youths’ identity formation: being religious and Swedish, being religious and young and being religious and a feminist. Despite these conflicts, they all want to stay religious as adults, even though their stories reveal hesitation and insecurity about the future.

Place, publisher, year, edition, pages
Springer, 2021
Keywords
Identity, religious youth, immigrant youth, dialogical self-theory, development
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-34102 (URN)10.1080/13617672.2020.1836785 (DOI)000590092900001 ()2-s2.0-85096235207 (Scopus ID)
Projects
ReDi, 8421-7720-43-83
Note

Del av ReDi-projektet, 8421-7720-43-83

Available from: 2020-10-12 Created: 2020-10-12 Last updated: 2021-07-26Bibliographically approved
Liljestrand, J. & Elm, A. (2021). Developing TPACK awareness in Teacher Education. In: : . Paper presented at ATEE2020-2021 Annual Conference held on September 9-12, 2021 in Warsaw, Poland.
Open this publication in new window or tab >>Developing TPACK awareness in Teacher Education
2021 (English)Conference paper, Oral presentation only (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-34210 (URN)
Conference
ATEE2020-2021 Annual Conference held on September 9-12, 2021 in Warsaw, Poland
Available from: 2020-11-04 Created: 2020-11-04 Last updated: 2023-08-14Bibliographically approved
Carlsson, D., Liljestrand, J. & Thalén, P. (2021). Images of Christianity in textbooks for the Swedish compulsory school and the mission to conduct a cultural legacy. In: : . Paper presented at International Seminar on Religious Education and Values(ISREV), Gothenburg, Sweden, 26-31 July.
Open this publication in new window or tab >>Images of Christianity in textbooks for the Swedish compulsory school and the mission to conduct a cultural legacy
2021 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The objective to teach Christianity is stated in the Swedish national syllabus since the very beginning of compulsory school. Initially, teaching proceeded from the Lutheran catechesis; a mission successively replaced by biblical studies and later developed into (Lutheran) Christianity as being part of non-confessional “Religious Studies” (Religionskunskap). However, the mission to pay certain weight to Christianity has survived, although in a new and secularized Swedish context. The privilege of Christianity is today instead motivated by its cultural position rather than from a religious rationale, and the ambition to conduct a cultural legacy. We will approach how Christianity is depicted in compulsory school by analysing currently used teaching books. This will be done within the frame of educational research, more specifically subject didactics. The purpose of our paper is to describe and problematize the depiction of Christianity in Swedish textbooks for Swedish compulsory Religious Studies.

Nine national and prominent textbooks for the lower secondary school has been selected. Using discourse analysis (Fairclough 2003; von der Lippe 2011), dominating patterns will be revealed and related to broader discourses in society, within and outside Sweden. Our preliminary analysis shows that Christian doctrines are highlighted without relating them to religious practice, resembling a teaching tradition of presenting doctrines as demarcated facts; Christianity is further presented foremost in terms of church history which relate to an idea of religions as old entities carried by traditions from the past; the teaching books also tends to connect the teaching of Jesus with modern, protestant liberal theology.

National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-31112 (URN)
Conference
International Seminar on Religious Education and Values(ISREV), Gothenburg, Sweden, 26-31 July
Available from: 2019-11-27 Created: 2019-11-27 Last updated: 2021-06-07Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4439-6169

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