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Publications (10 of 17) Show all publications
Kellner, E. & Attorps, I. (2025). Reflective teaching practice and workplace actions in a Swedish compulsory school – complexity and challenges. Reflective Practice, 26(3), 428-441
Open this publication in new window or tab >>Reflective teaching practice and workplace actions in a Swedish compulsory school – complexity and challenges
2025 (English)In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 26, no 3, p. 428-441Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to describe teachers’ and principal’s reflections on development needs in mathematics and science teaching in a Swedish lower secondary school, in grades 7–9 (13- to 15-year-olds). Furthermore, it is to enlighten and discuss the challenges in the transition between identified development needs, decisions on measures and implementation of them. Eight teachers and their principal participated. Data were collected through focus-group interviews and individual semi-structured interviews. The expressed development needs were at external and internal levels. The participants prioritized the needs at the internal level, within the school, with focus on aspects of assessment, student understanding, instructional strategies in mathematics and science as well as science curricula. Our findings indicated that changes in organization and leadership, a reduced motivation among teachers, deteriorated work environment and insufficient external support were barriers when deciding measures concerning development needs, and implementation of them. The study illustrates the complexity and challenges in efforts to develop a teaching practice in a Swedish context.

Place, publisher, year, edition, pages
Taylor & Francis, 2025
Keywords
Challenges; compulsory school; development needs; leadership; professional development
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-46380 (URN)10.1080/14623943.2025.2452572 (DOI)2-s2.0-85215117351 (Scopus ID)
Available from: 2025-01-27 Created: 2025-01-27 Last updated: 2025-07-01Bibliographically approved
Kellner, E. & Attorps, I. (2024). Collective development of teaching practices in Swedish compulsory schools – does professional learning occur?. Teacher Development, 28(3), 439-456
Open this publication in new window or tab >>Collective development of teaching practices in Swedish compulsory schools – does professional learning occur?
2024 (English)In: Teacher Development, ISSN 1366-4530, E-ISSN 1747-5120, Vol. 28, no 3, p. 439-456Article in journal (Refereed) Published
Abstract [en]

This article describes how some Swedish compulsory schools work to achieve collective development of practices in mathematics and science. The overall aim is to increase knowledge about factors influencing progression to professional learning in different school contexts. Data were collected through four case studies by interviews with teacher teams and principals and were analysed in a meta-perspective by using the components of the Collaborative Action Research model. The findings showed that the schools had reached different phases concerning progression to professional learning. Changes aiming to improve teaching and learning are context-bound. Therefore the authors suggest some crucial questions to support professional learning in the prevailing school culture.

Place, publisher, year, edition, pages
Taylor & Francis, 2024
Keywords
Collaborative action research model, compulsory school, professional development, professional learning, school culture
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-43890 (URN)10.1080/13664530.2024.2315170 (DOI)001164544600001 ()2-s2.0-85186215741 (Scopus ID)
Available from: 2024-03-08 Created: 2024-03-08 Last updated: 2025-05-19Bibliographically approved
Attorps, I. & Kellner, E. (2021). Ett helhetsgrepp för likvärdig skola. Nämnaren : tidskrift för matematikundervisning (3), 35-39
Open this publication in new window or tab >>Ett helhetsgrepp för likvärdig skola
2021 (Swedish)In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 3, p. 35-39Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Göteborg: , 2021
National Category
Educational Sciences Other Mathematics Other Biological Topics
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-38156 (URN)
Available from: 2022-03-15 Created: 2022-03-15 Last updated: 2025-05-19Bibliographically approved
Kellner, E. & Attorps, I. (2020). The school–university intersection as a professional learning arena: evaluation of a two-year action research project. Teacher Development, 24(3), 366-383
Open this publication in new window or tab >>The school–university intersection as a professional learning arena: evaluation of a two-year action research project
2020 (English)In: Teacher Development, ISSN 1366-4530, E-ISSN 1747-5120, Vol. 24, no 3, p. 366-383Article in journal (Refereed) Published
Abstract [en]

This article presents the evaluation of a two-year action research project in biology and mathematics teaching involving a primary school and a university in Sweden. The aim of the study was to contribute knowledge about a school–university intersection as a professional learning arena. The teachers’ conceptions about the project implementation, the impact on their learning, teaching practices and pupil learning were made explicit by focus group interview. The evaluation revealed that several motivating factors in this specific learning community – the relevance of the project and connection to the continuing education course, mentors from university, planning tools and time for collaboration – were critical for project implementation and for professional learning to occur. Furthermore, it indicated how teacher learning and teaching practices were related to pupil learning in the professional learning community. The results are also discussed in the light of new research on teachers’ work identity and self-reported health.

Place, publisher, year, edition, pages
Taylor & Francis, 2020
Keywords
Action research, evaluation, primary school, professional learning community, teachers’ work identity
National Category
Other Natural Sciences Other Mathematics Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-30961 (URN)10.1080/13664530.2020.1773522 (DOI)000548927800005 ()2-s2.0-85087555788 (Scopus ID)
Available from: 2019-11-14 Created: 2019-11-14 Last updated: 2025-05-19Bibliographically approved
Attorps, I. & Kellner, E. (2017). School-University Action Research: Impacts on Teaching Practices and Pupil Learning. International Journal of Science and Mathematics Education, 15(2), 313-330
Open this publication in new window or tab >>School-University Action Research: Impacts on Teaching Practices and Pupil Learning
2017 (English)In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 15, no 2, p. 313-330Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to describe a design and implementation of a school-university action research project about teaching and learning biology and mathematics in primary school. Nine teachers in grades 1 to 6, in collaboration with two researchers, were using content representation (CoRe) in learning study (LS)-inspired cycle as pedagogical tools when planning, implementing, and reflecting on lessons and pupil learning. By using pre- and post-tests, the teachers acquired knowledge about pupil subject-specific knowledge and learning. Some examples are given on how the tools in the project influenced the teaching practices and pupil learning. This research design brought together university and school practitioners to work collaboratively in a professional learning community, which developed teaching and learning in biology and mathematics.

Keywords
Action research, Content representation, Learning study, Professional development, Professional learning community
National Category
Didactics Mathematics
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-20613 (URN)10.1007/s10763-015-9686-6 (DOI)000391393300007 ()2-s2.0-84944710362 (Scopus ID)
Funder
Sida - Swedish International Development Cooperation Agency
Available from: 2015-11-19 Created: 2015-11-19 Last updated: 2025-05-27Bibliographically approved
Kellner, E. (2016). (I) gapet mellan teori och praktik - utveckling av lärarkunskap i biologi (1ed.). In: Mikael Björling (Ed.), Ämnesdidaktiska utmaningar - inom matematik, naturvetenskap och teknik: (pp. 47-60). Gävle: Gävle University Press
Open this publication in new window or tab >>(I) gapet mellan teori och praktik - utveckling av lärarkunskap i biologi
2016 (Swedish)In: Ämnesdidaktiska utmaningar - inom matematik, naturvetenskap och teknik / [ed] Mikael Björling, Gävle: Gävle University Press , 2016, 1, p. 47-60Chapter in book (Other academic)
Place, publisher, year, edition, pages
Gävle: Gävle University Press, 2016 Edition: 1
Series
Lärarutbildningens skriftserie, ISSN 1652-0955 ; 7
National Category
Other Biological Topics Didactics
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-23044 (URN)978-91-974893-6-2 (ISBN)978-91-974893-7-9 (ISBN)
Available from: 2016-12-14 Created: 2016-12-14 Last updated: 2025-05-23Bibliographically approved
Kellner, E. & Attorps, I. (2016). Kollegialt lärande: aktionsforskning i biologi- och matematikundervisning (1ed.). In: Mikael Björling (Ed.), Ämnesdidaktiska utmaningar - inom matematik, naturvetenskap och teknik: (pp. 61-74). Gävle: Gävle University Press
Open this publication in new window or tab >>Kollegialt lärande: aktionsforskning i biologi- och matematikundervisning
2016 (Swedish)In: Ämnesdidaktiska utmaningar - inom matematik, naturvetenskap och teknik / [ed] Mikael Björling, Gävle: Gävle University Press , 2016, 1, p. 61-74Chapter in book (Other academic)
Place, publisher, year, edition, pages
Gävle: Gävle University Press, 2016 Edition: 1
Series
Lärarutbildningens skriftserie, ISSN 1652-0955 ; 7
National Category
Other Biological Topics Didactics
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-23046 (URN)978-91-974893-6-2 (ISBN)978-91-974893-7-9 (ISBN)
Available from: 2016-12-14 Created: 2016-12-14 Last updated: 2025-05-23Bibliographically approved
Kellner, E. & Attorps, I. (2015). Primary school teachers' concerns and needs in biology and mathematics teaching. NorDiNa: Nordic Studies in Science Education, 11(3), 282-292
Open this publication in new window or tab >>Primary school teachers' concerns and needs in biology and mathematics teaching
2015 (English)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 11, no 3, p. 282-292Article in journal (Refereed) Published
Abstract [en]

The aim of this paper is to provide insights into nine primary school teachers’ concerns and instructional needs in biology and mathematics, grades 1 to 6. By using Content Representation, combined with Learning Study in an action research project, teachers were encouraged to reflect on their conceptions, processes of instructing and pupil learning. From concerns articulated by teachers three instructional needs emerged: (i) to make subject progression, especially in biology, and pupil learning more visible, (ii) to develop mathematics teaching in order to change pupils’ views of the subject, and (iii) to develop teachers’ subject matter knowledge and teaching in an ongoing collaborative process.  The paper argues that in order to stimulate teacher professional development it is important to make teacher concerns and thereby needs explicit. They help teachers to identify and reflect on relations between teacher subject matter knowledge, pedagogical content knowledge and pupil learning.

Keywords
biology and mathematics, teacher knowledge and professional learning communities, primary school, content representation and Learning study
National Category
Other Natural Sciences
Identifiers
urn:nbn:se:hig:diva-23043 (URN)10.5617/nordina.964 (DOI)
Available from: 2016-12-14 Created: 2016-12-14 Last updated: 2025-05-27Bibliographically approved
Kellner, E. & Attorps, I. (2014). Kollegialt lärande om progression i biologi- och matematikundervisning. Nämnaren : tidskrift för matematikundervisning, 41(4), 3-8
Open this publication in new window or tab >>Kollegialt lärande om progression i biologi- och matematikundervisning
2014 (Swedish)In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 41, no 4, p. 3-8Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Kan man utveckla undervisningen i biologi och matematik samtidigt? Ett lärarlag samarbetade med två forskare för att undersöka och svara på frågan. De undervisningsområden som valdes ut handlar om ekosystem och övergången mellan aritmetik och algebra.

Place, publisher, year, edition, pages
Göteborg: Nationellt centrum för matematikutbildning (NCM), 2014
National Category
Other Natural Sciences Mathematics Biological Sciences Educational Sciences
Identifiers
urn:nbn:se:hig:diva-18205 (URN)
Available from: 2014-11-27 Created: 2014-11-27 Last updated: 2025-05-23Bibliographically approved
Kellner, E., Gullberg, A., Attorps, I., Thorén, I. & Tärneberg, R. (2011). Prospective teachers' initial conceptions about pupils difficulties in science and mathematics: a potential resource in teacher education. International Journal of Science and Mathematics Education, 9(4), 843-866
Open this publication in new window or tab >>Prospective teachers' initial conceptions about pupils difficulties in science and mathematics: a potential resource in teacher education
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2011 (English)In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 9, no 4, p. 843-866Article in journal (Refereed) Published
Abstract [en]

A crucial issue for prospective teachers (PTs) in their education is to develop pedagogical content knowledge (PCK; i.e. how to make a topic comprehensible to pupils). However, research has shown that PTs may have tacit ideas about teaching that act as filters preventing consideration of unfamiliar and discrepant ideas. These ideas must be elicited and taken into consideration in order to be modified. Therefore, PTs’ explicit conceptions may constitute a valuable resource in teacher education. The aim of this study was to investigate PTs’ ideas about pupils’ difficulties, at a topic-specific level, upon beginning the teacher education programme. The “Lesson Preparation Method” was used in four case studies to elicit the conceptions of 32 PTs regarding pupils’ difficulties in four specific science and mathematics topics: plant growth, gases, equations and heat and temperature. In all four topic groups (n = 5 – 11), there was a variety of initial conceptions about pupils’ difficulties, which were categorised into two to five topic-specific categories. Although, initially, PTs may not have expressed any notions about pupils’ difficulties, conceptions were elicited by using the Lesson Preparation Method. Furthermore, we found that the initial ideas corresponded with earlier research on pupils’ difficulties, which could provide a potential resource when creating a scaffolding context in teacher education programmes where PCK development is stimulated.

Keywords
initial conceptions, mathematics, pedagogical content knowledge (PCK), science, teacher education
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-7863 (URN)10.1007/s10763-010-9232-5 (DOI)000292287500004 ()2-s2.0-79959729318 (Scopus ID)
Available from: 2010-10-26 Created: 2010-10-26 Last updated: 2025-05-23Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0009-0008-3939-4533

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