Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
31
result(s) for
"Frelin, Anneli"
Sort by:
Designing and Building Robust Innovative Learning Environments
Prior research shows that creating innovative learning spaces that work well for pupils and teachers is a challenge which implicates different stakeholders. The aim of this article is to inquire into how educational visions evolve and are expressed through the different phases of two school design processes as well as visualize how stakeholders’ roles in the processes result in innovative learning environments and practices that work well. The data consists of photographs from school visits, briefs, and interviews. The material is analyzed with a particular focus on educational vision, organization, and working methods. An analytical model showing the stakeholders’ levels of participation at each stage is revised and developed. The results indicate four common themes: Continuity (several stakeholders involved in more than one phase); Preparation (processes were long-term, continuous, and iterative, with future users testing and evaluating prototypes and other innovative interior design elements to be used in the new spaces); Alignment (early and extensive considerations of the school’s organization and working methods); and Participation (multi-professional teams with representation of a pedagogical perspective at the higher levels of participation). From this, it can be concluded that achieving robust, innovative learning environments involves stakeholders’ regard to the aspects of knowledge, education, organization, and economy.
Journal Article
Unpacking team teaching in innovative learning environments - teachers’ experience in practice
New types of learning spaces accommodating larger cohorts of students and enabling team-based teaching practices have emerged globally, presenting new opportunities and challenges for teacher interactions. These spaces, often referred to as innovative learning environments (ILEs), are associated with pedagogical approaches such as team teaching. This study unpacks team teaching in two case schools with ILEs, each characterised by distinct organisational structures. Teacher interviews provided data analysed through a model identifying a continuum of teacher interaction. Findings reveal that while co-location and coordination lay the groundwork for managing shared spaces, achieving pedagogical cooperation and collaboration requires deliberate strategies to realise pedagogical visions. This study contributes to the literature by incorporating spatial dimensions into the analysis of team teaching. It underscores the critical yet underutilised role of spatial design in facilitating effective team teaching and offers a framework for understanding the complexities of team teaching in contemporary educational contexts.
Journal Article
Exploring Relational Professionalism in Schools
This book explains how teachers carry out their relational practices, and contains an abundance of everyday examples from all stages of education. The deep theoretical reasoning departs from these examples to create a compelling argument for a teacher's relational professionality that is possible to learn and teach.
eBook
Transitions in Nordic school environments - an introduction
In the Nordic countries, with their longstanding tradition of valuing education for the masses, a large number of schools have been built over a more than century-long period and therefore represent a variety of pedagogical and architectonical ideals (Bengtsson, 2011). For example, the school landscape represents traditional and progressive ideals and in terms of the buildings themselves, those that are currently considered as highly innovative exist in parallel with more traditional schools from earlier decades. However, a school design that was considered radical at the time of its construction may be considered old-fashioned and unfit for purpose today. Despite the importance of school buildings for education, research-based knowledge about them is limited, especially in educational research and in the Nordic countries. At present, such research is mostly conducted and published in the Australian, UK and US contexts. The special issue of this journal addresses this knowledge gap by focusing on the relations between educational practices and school environments in the Nordic countries and highlighting the intentions, complexities and negotiations relating to the design, building and use of schools at different levels.
Journal Article
Principals’ experiences of changes in relationships with newly qualified teachers resulting from a teacher registration reform
Purpose
The purpose of this paper is to understand, from principals’ points of view, how a teacher registration reform is enacted by examining the potential changes in the relationships between principals and newly qualified teachers (NQTs). The reform entailed principals performing an aptitude assessment of new teachers in their probationary year.
Design/methodology/approach
Semi-structured interviews were conducted with five principals from two Swedish municipalities on three occasions in one academic year. A third follow-up interview was conducted one year later with four of the principals, the fifth no longer being in post.
Findings
The assessment appears to be downplayed by the principals, whereas the supportive dimension and the facilitation of NQTs’ professional development seem to be acknowledged and made explicit. For some of the principals, their creative translation of the reform’s intentions transformed these relations and strengthened their leadership.
Research limitations/implications
The study is small-scale and was carried out in a specific period of policy implementation from the principals’ perspectives. Future studies would benefit from involving both principals’ and teachers’ perspectives.
Practical implications
Policymakers appear to have underestimated the structural aspects of the reform, even though in general the reform enactments had some kind of positive effect on these relations.
Social implications
For some principals, their creative translation of the reform’s intentions transformed relations and strengthened their leadership.
Originality/value
The data are from a unique period when a reform was implemented and later partly withdrawn. The study deepens the understanding on how principals tries to enact and balance their roles as evaluators of NQTs and pedagogical and instructional leaders.
Journal Article
Methods for inclusive design processes at the early stages of a research project in School Environments
This paper explores the use of participatory methods prior to designing interventions within a research project at a primary school in central Sweden. The approach presented in the paper is based on the principles of participatory design (PD), to enhance the use of these methods within the areas of educational research (ER), lighting, and architecture. This approach aims to include participants of educational spaces and incorporate their views prior to design interventions. Two workshops were designed to support teachers’ participation through hands-on activities. Twenty-eight teachers participated in the workshops. Scale models corresponding to two of the school’s classrooms were used to initiate discussions regarding the interconnection between spatial layouts, lighting, and learning activities. The workshops’ data collection analysis assisted the research group in understanding the school’s spatial and learning characteristics. The information gathered from the workshops provided additional knowledge and informed the research project in a way that allowed for further development and changes within the project related to the additional variables measured along with light. According to the analysis, there is a correlation between the activity and the desired layout of the space, while the type of equipment also varies according to the task.
Journal Article
The production of present and absent presences in education
Drawing on the distinction between absent and present presences, this article contributes to our understanding of how new managerial and performative discourses are played out in a secondary school context in Sweden. The consequences of numerous educational reforms during the last 20 years include a surge of new independent schools and increased segregation between students due to individual school choice. Following international trends, a yearly national municipal school ranking is published, drawing much attention both in the media and on the policy level, intensifying pressure for results at the municipal level. A case study was conducted in one bottom-ranked Swedish secondary school over the 2012-13 school year, focusing on how relationships between students and staff were negotiated in informal spaces and places. The results illustrate how absent presences and present presences are produced in the practice of schooling. The present presences were publication of results, raising merit scores and grading pressure, and the absent presences were the role of the media in the self-image of schools, increased workload for teachers, the misuse of statistical data and demoralization and determination. The results contribute to the understanding of a) the challenges that teachers and schools are faced with as a consequence of the new managerial and performative discourses in educational settings, and b) the means they draw on to face and resist them in their everyday practices.
Journal Article
Promoting Social Justice in Swedish Teacher Education
Abstract
In this chapter, the issue of social justice in teacher education is addressed from a Swedish perspective. The chapter begins by briefly describing the Swedish educational context in schools and teacher education, with a specific emphasis on the task of educators and teacher educators to promote social justice and as a consequence to this counteract various forms of social violence: such as violation, including bullying, harassment, and discrimination. The second section introduces evidence on fruitful strategies for counteracting social violence in school, based on a national research study that takes into account international research. Following this, we exemplify how these findings are interlaced the pedagogies of teacher education in Sweden. The chapter ends with thoughts on such pedagogies in an international context, and a brief conclusion.
Book Chapter