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Article
Publication date: 7 May 2019

Anneli Frelin and Göran Fransson

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…

241

Abstract

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The data are from a unique period when a reform was implemented and later partly withdrawn.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.

Details

International Journal of Educational Management, vol. 33 no. 4
Type: Research Article
ISSN: 0951-354X

Keywords

Available. Open Access. Open Access
Article
Publication date: 6 March 2017

Ola J. Lindberg, Anders D. Olofsson and Göran Fransson

The purpose of this paper is to examine Swedish upper secondary school teachers’ and students’ views and use of ICT in education.

8209

Abstract

Purpose

The purpose of this paper is to examine Swedish upper secondary school teachers’ and students’ views and use of ICT in education.

Design/methodology/approach

In total, 25 individual teachers and 39 students in small focus groups were interviewed. A qualitative content analysis was performed using NVivo11. The analysis was conducted in three steps: with each individual teacher, the student groups and the cohort of teachers and students. A comparative analysis was also conducted.

Findings

The teachers’ views and use of ICT are diverse. Teachers and students identify similar challenges when using ICT in education, e.g. time and subject, the shortcomings of a school’s learning management system (LMS) and teachers’ digital competence. Students report an extensive out-of-school use of smartphones and an extensive in-school use of laptops and LMS.

Research limitations/implications

The relatively small number of teachers and students in three schools make generalisations difficult. The examination of teachers’ and students’ views and use in the same context reveals new knowledge.

Practical implications

The study may influence teachers’ use of ICT in education, based on a better understanding of students’ use.

Social implications

The study may lead to a better understanding of teachers’ and students’ different perspectives and a more enhanced and sustainable in-school use of ICT.

Originality/value

The originality is that teachers’ and students’ views and use of ICT in education are examined at the same time. The paper contributes new knowledge about how teachers and students conceptualise and use ICT in upper secondary school practices.

Details

The International Journal of Information and Learning Technology, vol. 34 no. 2
Type: Research Article
ISSN: 2056-4880

Keywords

Available. Open Access. Open Access
Article
Publication date: 5 March 2018

Anders D. Olofsson, Ola J. Lindberg and Göran Fransson

The purpose of this paper is to explore upper secondary school students’ voices on how information and communication technology (ICT) could structure and support their everyday…

8243

Abstract

Purpose

The purpose of this paper is to explore upper secondary school students’ voices on how information and communication technology (ICT) could structure and support their everyday activities and time at school.

Design/methodology/approach

In all, 11 group interviews were conducted with a total of 46 students from three upper secondary schools. NVivo PRO 11 was used for a qualitative content analysis.

Findings

The results show that ICT plays a central role in the students’ schooling, not in terms of “state-of-the-art” technology, but rather as “state-of-the-actual”, by for example supporting the writing process and for peer support, digital documentation and storage.

Research limitations/implications

A relatively small number of students in three schools and three specific programmes make generalisations difficult.

Practical implications

Students’ perspectives on the “state-of-the-actual” could influence teachers’ use of ICT in education, their professional development activities and the development of an in-school ICT infrastructure.

Social implications

The study could lead to a better understanding of students’ expectations and use of ICT at school and in everyday life.

Originality/value

The originality of this paper is the focus on students’ voices about how the basic use and functionality of ICT could structure and support their everyday activities at school.

Details

The International Journal of Information and Learning Technology, vol. 35 no. 2
Type: Research Article
ISSN: 2056-4880

Keywords

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Article
Publication date: 5 March 2018

Jörgen Holmberg, Göran Fransson and Uno Fors

The purpose of this paper is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as they…

1334

Abstract

Purpose

The purpose of this paper is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as they explore ways of using information and communication technologies (ICT) to create added pedagogical value.

Design/methodology/approach

A design-based research (DBR) approach is employed, in which the on-site researcher collaborates with eight teachers of English as a foreign language in four Swedish schools over a period of two years. Multiple data sources are included for thematic coding and analysis. The technological pedagogical content knowledge (TPACK) framework is used as a conceptual construct in the analysis.

Findings

The findings show that teachers’ pedagogical reasoning is a complex and multidimensional process and is closely integrated with teachers’ reframing of practice. Common characteristics in the teachers’ reframing of practice are identified. The results highlight the reciprocal relationship between developments in teachers’ pedagogical reasoning and TPACK development and the need for a distinction between general and specific, theoretical and practical TPACK.

Research limitations/implications

An increased focus on TPACK research on teachers’ pedagogical reasoning is required. DBR is a relevant approach for this.

Practical implications

The pedagogical uses of ICT identified as adding value could benefit teachers in other contexts.

Originality/value

Rich data from multiple design contexts are collected and analysed over time through DBR. The paper contributes new knowledge about the process of pedagogical reasoning and its relation to teachers’ reframing of practice. The paper also contributes to TPACK theory development.

Details

The International Journal of Information and Learning Technology, vol. 35 no. 2
Type: Research Article
ISSN: 2056-4880

Keywords

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Article
Publication date: 6 June 2016

Göran Fransson

– The purpose of this paper is to report on a research project concerning a web-based (online) course for mentors of newly qualified teachers (NQTs).

652

Abstract

Purpose

The purpose of this paper is to report on a research project concerning a web-based (online) course for mentors of newly qualified teachers (NQTs).

Design/methodology/approach

A mixed-method approach with questionnaires and interviews was used to collect the data.

Findings

Positive attitudes towards online education were discerned and initial concerns about the use of technical tools were dissipated during the course. It was found that the mentoring-related content of the online course could be mediated. The most significant difference in the participants’ meaning making and ability to “connect theory and practice” with “concrete knowledge” was between those with experience of mentorship before or during the course and those without.

Research limitations/implications

The study focuses on one cohort of mentor participants (n=18) attending one mentor education course.

Practical implications

The paper contributes to the value of online education for mentors of NQTs and includes some practical recommendations for mentor education providers.

Originality/value

This paper reports on an under-researched area. Research on professional development programmes for mentors in general is limited, and even more so when it comes to online education for mentors.

Details

International Journal of Mentoring and Coaching in Education, vol. 5 no. 2
Type: Research Article
ISSN: 2046-6854

Keywords

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Article
Publication date: 25 November 2013

Göran Fransson and Sarah K. McMahan

The purpose of this paper is to expand the conversation about mentoring and policy and provides a detailed analysis of empirical research on mentoring polices in education, with a…

1201

Abstract

Purpose

The purpose of this paper is to expand the conversation about mentoring and policy and provides a detailed analysis of empirical research on mentoring polices in education, with a focus on adult mentoring in primary and secondary schools.

Design/methodology/approach

Articles in peer-reviewed journals were examined using a systematic content analysis. In total, 405 abstracts/articles were reviewed, and 37 articles were subjected to an in-depth analysis.

Findings

Although very few articles dealt specifically with mentoring policy in any substantial way, a major finding that emerged was that to be effective, policy development should include not only the stakeholders who have the power to create it, but also those who must implement it.

Research limitations/implications

Although the authors acknowledge that the systematic search process may not have captured all the relevant articles, and that other books or resources on this topic might not have been accessed in the search process, serious research on the topic of mentoring policy and its implications for primary and secondary school contexts nevertheless seems to be limited.

Practical implications

The findings have implications for practice and future research, and point towards the need for a comprehensive research agenda on this topic.

Originality/value

The paper has value for the directions of future research.

Details

International Journal of Mentoring and Coaching in Education, vol. 2 no. 3
Type: Research Article
ISSN: 2046-6854

Keywords

Available. Content available
Article
Publication date: 5 December 2016

Andrew J. Hobson, Linda J. Searby, Lorraine Harrison and Pam Firth

496

Abstract

Details

International Journal of Mentoring and Coaching in Education, vol. 5 no. 4
Type: Research Article
ISSN: 2046-6854

Available. Content available
Article
Publication date: 4 December 2017

Andrew J. Hobson and Linda J. Searby

842

Abstract

Details

International Journal of Mentoring and Coaching in Education, vol. 6 no. 4
Type: Research Article
ISSN: 2046-6854

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Article
Publication date: 30 January 2007

Christer Thörnqvist

This paper aims to provide an overview of changes in the context of the Swedish public sector.

1866

Abstract

Purpose

This paper aims to provide an overview of changes in the context of the Swedish public sector.

Design/methodology/approach

It reviews the main literature on the topic and relevant policy texts.

Findings

In short, even though the last decade and a half has been a most turbulent period in the history of the Swedish public sector, with its peak in two great strikes, the framework has remained substantially intact. Swedish path dependency has been so strong that the system has largely survived; it has moved towards “organized decentralization”, but it has not dissolved. It is probable that the end of that move has not yet been seen; the Swedish system is still transforming.

Research limitations/implications

It is a general overview of key developments.

Practical implications

It is relevant for a discussion of the general trends and dynamic of public sector industrial relations in Sweden.

Originality/value

This article manages to take an overview and point to the uncertain development of a new market approach.

Details

International Journal of Public Sector Management, vol. 20 no. 1
Type: Research Article
ISSN: 0951-3558

Keywords

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