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Publications (10 of 148) Show all publications
Löfdahl, A. & Bergh, A. (2024). Preschool Rebellion Groups on Facebook – an analysis of ethical and juridical dilemmas. In: : . Paper presented at NERA conference, Malmö. 6-8 March, 2024..
Open this publication in new window or tab >>Preschool Rebellion Groups on Facebook – an analysis of ethical and juridical dilemmas
2024 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-99743 (URN)
Conference
NERA conference, Malmö. 6-8 March, 2024.
Available from: 2024-05-22 Created: 2024-05-22 Last updated: 2024-06-17Bibliographically approved
Löfdahl, A., Ribaeus, K., Enochsson, A.-B. & Hildén, E. (2023). Att förstå handlingsberedskap i förskollärarutbildningen. In: Åsa Olsson; Karin Bengtsson (Ed.), I väntan på inkludering: Vänbok till Kerstin Göransson (pp. 69-83). Karlstads universitet
Open this publication in new window or tab >>Att förstå handlingsberedskap i förskollärarutbildningen
2023 (Swedish)In: I väntan på inkludering: Vänbok till Kerstin Göransson / [ed] Åsa Olsson; Karin Bengtsson, Karlstads universitet, 2023, p. 69-83Chapter in book (Other academic)
Place, publisher, year, edition, pages
Karlstads universitet, 2023
Series
Karlstad University Studies, ISSN 1403-8099 ; 2023:21
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-96120 (URN)978-91-7867-386-5 (ISBN)978-91-7867-387-2 (ISBN)
Projects
UBB
Available from: 2023-07-17 Created: 2023-07-17 Last updated: 2023-08-09Bibliographically approved
Löfdahl, A. & Löfgren, H. (2023). Narratives of Teachers and Teacher Unions in Swedish Facebook Rebellion Groups. Professions & Professionalism, 12(3)
Open this publication in new window or tab >>Narratives of Teachers and Teacher Unions in Swedish Facebook Rebellion Groups
2023 (English)In: Professions & Professionalism, E-ISSN 1893-1049, Vol. 12, no 3Article in journal (Refereed) Published
Abstract [en]

This study examines narratives about the teaching profession and teacher unions that Swedish teachers jointly produce in two teachers’ rebellion groups on Facebook, which is followed by a total of around 20,000 teachers. A sample of 33 posts and 2,445 comments were analysed using a narrative approach. The findings highlight narratives in which teachers wish to return to “the good old days”, struggle with everyday frustrations, call for a strike as an immediate solution, and describe hypothetical futures presenting the opportunity for proactive action and call teacher unions to dialogue rather than wait for them to satisfy the teachers’ demands.

Place, publisher, year, edition, pages
Nordic network of researchers in the study of professions (NORDPRO), 2023
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-99742 (URN)10.7577/pp.5224 (DOI)2-s2.0-85164400761 (Scopus ID)
Available from: 2024-05-22 Created: 2024-05-22 Last updated: 2024-05-30Bibliographically approved
Ribaeus, K. & Löfdahl, A. (2023). Preschool teacher education for public good?: teacher educators’ perspectives. In: : . Paper presented at Teacher Education Policy in Europe (TEPE) 2023, Karlstad University, Sweden, 8-10 May 2023..
Open this publication in new window or tab >>Preschool teacher education for public good?: teacher educators’ perspectives
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The teacher education is often described as being in a performative and standard-based system. Being a teacher educator in this system is a complex task. Teacher educators have to deal with internal demands from students, colleagues and leaders and external demands from state authorities when shaping the education programme in which they teach. This presentation focuses on teacher educators in a Swedish preschool teacher education and aims to explore how commitment to and demands, inside and outside the higher education system, are handled and reflected upon. Results from interviews with teacher educators show among other, efforts to overcome less desirable traditions and how colleagues contribute to tensions but also are perceived as supportive colleagues to learn from. The combined results show how the teacher educators are part of webs of commitments. These webs are regarded as related fields and threads dependent on each other rather than separate parts, making the web/teacher education programme fragile. If any part breaks, the whole programme will be damaged. The discussion relates to how to overcome traditions and making actors in the programme shape a future-directed education together. We argue a need to provide possible tools to make use of deliberation and dialogue, to prepare future preschool teachers as well as the teacher education for public good. 

National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-98154 (URN)
Conference
Teacher Education Policy in Europe (TEPE) 2023, Karlstad University, Sweden, 8-10 May 2023.
Available from: 2024-01-24 Created: 2024-01-24 Last updated: 2024-02-07Bibliographically approved
Löfdahl, A., Ribaeus, K., Enochsson, A.-B. & Hildén, E. (2023). Promoting preschool student teachers’ democratic agency. In: : . Paper presented at TEPE 2023, Karlstad,8-10 May 2023.
Open this publication in new window or tab >>Promoting preschool student teachers’ democratic agency
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

These results derive from a project on preschool student teachers’ professional development. The basic idea was that issues of democracy – discussed and talked about in different forms and contexts – are vital to become part of teachers’ agency. Thus, the project aimed to explore how the student teachers developed democratic agency during their teacher education.

Theoretically, the project was grounded in an understanding of teacher agency, in which experiences, different contextual aspects as well as temporal dimensions are taken into account. For 7 semesters, a group of 10-20 preschool student teachers in Sweden participated voluntarily in the project throughout their entire teacher education. Our method was to gather regularly in conversations with the students in ‘horizontal networks’. These worked as arenas for the students to challenge their thoughts on democracy and values without being graded for their developing opinions. We were four researchers that, in about 70 occasions, met with the students in such conversations about their future profession. Our roles were to take part of reflections on issues of democracy and teaching profession.

Our main results show that the students developed democratic agency though active participating in horizontal networks. The students themselves were able to describe the value of participating and how they perceived their democratic agency to be more developed compared to non-participating fellow students. The students in focus were able to reflect on issues of democracy in society, how they possibly could act differently in situations with children, colleagues and other actors in the preschool, issues that in previous research have been found to be difficult.

The results demonstrate a need to clearly focus on issues of democracy in the teacher education in order to develop future teachers’ democratic agency, which doubtless has become even more necessary in the present democratically troublesome times.

Keywords
Teacher agency, democracy and fundamental values, preschool teacher education, horizontal networks
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-97961 (URN)
Conference
TEPE 2023, Karlstad,8-10 May 2023
Available from: 2024-01-09 Created: 2024-01-09 Last updated: 2024-01-25Bibliographically approved
Hildén, E. & Löfdahl Hultman, A. (2023). Responsible leadership in preschool  -towards a new theoretical understanding. In: : . Paper presented at NERA Conference 2023, 15-17 March, Oslo.
Open this publication in new window or tab >>Responsible leadership in preschool  -towards a new theoretical understanding
2023 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Research topic/aim: In this presentation, we focus on leadership between colleagues in the working team as well as preschool teachers’ responsibility for teaching in relation to the working team. This can be understood as ‘leadership within the preschool teaching activities’ (Jensen, 2022) The aim is to develop a theoretical understanding of leadership in preschool that takes previous experiences from preschool practice as well as from the teachers into account when arranging teaching activities and planning for the future. 

Theoretical framework: The theoretical framework consists of an ecological approach of Teacher Agency (Priestley, Biesta & Robinson, 2015) in which experiences are central and where cultural, structural and material aspects are considered vital when acting and achieving leadership in preschool.  

Methodology/research design: Through an action research project, preschool teachers will act, document and further discuss leadership activities in preschool with researchers. Insights from such discussions will - through recurring processes - be brought back to practice and enacted in new leadership activities. 

Expected findings: We expect the results to contribute a new understanding of leadership – a responsible leadership, which takes the context, history and temporality into account. Thereby, knowledge about how to enact a responsible leadership can both take advantage of the preschool’s own traditions and experiences and look ahead towards a teaching based on proven experiences and scientific basis.

Relevance to Nordic educational research: The topic is relevant to all Nordic countries as leadership in preschool are relevant and similar within the Nordic education (and other school forms where teachers are expected to shared leadership)

References

Jensen, M. (2022). Ledarskap mitt i verksamheten: Att leda kollegor i förskola, skola och fritidshem. [ Leadership within the teaching activities, in prescjool, school and leisure time centres]. Gleerups

Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher agency: An ecological approach. Bloombury Academic.

National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-94236 (URN)
Conference
NERA Conference 2023, 15-17 March, Oslo
Available from: 2023-04-12 Created: 2023-04-12 Last updated: 2023-04-20Bibliographically approved
Löfdahl, A., Bergh, A., Lennartsdotter, M. & Löfgren, H. (2023). Swedish teachers' and school leaders' rebellion groups on Facebook- collective formations and administrators as gatekeepers. Education Inquiry, 14(3), 352-366
Open this publication in new window or tab >>Swedish teachers' and school leaders' rebellion groups on Facebook- collective formations and administrators as gatekeepers
2023 (English)In: Education Inquiry, E-ISSN 2000-4508, Vol. 14, no 3, p. 352-366Article in journal (Refereed) Published
Abstract [en]

This article explores Swedish teachers' and school leaders' Facebook rebellion groups as a medium where professional needs and actions can be formulated. Data consist of interviews with administrators representing the rebellion groups. Based on a theoretical perspective of teacher agency we searched for experiences and visions related to contextual aspects expressed in the groups. The results indicate a common experience of lacking resources among the groups. Through a well-balanced agency, they search for support among politicians in their striving to improve working conditions. However, the groups might develop different conditions for participating due to the formation of group-specific conversational climate about what is desirable and possible to post and discuss. Discussions on work-related issues might certainly be affected and the rebellion groups might contribute to preserve the specificity of each level in the school system. A split in the teachers' rebellion group indicates virtual relationships between professionals are easy to give up in favour of new formations, making the virtual groups vulnerable. The results raise the question about changing cultural aspects and what it means to be a professional teacher/school leader. Will teacher agency in the future be dependent on participation in such social media groups?

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
Teacher agency, Facebook rebellion groups, gatekeepers, teachers, school leaders
National Category
Pedagogy
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-88058 (URN)10.1080/20004508.2021.2022583 (DOI)000738463300001 ()2-s2.0-85122251096 (Scopus ID)
Available from: 2022-01-13 Created: 2022-01-13 Last updated: 2023-12-11Bibliographically approved
Hildén, E. & Löfdahl, A. (2023). Teachers’ leadership: Towards responsible professionalism and a new theoretical understanding. In: : . Paper presented at ECER European Conference on Educational Research, Glasgow, 22-25 August 2023.
Open this publication in new window or tab >>Teachers’ leadership: Towards responsible professionalism and a new theoretical understanding
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Recently, educational practices in many countries has undergone policy changes (Hardy et al., 2019), which highlights the need for developing pedagogical skills in leadership. One of the main policy changes deals with teachers’ leadership, both leadership in the classroom as well as collegial leadership. Previous research within the field of leadership in education has hitherto mostly focused on formal leadership and the role of principals as well as primary and secondary school teachers’ leadership (Håkansson & Sundberg, 2018). However, there is a lack of research focusing on teachers’ leadership in the ECE.  

The current focus on teachers’ leadership in ECE seems to be an international phenomenon (Zulkifly et al., 2020). The Nordic council of ministers stress teachers’ competence, ‘an increased demand on pedagogical skills in leadership to lead and develop education in the ECEC’ (Hännikäinen & Lipponen, 2017, p. 27). In the Nordic countries, ECE teachers are responsible for teaching, which means leading other professional categories (childminders) and taking responsibility for pedagogical decisions. In Sweden, teaching must be conducted under the guidance of the ECE teacher (Education Act). Leadership tasks have proven to be problematic as the historical organization of the ECE holds horizontal distribution of tasks with ‘anyone can do anything’, continue to be of great importance (Catucci, 2021; Hildén, 2021; Olsson et al., 2020; Vallberg Roth, 2020). Overall, there seems to be a lack of theoretical concepts that can clarify and guide ECE teachers in the new task of enacting leadership when guiding childminders in teaching.

The aim of this presentation is to explore ECE teachers’ professionalism and ability to achieve agency related to leadership. In order to describe, understand and discuss ECE teachers’ leadership, we use two related theoretical concepts that are both anchored in pragmatism. We believe that how leadership is enacted, relates to different kind of professional logics prevailing in the specific ECE context. We rely on the concept of teacher professionalism according to Solbrekke and Englund (2011), which in our study means the pedagogical quality of how ECE teachers enact their leadership (how) and with what content (what). 

Our research questions guiding the analysis are

·      What professional logics appear when ECE teachers are guiding childminders in teaching? and 

·      How does these different professional logics affect teachers’ agency when guiding childminders in teaching?

The analysis was conducted within the theoretical framework of professionalism as responsible or accountable (Solbrekke & Englund, 2011). Professional responsibility emphasizes an autonomous teacher who can act in the present and assess a situation based on their competence, who trusts their colleagues and can act proactively. On the other hand, an accountability professionalism, where adherence to guidelines and standardized norms for teaching, controlling and allowing predefined assessment criteria to determine what is considered to be teaching of good quality. Within this professionalism, the teacher acts reactively in relation to decisions made by employers and politicians. 

To further interpret and describe ECE teachers’ leadership, we have based our analysis on theories of teacher agency (TA) (Priestley et al., 2015). TA can be described as an ecological approach with temporal dimensions of past, present and future, in which experiences are central and where cultural, structural and material aspects are considered vital when enacting leadership in the ECE setting.  

Method

The data consists of short written descriptions collected from 18 ECE teachers and 3 childminders. All of them work at three schools under the leadership of the same principal, whose approach consists of specifically arranged learning environments. In addition, all schools work with pedagogical documentation as a procedural approach to plan, analyse and follow up teaching. Relevant ethical guidelines have been followed.

These 21 research participants make up just over half of those who were asked to, via e-mail, provide us with a description based on the following question:

·      What do you think about the phrase "teaching under the guidance of ECE teachers"? How is it done today? What experiences do you have of leading and of being led?

Altogether, the texts comprises of a total amount of 5108 words. The analysis have been conducted through several steps. As a first step, we have searched for words and concepts connected to ECE teachers’ leadership, both when it comes to leading as well as to be led. As a second step, we have interpreted the described leadership actions in terms of professionalism as professional responsibility or accountability (Solbrekke & Englund, 2011). 

Finally, the results of the different professional logics have been related to the theory of teacher agency (Priestley et al., 2015). We have looked for specific experiences in the descriptions of leadership and to what extent we could distinguish visions and ideals of future leadership. Above all, the cultural aspects in terms of tradition within the school’s way of organizing leadership and teaching activities have been our analytical tool. 

Results

In the descriptions of ECE teachers’ leadership over the teaching of childminders, four central concepts emerge: Children, collegiality, learning environment, and documentation. These four concepts have been taken into account in the analysis of the professional logics that data has generated.

The results of ECE teachers’ professional logics are described as three fields of tension around ECE teachers’ leadership while guiding the childminders in teaching. These relate to the professional mandate and the predetermined governance, trust and control, and proactive and reactive actions of ECE teachers. Children and collegiality appear to be more strongly linked to professional responsibility, while the learning environment and documentation are more strongly linked to accountability. 

ECE teachers’ agency, which is built up from both experiences and visions, is made visible in the dimension of the present in what they themselves describe as learning environments. Agency in this dimension is based on experiences and visions of children’s development and learning. However, ECE teachers’ agency when guiding the childminders in teaching is almost non-existent as their own experiences are based on collegiality and trust, which is reinforced by the cultural resources in the form of historical and traditional organization in work teams where anyone can do anything. It prevents ECE teachers from actively guiding childminders in the teaching and documenting processes, as stressed in the governing documents (structural resource). The cultural and structural resources counteract each other and in this way prevent ECE teachers from acquiring agency regarding leadership. Finally, in this presentation, we will present and discuss a theoretical model holding aspects of a responsible leadership that will help and guide ECE teachers in their new task of enacting leadership when guiding childminders in teaching.

National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-98662 (URN)
Conference
ECER European Conference on Educational Research, Glasgow, 22-25 August 2023
Available from: 2024-02-23 Created: 2024-02-23 Last updated: 2024-03-21Bibliographically approved
Hildén, E., Löfdahl Hultman, A. & Ribaeus, K. (2023). Teaching as a new mission: Swedish preschool teachers' collegial discussions. Early years, 43(1)
Open this publication in new window or tab >>Teaching as a new mission: Swedish preschool teachers' collegial discussions
2023 (English)In: Early years, ISSN 0957-5146, E-ISSN 1472-4421, Vol. 43, no 1Article in journal (Refereed) Published
Abstract [en]

This article explores how preschool teachers, over time, collectively manage teaching as a new part of their mission. The study’s empirical data consist of two related but temporally separated sets of data containing collegial discussions among preschool teachers; talks during a development process and group interviews with the same preschool teachers six months later. Through a theorydriven analysis, using the theoretical concept of teacher agency, different ways of achieving teacher agency are brought into light. When tensions appear, the preschool teachers achieve teacher agency by using professional core values in order to make adjustments, additions or changes to school policy. These professional core values consist of for example, sensitivity to the interests and needs of children, the ambition to perform a pedagogical practice for the greater good of children and the professional tradition of preschool teachers and child minders working together in teams.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
preschool teachers, teaching, teacher agency, collegial discussions
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-83501 (URN)10.1080/09575146.2021.1880374 (DOI)000616571200001 ()2-s2.0-85101025596 (Scopus ID)
Available from: 2021-03-19 Created: 2021-03-19 Last updated: 2023-04-12Bibliographically approved
Löfdahl, A. & Bergh, A. (2023). What happened to the glowing activism in the Swedish School Rebellion on Facebook?. In: : . Paper presented at NERA, 15-17 mars 2023, Oslo.
Open this publication in new window or tab >>What happened to the glowing activism in the Swedish School Rebellion on Facebook?
2023 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

This presentation focus on Swedish teacher’s School rebellion on Facebook, a group whose conversations early in the spring of 2021 were filled with enthusiasm and glowing activism. In about 650 post every month, teachers vividly discussed how to improve the Swedish school and the working conditions for teachers. However, in the following year there was a sharp decrease in the number and type of posts in the group. To understand the changes of the group discussions, the aim of this paper is to study what content is given presence in the posts and to analyse to what extent this is deliberated on between the teachers.

Our theoretical perspective is inspired from research on deliberative communication, where analyses of arguments, stances and concretizations are made (Englund, 2006).  We are particularly interested in how different perspectives in the posts and comments are received and if there is space for tolerance and respect for different viewpoints. 

We have followed the activities (posts, comments and likes) in the rebellion group from March 2021 and intensively for ten weeks, then occasionally until March 2022. As the posts rapidly decreased, we searched among the about 100 posts made by the administrators, from which we selected ten for further analyses. Repeatedly during the year, the administrators tried to initiate and stimulate discussions, by asking for advice on how the group should act, what focus the members wanted the group to have or by challenging the members to react on or think about specific issues. Thereby, we direct a specific focus at the administrators’ roles to create a conversation climate that support the group’s ambitions.

We found that the administrators, besides asking the teachers to present topics of interest, to initiate several different issues to discuss in the group. When we analysed the conversations in the light of the concept of deliberation, we found in some posts no deliberative approach at all, in other posts a pre-deliberative approach and in some posts even a counter-deliberative approach to appear. From these findings, we discuss the administrators’ roles in keeping the spirit and glowing activism alive. The specific Facebook forum for these conversations is discussed in terms of online deliberation and specific limitations and possibilities. 

When it concerns the question of content, it is naturally so that the content is important for the discussion to be liked and commented on by the teachers in the group. However when the conversation does not have a clear agenda, when discussions are not followed up by the administrators, who started the thread - or even when the admin takes over and hijacks the discussion - the interest becomes less among the members and the glowing activism seems to fade out. 

The topic is of high relevance to the Nordic educational research as similar online forum show up in all Nordic countries, discussing issues of relevance for schools’ and teachers’ work. 

 

Englund, T. (2006). Deliberative communication. A pragmatist proposal. Journal of Curriculum Studies 38(5), 503–520. 

 

National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-94235 (URN)
Conference
NERA, 15-17 mars 2023, Oslo
Projects
The teachers and their profession in a virtual and expanding staff room– social media as a site for a new professional narrative
Funder
Swedish Research Council, 2020-03144
Available from: 2023-04-12 Created: 2023-04-12 Last updated: 2023-04-18Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-8510-5546

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