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Franzén, Karin
Alternative names
Publications (10 of 24) Show all publications
Franzén, K. & Hjalmarsson, M. (2018). At your service 24/7: Preschool managers on their tasks and daily work. Early years, 1-13
Open this publication in new window or tab >>At your service 24/7: Preschool managers on their tasks and daily work
2018 (English)In: Early years, ISSN 0957-5146, E-ISSN 1472-4421, p. 1-13Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article focuses on Swedish preschool managers’ views of their tasks and daily work: activities, conditions, challenges and ideas on leadership. Five preschool managers were asked to write diary notes during a couple of weeks at work. Through the analysis process, we were inspired by Yukl’s hierarchical behaviour taxonomy. The taxonomy divides leadership behaviours into four parts, task-oriented, relations-oriented, change-oriented and external. The taxonomy was used in terms of positions the managers navigate between, rather than considering them as being bearers of certain behaviours. Data indicate that these preschool managers mainly use the task-oriented and the relation-oriented position. We noticed that they also activate positions oriented to change and external contacts and network building, but to a significantly lesser extent. They solve all kind of problems and many of their stories are about how they strive to meet the needs of children, parents and staff.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
daily work, diaries, Preschool managers, tasks
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-72341 (URN)10.1080/09575146.2018.1478392 (DOI)2-s2.0-85048810865 (Scopus ID)
Available from: 2019-06-07 Created: 2019-06-07 Last updated: 2019-06-07
Franzén, K. (2017). Being a tour guide or travelcompanion on the children’s knowledge journey. In: Jane Murray (Ed.), Early childhood pedagogies: Creating spaces for young children to flourish. Oxford: Routledge
Open this publication in new window or tab >>Being a tour guide or travelcompanion on the children’s knowledge journey
2017 (English)In: Early childhood pedagogies: Creating spaces for young children to flourish / [ed] Jane Murray, Oxford: Routledge, 2017Chapter in book (Refereed)
Place, publisher, year, edition, pages
Oxford: Routledge, 2017
National Category
Social Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-63035 (URN)9781138202597 (ISBN)
Available from: 2017-09-11 Created: 2017-09-11 Last updated: 2019-06-17Bibliographically approved
Franzen, K. (2015). Being a tour guide or travel companion on the children's knowledge journey. Early Child Development and Care, 185(11-12), 1928-1943
Open this publication in new window or tab >>Being a tour guide or travel companion on the children's knowledge journey
2015 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 185, no 11-12, p. 1928-1943Article, review/survey (Refereed) Published
Abstract [en]

The purpose is to discuss two competing theories of learning in preschool based on preschool teachers' views of knowledge and learning. The focus is mathematical learning but the discussion is applicable to all early childhood learning contexts. Preschool teachers' views on children's learning and development is important for the pedagogy they use and affects how they structure everyday life in the preschool and could lead to consequences for toddlers' knowledge development. In Swedish research on learning, we can identify two dominant, competing perspectives, one based on a predetermined linear course that can be understood as adults defining what is important for children to learn, and a multidimensional perspective, starting with children's knowledge - what they already know and express with spoken or unspoken language. I advocate the broader view of learning since the linear view gives children little opportunity to influence what is to be learned and in what way. Children's initiatives are overlooked in favour of teachers' perceptions of what is important to learn.

Keywords
preschool, learning, mathematics, teacher's pedagogy
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-40723 (URN)10.1080/03004430.2015.1028401 (DOI)000365241400014 ()
Available from: 2016-02-26 Created: 2016-02-26 Last updated: 2017-11-30Bibliographically approved
Franzén, K. (2015). Under threes' mathematical learning. European Early Childhood Education Research Journal, 23(1), 43-54
Open this publication in new window or tab >>Under threes' mathematical learning
2015 (English)In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 23, no 1, p. 43-54Article in journal (Refereed) Published
Abstract [en]

The article focuses on mathematics for toddlers in preschool, with the aim of challenging a strong learning discourse that mainly focuses on cognitive learning. By devoting more attention to other perspectives on learning, the hope is to better promote children's early mathematical development. Sweden is one of few countries to have a curriculum for preschool, which includes a provision of promoting children's mathematical learning. What then might mathematics be to these young children? The article is based on a pilot study in which 13 one- to three-year-old preschool children were observed in play situations. The results show that children often use their bodies as a tool for understanding mathematical concepts. These results are interesting as the body has been virtually invisible in previous research on toddlers and mathematics. The results have been analysed with inspiration from theories that open up for new ways of understanding the learning subject.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2015
Keywords
preschool, toddlers, mathematics, children's perspective, bodily learning
National Category
Social Sciences
Identifiers
urn:nbn:se:kau:diva-30476 (URN)10.1080/1350293X.2014.970855 (DOI)000349684200004 ()
Available from: 2013-11-30 Created: 2013-11-30 Last updated: 2017-12-06Bibliographically approved
Löfdahl, A., Hjalmarsson, M. & Franzén, K. (2014). De yngsta barnen - exemplet matematik. In: Löfdahl, A., Hjalmarsson, M. & Franzén, K. (Ed.), Förskollärarens metod och vetenskapsteori: (pp. 58-68). Liber
Open this publication in new window or tab >>De yngsta barnen - exemplet matematik
2014 (Swedish)In: Förskollärarens metod och vetenskapsteori / [ed] Löfdahl, A., Hjalmarsson, M. & Franzén, K., Liber, 2014, p. 58-68Chapter in book (Other academic)
Place, publisher, year, edition, pages
Liber, 2014
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-30261 (URN)9789147106585 (ISBN)
Available from: 2013-11-26 Created: 2013-11-26 Last updated: 2017-09-11Bibliographically approved
Löfdahl, A., Hjalmarsson, M. & Franzén, K. (Eds.). (2014). Förskollärarens metod och vetenskapsteori (1ed.). Stockholm: Liber
Open this publication in new window or tab >>Förskollärarens metod och vetenskapsteori
2014 (Swedish)Collection (editor) (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: Liber, 2014. p. 188 Edition: 1
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-30250 (URN)9789147106585 (ISBN)
Available from: 2013-11-26 Created: 2013-11-26 Last updated: 2014-12-09Bibliographically approved
Franzén, K. (2014). Under-threes' mathematical learning - teachers’ perspectives. Early years, 34(3), 241-254
Open this publication in new window or tab >>Under-threes' mathematical learning - teachers’ perspectives
2014 (English)In: Early years, ISSN 0957-5146, E-ISSN 1472-4421, Vol. 34, no 3, p. 241-254Article in journal (Refereed) Published
Abstract [en]

This project highlights preschool teachers' views of toddlers' learning in mathematics. The Swedish national curriculum covers even the youngest children who are 1–3 years old. Interesting questions are thus: what should mathematics be for this age group and how should preschool teachers work with maths to achieve the curriculum objectives? Data were collected through interviews with six preschool teachers working in four different preschools. The data show that the teachers emphasize the body as very important for the learning process, which means that for these children, it is not a matter of simply talking about mathematical concepts, but experiencing them bodily. The teachers also report that they now pay more attention than previously to what material the children use and how they interact with it. They are more aware of how they organize and offer the various materials in the preschool and how this influences the way children use them and, consequently, their learning processes.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2014
Keywords
toddlers; preschool; Sweden; mathematical learning; teacher’s perspective
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-46840 (URN)10.1080/09575146.2014.898615 (DOI)
Available from: 2016-10-14 Created: 2016-10-14 Last updated: 2019-06-17Bibliographically approved
Franzén, K. (2013). Toddlers' mathematics - teachers view. In: : . Paper presented at Eeuropean Early Childhood Education Research Association Tallin Estonia 28-31 augusti.
Open this publication in new window or tab >>Toddlers' mathematics - teachers view
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Social Sciences Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-30478 (URN)
Conference
Eeuropean Early Childhood Education Research Association Tallin Estonia 28-31 augusti
Available from: 2013-11-30 Created: 2013-11-30 Last updated: 2013-12-17Bibliographically approved
Franzén, K. (2012). Skolledarskap och kön på 2000-talet. Betydelsebärande motstånd möterförändring. Karlstads pedagogiska tidskrift, 8(1), 7-28
Open this publication in new window or tab >>Skolledarskap och kön på 2000-talet. Betydelsebärande motstånd möterförändring
2012 (Swedish)In: Karlstads pedagogiska tidskrift, ISSN 1653-4743, Vol. 8, no 1, p. 7-28Article in journal (Other academic) Published
Abstract [sv]

Syftet med den här artikeln är att presentera och diskutera delar av datamaterial från ett forskningsprojekt med fokus på skolledarskap och kön. Studiens syfte är att undersöka den diskursiva konstruktionen av svenskt skolledarskap i ett könsperspektiv. I studien deltog fyra manliga och fyra kvinnliga skolledare samt nio kvinnliga och sju manliga lärare i svensk grundskola. Resultatet visade att när skolledare och lärare talar om betydelser inbäddade i begreppet skolledarskap har tre huvudsakliga subjektspositioner identifierats: supporter, chef och pedagogisk ledare. I en stor del av både skolledares och lärares tal positioneras skolledaren som supporter med innebörderna lyhördhet och tillgänglighet är dominerande. Jag har därför valt att diskutera innebörder och konsekvenser av supporterpositionen i den här artikeln. Studien visar inga betydande skillnader i de skolledande kvinnornas och männens konstruktioner av positionen supporter. Med andra ord verkar könsstereotyper inte vara styrande för deras tal. Däremot visar resultatet att könsdiskurser aktiveras i lärarnas konstruktion. Stereotypa föreställningar om hur kvinnor och män förväntas vara som ledare kommer till uttryck i lärarnas tal. Diskussionen reflekterar kring supporterpositionens dominerande ställning samt konsekvenser för ledarskapet. Vidare lyfts könsdiskursers betydelse för skolledarskapets utövande. 

Place, publisher, year, edition, pages
Karlstad: , 2012
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-16227 (URN)
Available from: 2013-01-17 Created: 2012-12-20 Last updated: 2015-12-04Bibliographically approved
Franzén, K. (2012). Swedish school leaders' and teachers' constructions of school leadership from a gender perspective. Journal of Educational Leadership, Policy and Practice, 27(1), 46-55
Open this publication in new window or tab >>Swedish school leaders' and teachers' constructions of school leadership from a gender perspective
2012 (English)In: Journal of Educational Leadership, Policy and Practice, ISSN 1178-8690, Vol. 27, no 1, p. 46-55Article in journal (Refereed) Published
Abstract [en]

The aim of this paper is to describe what meanings leaders and teachers attach to the concept of school leadership and to problematise these meanings from the perspective of gender. Four female and four male school leaders and nine female and seven male teachers representing eight primary and secondary schools were interviewed. Discourse analysis was used as an analytic tool. The school leaders' and teachers' talk about school leadership emerges in a dominant position: the supporter position. Characteristic meanings embedded in this position are sensitivity to people and personal accessibility at all times. Both male and female school leaders construct themselves as supportive leaders in rather similar ways. However, gender discourses seem to affect the way teachers construct school leadership, as male leaders who act as supporters are sometimes positioned as deviant. The supporter position is the most activated position for both the school leaders and the teachers. The school leaders' use of the position in similar ways indicates that the boundary between 'male' and 'female' school leadership is fluid. This result strengthens a theoretical perspective where school leadership and gender are seen as a social construction.

Place, publisher, year, edition, pages
Hamilton, New Zealand: New Zealand Educational Administration & Leadership Society, 2012
Keywords
Educational leadership; Discourse analysis; Gender identity in education;
National Category
Social Sciences Pedagogical Work Gender Studies
Identifiers
urn:nbn:se:kau:diva-12225 (URN)
Available from: 2012-03-14 Created: 2012-03-14 Last updated: 2018-07-18Bibliographically approved
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