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  • 1.
    Bergh, Andreas
    et al.
    a School of Humanities, Education and Social Sciences, Örebro University, Örebro, Sweden.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Englund, Tomas
    a School of Humanities, Education and Social Sciences, Örebro University, Örebro, Sweden.
    Local enactment of the Swedish ‘advanced teacher reform’2018In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, no 3, p. 326-341Article in journal (Refereed)
    Abstract [en]

    This article focuses on a new form of governing that targets a selected group of teachers. Specifically, it analyses how the Swedish so-called advanced teacher reform is enacted at the local level and discusses its implications for teachers’ professionalism. The methodological approach enables a local analysis in a broader international policy context. Using characteristic elements from curriculum theory to analyse the relationship between different levels and elaborating on the linguistic turn of curriculum theory, three concepts are central in the analysis: enactment, linguistic criteria and professionalism. Empirically, the study draws on material from a two-year application process in a medium-sized municipality. The result demonstrates that the local enactment process is clearly influenced by transnational policy trends and that less allowance is made for teachers’ own experience-based knowledge in the second studied year. The linguistic analysis shows how the applicants using the ‘right concepts’ were selected to become ‘advanced teachers’. As complex and qualitative aspects disappeared from the agenda, this type of governing, with its standardized use of language, may reduce schools’ educational potential. Changes like this raise new questions about how schools can maintain and develop democratic and professional values whilst being exposed to new policy trends.

    Download full text (pdf)
    fulltext
  • 2. Berginge, S.
    et al.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    På väg mot en homogeniserad förskola? - förskolors presentationer på Internet2008In: Karlstads universitet Pedagogiska Tidskrift (KAPET)Article in journal (Other academic)
  • 3. Berginge, S.
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    The performative pre-school - presentations on the web2008Conference paper (Refereed)
  • 4. Blossing, U.
    et al.
    Lindvall, K.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Den nya lärarutbildningen: uppföljning av den första terminen2002Report (Other academic)
  • 5.
    Enochsson, Ann-Britt
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Incongruence in Ethical and Methodological Issues in Research Concerning Children's Perspective2003Conference paper (Refereed)
    Abstract [en]

    Abstract

    Experiences from two doctoral dissertations where childrens perspective has been focused have shown that ethical as well as methodological issues have to be highlighted. Interview studies and ethnographical studies often take up the perspective of the researcher or other adults to obtain as valid results as possible. The authors would like to extend the problem to include also what it means to the children in preschool and school to participate in a scientific study, and put focus on ethical aspects which can arise when chil-dren and researchers meet.

  • 6.
    Enochsson, Ann-Britt
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Löfdahl Hultman, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Ethical issues in child research: Caution of ethical drift2019In: Challenging Democracy in Early Childhood Education: Engagement in changing global contexts / [ed] Margrain, Valerie & Löfdahl Hultman, Annica, Singapore: Springer, 2019, p. 27-39Chapter in book (Refereed)
    Abstract [en]

    The background for this study is the last decades emphasised ethical considerations in child research. We have found ethics to be more and more acknowledged and regulations to be strengthened. Based on this, the aim of the study is to review the ethical issues in child research to find out how ethical considerations are dealt with in this respect. Four important journals, representing three important editors were selected. Through reading 707 abstracts from volumes 2016 and 2017, empirical studies focusing on children under the age of 8 were found in 95 articles and were further analysed regarding ethical issues. The result shows that regardless of requirements in journal guidelines, about one third of the articles lack any ethical reflection. Further, it is also shown that just over half of the articles merely stated compliance with regulations and standards, and just a few of articles presented a deeper reflection on the ethical considerations including occurring dilemmas. The shift towards stronger ethical regulations is discussed as if it might encourage the tendency of just doing what is necessary according to laws and when doing so, the risk of ethical drift is elaborated.

  • 7.
    Enochsson, Ann-Britt
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Ribaeus, Katarina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Hildén, Ebba
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Student teachers’ views on digitalisation in preschool2021Conference paper (Refereed)
  • 8.
    Folke-Fichtelius, Maria
    et al.
    Uppsala universitet.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    En smygande översättningsprocess: Innebörder av begreppet omsorg i texter om förskolans uppdrag och kvalitetsarbete2016In: Att ta utbildningens komplexitet på allvar: En vänskrift till Eva Forsberg / [ed] Maja Elmgren, Maria Folke-Fichtelius, Stina Hallsén, Henrik Román, Wieland Wermke, Uppsala: Acta Universitatis Upsaliensis, 2016, p. 285-298Chapter in book (Other academic)
  • 9.
    Hildén, Ebba
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Teachers’ leadership – towards responsible professionalism and a new theoretical understanding2023Conference paper (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.

     

    References

    Catucci, E. (2021). Undervisningsuppdraget i förskolan ur ett didaktiskt perspektiv [The teaching task in preschool from a didactic perspective] [Doctoral disseration, Mälardalens universitet]. DiVA. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55720

    Hardy, I., Rönnerman, K., & Beach, D. (2019). Teachers’ work in complex times: the ‘fast policy’ of Swedish school reform. Oxford Review of Education, 45(3), 350–366. https://doi.org/10.1080/03054985.2018.1546684

    Hildén, E. (2021). Uppdrag undervisning. Bland ärtpåsar och lagtexter i förskolan [Teaching in preschool : Managing the concept and the mission] [Doctoral disseratation, Karlstads universitet]. DiVA. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-83502

    Håkansson, J., & Sundberg, D. (2018). Utmärkt ledarskap i skolan: Forskning om att leda för elevers måluppfyllelse [Excellent leadership in schools: Research on leading for student achievement]. Natur & Kultur.

    Hännikäinen, M., & Lipponen, L. (2017). The Nordic ECEC pedagogy: Current challenges and good practices – and key areas for development in the future. I K. Kristi, E. Johansson, A-M. Puroila, M. Hännikäinen & L. Lipponen (Red.), Pedagogy in ECEC: Nordic challenges and solutions (ss. 26–36). Nordic Council of Ministers.

    Olsson, M., Lindgren Eneflo, E., & Lindqvist, G. (2020). Undervisning i förskolan: En företeelse i rörelse [Teaching in ECE: A phenomenon in motion]. Pedagogisk forskning i Sverige, 25(4), 30–56.

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

    Solbrekke, T. D., & Englund, T. (2011). Bringing professional responsibility back in, Studies in Higher Education, 36(7), 847-861. https://doi.org/10.1080/03075079.2010.482205

    Vallberg Roth, A-C. (2020). What May Characterise Teaching in Preschool? The Written Descriptions of Swedish Preschool Teachers and Managers in 2016, Scandinavian Journal of Educational Research, 64(1), 1-21. https://doi.org/10.1080/00313831.2018.1479301

    Zulkifly, N. A., Ismail, I. A., & Asimiran, S. (2020). Collegial and distributed leadership: two sides of the same coin? International Journal of Leadership in Education. https://doi.org/10.1080/13603124.2020.1804623

  • 10.
    Hildén, Ebba
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Education, Department of Education.
    Undervisning i förskolan - i riktning mot förskolefiering2017Conference paper (Refereed)
    Abstract [sv]

    Syfte/mål

    Delstudien ingår i ett större projekt där vi på olika vis synliggör och problematiserar undervisningsbegreppet i förskolan. Syftet med denna delstudie är att undersöka hur förskolechefer tolkar och förstår undervisning och vilka innebörder som framträder.

    Metod

    Det empiriska materialet består av enkäter med öppna svarsalternativ samt fördjupande intervjuer där förskolechefer ombeds resonera kring sin förståelse och användning av begreppet undervisning i förskolan.

    Teoretisk inramning

    Teoretiskt placerar vi studien inom ett läroplansteoretisk ramverk där vi avser att studera hur en statlig intention görs i den lokala kontexten, dvs vad blir det av formuleringar i en myndighetsrapport när formuleringen ska realiseras i förskolans vardagliga praktik.

    Förväntade slutsatser

    Våra preliminära resultat visar på hur förskolecheferna strävar efter att anpassa undervisningsbegreppet till en redan befintlig förskoleverksamhet. I motsats till att skolifiera förskolan så innebär denna strävan att undervisningen förskolefieras vilket i sin tur stärker förskolan som särart.

    Relevans för pedagogiskt arbete

    Genom att belysa förskolechefens resonemang synliggörs delar av de förutsättningar som ramar in förskollärarnas ansvar i den vardagliga praktiken.

  • 11.
    Hildén, Ebba
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Bergh, Andreas
    Örebro universitet.
    Undervisning från svenska förskolechefers perspektiv: Spänningar mellan förväntningar och erfarenheter2018In: Barn, ISSN 0800-1669, E-ISSN 2535-5449, Vol. 3, no 4, p. 147-162Article in journal (Refereed)
    Abstract [en]

    This study aims to contribute knowledge about Swedish preschool managers’ usage of the concept of teaching in preschool. Concept analysis (Koselleck 2004) is carried out, which is supported by the analytical concepts of horizon of expectation and space of experience. The empirical material consists of sound recorded talks and a survey with open questions about teaching in preschool with one follow-up-interview in order to deepen the survey results. The results of the analysis show preschool managers expectations on the staff to starting to use the concept, however, without no radical changes in their practice. Rather, as one manager expressed – it is about to ”gild” the practice. Nevertheless, the study shows that the concept holds a range of tensions, where for example earlier collegial responsibility is challenged by a more divided responsibility. Such tensions enable possible changes in the meaning of the concept as well as changes in preschool practice.

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    FULLTEXT01
  • 12.
    Hildén, Ebba
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Löfdahl Hultman, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Ledarskap i förändring och behov av ett ansvarsfullt ledarskap som begrepp för framtidens förskola2023In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 19, no 1, p. 1-17Article in journal (Refereed)
    Abstract [sv]

    I svensk förskola är endast 40% av de som arbetar utbildade förskollärare, vilket i praktiken innebär att undervisning till stor del genomförs av barnskötare (eller annan pedagogisk personal). I förskolans styrdokument anges att det är förskolläraren som ska ansvara för undervisningen. Om barnskötare genomför undervisningen ska detta ske under ledning av förskollärare. I artikeln undersöks hur förskollärare beskriver sitt ledarskap över barnskötares undervisning. Analysen har genomförts med stöd i teorier om lärares professionalism som ansvarsfull eller som redovisningsskyldig. Resultaten visar på flera spänningsfält mellan dessa logiker, där förskollärares ledarskap över barnskötares undervisning både förhåller sig till ett professionellt ansvar och en redovisningsskyldighet, men där redovisningsskyldigheten tenderar att överväga. Resultaten diskuteras utifrån möjligheten att etablera ett nytt ledarskapsbegrepp i förskolan: ansvarsfullt ledarskap.

    Download full text (pdf)
    fulltext
  • 13.
    Hildén, Ebba
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Löfdahl Hultman, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Responsible leadership in preschool  -towards a new theoretical understanding2023Conference paper (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.

  • 14.
    Hildén, Ebba
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Löfdahl Hultman, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Ribaeus, Katarina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Teaching as a new mission: Swedish preschool teachers' collegial discussions2023In: Early years, ISSN 0957-5146, E-ISSN 1472-4421, Vol. 43, no 1Article in journal (Refereed)
    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.

    Download full text (pdf)
    fulltext
  • 15.
    Hildén, Ebba
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Löfdahl Hultman, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Ribaeus, Katarina
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Enochsson, Ann-Britt
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Utbildningsvetenskapliga studier av barn och barndom, UBB. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Swedish student teachers’/beginner teachers’ experiences and visions of leadership: Bridging the gap between theory and practice2021Conference paper (Refereed)
    Abstract [en]

    Policy regulating Swedish preschool practice stresses preschool teachers’ responsibility to take a leading position towards childcare workers when teaching. Practicum places are sites in which development of students’ professional practical skills and experiences of leading childcare workers are expected to take place. However, research has shown resistance among preschool teachers toward taking the leadership making such skills and experiences hard for student teachers’ to achieve during practicum periods. The research aim is to shed some light on what possible combination of theoretical and practical skills about leadership student teachers experience during their preschool teacher education. Guiding questions are: What were their hopes and visions concerning leadership during their preschool teacher education? How are they, as beginners with a few months' employment as preschool teachers, able to practice their skills in the here and now? What gaps are there to mind? We use the theoretical framework of teacher agency (TA) (Priestley et al, 2015). TA is achieved through an interplay between the context and the individual. Experiences from the past (preschool teacher education), the cultural, structural and material aspects in the here and now (in the preschool settings), as well as visions for the future, affects the student teachers’/beginners’ achievement of abilities to practice their leadership skills. Data consist of a total amount of 70 sound-recorded seminars with 15 student teachers. These students were involved in a longitudinal research study during 7 semesters, continuously meeting with a group of researchers, discussing issues related to the preschool teacher profession. In this study, we conducted follow-up interviews with seven of them as beginner teachers a few months after graduating as preschool teachers. Preliminary findings indicate the student teachers’ experiences concerning leadership in preschool as limited, shaping a gap to mind when they as beginners are supposed to enact their visions. As students, they consider leadership to be an important topic to learn. They talk about theoretical skills achieved at campus but fear they will not be able to develop these skills during practicum periods. The study is of Relevance to Nordic educational research as the topic of theoretical and practical skills during teacher education are at hand in all Nordic countries. 

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

  • 16.
    Hjalmarsson, Maria
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Being caring and disciplinary: male primary school teachers on expectations from others2014In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 26, no 3, p. 280-292Article in journal (Refereed)
    Abstract [en]

    The article explores how male primary school teachers view and relate to other people's expectations of them as teachers. The empirical data consists of interviews with seven teachers working in compulsory school grades three to five in a large-sized town in Sweden. The theoretical work on relations among masculinities developed by Connell and the theoretical concept of care discussed by Noddings are used in the analysis work. Results show on one hand that the teachers view themselves as privileged due to their minority position and on the other hand feel considerable pressure from others as well as from themselves to perform a certain kind of masculinity. The teachers' descriptions of their everyday practices show that they sometimes gather in homo-social groups and demonstrate a care orientation by trying to constitute the welfare of the pupils.

  • 17.
    Hjalmarsson, Maria
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Confirming and resisting an underdog position: Leisure-time teachers dealing with a new practice2015In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 23, no 4, p. 434-443Article in journal (Refereed)
    Abstract [en]

    The article focuses on how leisure-time teachers (LtT) in Sweden both confirm and resist the array of new demands related to leisure-time centres (LtC). The data consist of interviews with six LtTs. The results are interpreted as representing different parts of the LtT's professionalism and show that the LtTs through their tellings constructs certain children, problems and solutions as a response to the demands in their work, thereby both confirming and resisting an underdog position. By constructing a manageable child they legitimise their professionalism and vice versa: constructing a child they are not capable of handling underlines their work conditions and offers a response to the discussion of insufficient quality, thereby confirming the low status of LtTs.

  • 18.
    Hjalmarsson, Maria
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Fritidshem som en arena för barndomenskulturella styrning2013In: Barns livsvillkor i mötet med skola och fritidshem / [ed] Michael Jensen & Anders Fjällhed, Lund: Studentlitteratur, 2013, p. 77-88Chapter in book (Refereed)
  • 19.
    Hjalmarsson, Maria
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Omsorg i svenska fritidshem: Fritidspedagogers etiska förmåga och konsekvenser för barn2014In: BARN, ISSN 1404-8965, Vol. 3, p. 91-106Article in journal (Refereed)
    Abstract [sv]

    Den här artikeln syftar till att undersöka hur fritidspedagoger förstår och tolkar omsorgsaspekten i sitt uppdrag och arbete samt vilka konsekvenser detta kan få för de barn som deltar i verksamheten. Det empiriska materialet bygger på intervjuer med och dagboksanteckningar skrivna av fritidspedagoger. Resultaten visar på fritidspedagogers etiska förmåga att arbeta med omsorg. Denna etiska förmåga kan beskrivas som en sammantagen förmåga bestående av kunskaper om omsorgsetiska värden, om förmåga att möta krav på omsorg i verksamheten samt deras etiska förhållningssätt. Resultaten har analyserats utifrån barndomssociologiskt ramverk och visar att fritidshemmet kan förstås som en unik omsorgsarena där barn ges möjligheter att utveckla en egen omsorgskompetens och där barn ges möjligheter, som individer och som grupp, att bli delaktiga i ett hållbart omsorgsklimat där barnens egna omsorgshandlingar ses som viktiga, både här-och-nu och i ett framtida perspektiv.

  • 20.
    Hjalmarsson, Maria
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Warin, Jo
    Lancaster University, UK.
    Gendered aspects of Leisure-time teacher’s care: social and physical dimensions2017In: Education Inquiry, E-ISSN 2000-4508, Vol. 8, no 3, p. 232-245Article in journal (Refereed)
    Abstract [en]

    This article aims to gain knowledge on how gender and profession are accounted for and expressed in leisure-time teachers’ (LtTs) work in Sweden, with a specific focus on the caring aspects of the profession. Our results show that LtTs take up various positions in navigating between aspects connected to managerialism and external auditing as well as trust and internal valuation. We argue that the need exists for an expanded understanding of care in order to recognise and reward various gendered actions and activities in teachers’ caring orientation. The article provides knowledge to both researchers and practitioners on gendered nuances of care that by tradition have been connected to women.

  • 21.
    Hjalmarsson, Maria
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Löfdahl Hultman, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Det är inte jag som har tillsatt mig själv på posten: Motstånd och ironi i relationer mellan förstelärare och deras kollegor2016In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 12, no 1, p. 76-94Article in journal (Refereed)
    Abstract [sv]

    2013 infördes en ny reform om karriärvägar för lärare. Genom att tillsätta 17 000 lärare i en ny position, en formellt högre befattning – förstelärare - förväntas reformen förutom att bidra till skolutveckling och förbättrad måluppfyllelse även att höja läraryrkets status. Efter reformens två första år konstateras att förstelärarpositionen domineras av kvinnor. I artikeln belyses de villkor som kvinnor i lärarkarriärer mött och fortfarande möter, villkor som relateras till de positioner som förstelärarna upplever sig ha. Data från intervjuer och enkäter belyser hur första generationens förstelärare själva upplever att lärarkollegor ser på deras nya position och hur de själva hanterar dessa bemötanden. I analysen av data har vi inspirerats av ett teoretiskt ramverk av Wahl, Holgersson och Höök (1998) om hur ironi och motstånd används för att hantera skilda positioner bland kollegor. Resultaten visar framförallt hur förstelärare utsätts för ironiska kommentarer och gliringar från kollegor, men även hur förstelärare gör motstånd och hävdar sin position. 

     

    Begreppet position används i artikeln i två betydelser. Å ena sidan refererar position till den formella befattningen som förstelärarna har fått genom förordnandet. Å andra sidan hänvisar positionsbegreppet till den symboliska plats som förstelärarna försätts och försätter sig själva i genom interaktion med andra i yrkesvardagens praktiker.

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  • 22. Hägglund, S.
    et al.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Social representations of belonging in pre-school children's peer cultures2006Conference paper (Refereed)
  • 23.
    Hägglund, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Social representations of belonging in pre school childrens peer-cultures2006Conference paper (Refereed)
  • 24.
    Hägglund, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Utbildningsvetenskapliga studier av barn och barndom, UBB.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Social representations of belonging in pre-school children's peer-cultures2011In: Education, professionalization and social representations / [ed] M. Chaib, B. Danermark, S. Selander, New York: Routledge, 2011, p. 171-184Chapter in book (Refereed)
  • 25.
    Hägglund, Solveig
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Thelander, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    The Preschool as an Arena for Democratic Education: A Framework for Teacher Roles and Child Outcomes2019In: Challenging Democracy in Early Childhood Education / [ed] Valerie Margrain & Annica Löfdahl Hultman, Springer, 2019, p. 13-24Chapter in book (Refereed)
    Abstract [en]

    This chapter presents a conceptual framework, helpful when implementing, communicating and practising democratic education in educational contexts. The framework illustrates democracy in early childhood education as integrated in a dynamic context where political, structural, cultural, professional and personal ideas on democracy inevitably are involved. Four distinct dimensions are outlined, influencing the preschool practice, directly and indirectly through interplay with each other. The framework is assumed to rest on a definition of democracy as a complex, dynamic concept carrying values such as justice, equality and rights. Further, as a learning object, democracy calls for interpretation and concretisation, done in formal steering documents but also in everyday interactions between teachers and children. Democratic education takes place in social, political and cultural contexts, related to local, national and global circumstances. Finally, social and interactive aspects of education are essential in children’s individual and collective learning when practising democracy.

  • 26.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Böök, M-L
    Perälä-Littunen, Satu
    Before- and after-school care in Finland and Sweden: Parents' stories of children's everyday lives between home and school2012Conference paper (Refereed)
  • 27.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pérez Prieto, Hector
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Morality in Parents' Stories of Preschool Choice: Narrating Identity Positions of Good Parenting2013In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 34, no 2, p. 208-224Article in journal (Refereed)
    Abstract [en]

    This article aims to contribute to our understanding of how moral aspects of parents’ choices of preschool play a part in the processes of marketisation and privatisation of childcare in Sweden. The paper explores parents’ narratives of preschool choice as moral claims of parental identities. The analysed data are based on a study of how parents make sense of their preschool choice during life-story interviews. Our results point out good parenting as having to do with making distinctions between what is ‘good and bad’ and ‘right and wrong’ regardless of whether the choices concern preschools or the behaviour of preschool teachers and parents. Culturally available discourses become visible through the making of these distinctions in ways that ultimately point to the subject position of parents as particular choosers as related to a prevailing discourse of parental responsibility.

  • 28.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Regionalt utvecklingscentrum, RUC.
    Negotiating good parenting: Moral concerns in parents' stories of preschool choice2010Conference paper (Refereed)
  • 29.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Promoting professional freedom: Public preschools dealing with the market2009In: Educação, Soeciedade & Culturas, ISSN 0872-7643, no 29, p. 73-87Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to contribute to the discussion of the privatisation and marketisation of childcare in Sweden from the perspective of public preschool teachers. Interviews were conducted with three teachers and their principal. The respondents were asked to elaborate on their experiences of the recent establishment of a nearby private preschool and its possible impact on their own preschool practice. A narrative analysis revealed three key narratives in the data: the market narrative, the narrative of the good public preschool and the narrative of professional freedom. The key narratives made visible a local sense making and re-negotiation of cultural discourses about marketisation, making freedom of choice a prerogative for public preschool teachers instead of for parents. We argue that this may have implications or the teaching profession and teacher identity.

  • 30.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Regionalt utvecklingscentrum, RUC.
    'The key to success is really communication': Public preschools dealing with the market2009Conference paper (Refereed)
  • 31.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Rhöse Martinsson, Eva
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Böök, M-J
    Perälä-Littunen, S
    Blurred boundaries of responsibility: after-school settings in Finland and Sweden2011Conference paper (Refereed)
  • 32.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Perälä-Littunen, Satu
    Department of Education, Jyväskylä University, Jyväskylä.
    Böök, Marja Leena
    Department of Education, Jyväskylä University, Jyväskylä.
    Löfdahl (Hultman), Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Making Sense of After-School CareDilemmas in Mothers' Stories of After-School Care in Finland and Sweden2016In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 30, no 2, p. 146-158Article in journal (Refereed)
    Abstract [en]

    The study focuses on dilemmas in storied experiences of everyday after-school care arrangements amongSwedish and Finnish mothers. Finland and Sweden, which share a history of strong labour marketattachment among women, arrange institutional after-school care in similar ways. The data consist ofinterviews with three Swedish and six Finnish mothers. A positioning analysis of four stories showshow decisions related to children's after-school hours were allocated among different actors. Two reoccurringdilemmas, Competent-dependent child stories and Unburdened-deficient mother stories, emergedfrom the data analysis as related to prevailing moral discourses on childhood and motherhood.

  • 33. Larsson, J.
    et al.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, H.
    På väg mot...ordning och reda...igen!2007Conference paper (Other (popular science, discussion, etc.))
  • 34.
    Larsson, Joakim
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Calling to Order: PISA and TIMSS as Stepping-stones towards Disciplinary Action2008Conference paper (Refereed)
  • 35.
    Larsson, Joakim
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Rerouting: Discipline, Assessment and Performativity in Contemporary Swedish Educational Discourse2010In: Education Inquiry, E-ISSN 2000-4508, Vol. 1, no 3, p. 177-195Article in journal (Refereed)
    Abstract [en]

    As Sweden drew nearer to the 2006 national election, two themes emerged in the educational debate: a concern for order and discipline in schools, and the ambition to raise educational levels of achievement. The objective of this article is to locate these two themes within a broader framework of understanding by: 1) discussing examples of how the reinforcement of disciplinary power in schools was introduced, justified and deployed by right-wing constellations during this time; and 2) to relate these policy changes to both a Foucauldian theory of power and to current discussions on performativity, assessment and governmentality. Considered as attempts to locate students, teachers and schools within networks of performativity, thereby strengthening the image of Sweden as a "performing knowledge nation", we argue that these policy changes have a much closer relationship with the art of "perception management" than with any genuine interest in education for human proficiency.

  • 36.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Att förstå barns gemensamma aktiviteter i förskolan2015In: Att bli förskollärare: mångfacetterad komplexitet / [ed] Ingrid Engdahl & Eva Ärlemalm-Hagsér, Stockholm: Liber, 2015, p. 133-136Chapter in book (Other academic)
  • 37.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barn, kamratkulturer och agency2005Conference paper (Refereed)
  • 38.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barn, kamratkulturer och agency: hur begreppen kan förenas i forskning2006In: BIN NordenArticle in journal (Refereed)
  • 39.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barns meningsskapande i leken2000Conference paper (Refereed)
    Abstract [sv]

    Abstract

    This paper is a discussion about childrens perspectives and meaning making in their own play. How can a diversity of perspectives and theories about play among teachers make it possible, or less possible, for children to create meaning? Questions are raised if teachers theoretical categories and definitions of play are consistent with childrens perspective, and if theoretical grounding inspired of a life-world-approach is compatible with theories about meaning making, fantasy and creativity in a Vygotskian perspective.

  • 40.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Book review: ( Doing Foucault in Early childhood Studies, Glenda McNaughton, 2005)2006In: Early Years 26 (2) 224-225Article, book review (Refereed)
  • 41.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Children's chaotic play2000Conference paper (Refereed)
  • 42.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Children's narratives in play2002In: Early childhood Practice: The Journal for Multi-Professional Partnership, ISSN 1467-4947Article in journal (Refereed)
  • 43.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Children's narratives in play2001Conference paper (Refereed)
  • 44.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Children's social knowledge domains: An integrated perspective on childhood, peer culture and pre-school2005Conference paper (Refereed)
  • 45.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Communication in children's play2002Conference paper (Refereed)
    Abstract [en]

    When we view children as social actors their communication in play must also be viewed as social actions. According to Bakhtin (1986), utterances are part of the communication and can not be independent from the other participants. All participants in childrens play are part of the communication and give some response, either as neglecting, quiet response or verbal response. Thereby the children value actions in play and specific play-discourses direct the content in play. Some actions fit the discourse and others dont

  • 46.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Distance, closeness and the art of balancing - maintaining and developing the preschool teacher profession in relation to parents2013Conference paper (Refereed)
  • 47.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Educational research environment at Karlstad University: focus on children in educational contexts2004Conference paper (Other (popular science, discussion, etc.))
  • 48.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    En lekkamrat så klart!2011In: Förskoletidningen, ISSN 0348-0364, no 2, p. 6-10Article in journal (Other (popular science, discussion, etc.))
  • 49.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Fantasidiskurser och estetiska framföranden i barns lek2007Conference paper (Refereed)
  • 50.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Förskolebarns gemensamma kunskaper om ålder2006Conference paper (Refereed)
123 1 - 50 of 148
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