liu.seSearch for publications in DiVA
Change search
Link to record
Permanent link

Direct link
BETA
Publications (10 of 14) Show all publications
Löfgren, H., Alm, F. & Colnerud, G. (2015). Delighted to be governed: Teachers’ experiences of moderation as an expression of a more delimited but sharper professionalism?. In: Abstract book: . Paper presented at NERA 2015 - Marketisation and Differentiation in Education, Gothenburg, Sweden, 4-6 March 2015 (pp. 227-228). Gothenburg, Sweden: University of Gothenburg
Open this publication in new window or tab >>Delighted to be governed: Teachers’ experiences of moderation as an expression of a more delimited but sharper professionalism?
2015 (English)In: Abstract book, Gothenburg, Sweden: University of Gothenburg , 2015, p. 227-228Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The interest in this paper is directed towards teachers’ experiences of collaboration, in particular of moderation when marking national tests. The purpose is to describe and discuss these experiences as expressions of a teaching profession in change.

The point of departure is that the now extended national testing in Sweden also increases the demands on moderation as the teachers are supposed to mark the tests together.  The National Agency for Education stress that the tests are intended to "support equal and fair assessment and grading", and delivers samples, instructions and examples on how the tests should be marked. Teachers are also supplied with advisory texts on how to conduct moderation. This we regard as a part of a growing interest by the state to control and evaluate schools and teachers’ performances, and of parent’s claims on fair assessments and grades for their children.

Collaboration is thus recommended in policy and what we might call professional tools for assessment is provided by the state. This development supports descriptions of teaching in terms of an organizational form of professionalism based on external control and accountability at the expense of a loss of a professional autonomy. However, we believe that teachers’ moderation when marking national tests also needs to be described as an expression of an occupational form of professionalism that is based on teachers’ collegial authority, self-control, ethics and trust. Interviews were conducted with teachers about their collaborative work in general and more specifically on their joint marking of national tests. Further, we have conducted observations of teachers moderation work when marking national tests. The interviews were audio recorded and fully transcribed.

The results indicate that teachers use the state-provided tools with enthusiasm and express a commitment to their collaborative work. We argue that they develop a collective professional knowledge in their moderation work with national tests. In this sense, they express a kind of state-directed professionalism that we describe as sharp but delimited and definitely different from the wider kinds of professionalism that has been described as a result of a “chock professionalization”.

Place, publisher, year, edition, pages
Gothenburg, Sweden: University of Gothenburg, 2015
Keywords
Moderation, Teacher collaboration, National test, Professionalism
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-121400 (URN)
Conference
NERA 2015 - Marketisation and Differentiation in Education, Gothenburg, Sweden, 4-6 March 2015
Available from: 2015-09-17 Created: 2015-09-17 Last updated: 2015-09-28Bibliographically approved
Alm, F. & Colnerud, G. (2015). Teachers' Experiences of Unfair Grading. Educational Assessment, 20(2), 132-150
Open this publication in new window or tab >>Teachers' Experiences of Unfair Grading
2015 (English)In: Educational Assessment, ISSN 1062-7197, E-ISSN 1532-6977, Vol. 20, no 2, p. 132-150Article in journal (Refereed) Published
Abstract [en]

Grading is often perceived as one of teacher's most difficult tasks. Despite most teachers endeavoring to grade their students as objectively as possible, many students feel that they are subjets to unfair grading. The aim of this study is to describe what it is about a teacher's grading that contributes to the perception of unfairness. This study used the critical incident technique, with 411 practicing teachers in Sweden contributing their own experiences of being assessed in a school context. The main findings from qualitative data analysis indicate that when teachers fail to follow guidelines of the current grading system, use undependable information, allow themselves to be influenced by irrelevant factors, or are ambiguous in their communication, the pupils percived the grading process as unfair. The findings are analyzed and discussed in relation to a theoretical model of teachers' grading, validity and reliability, and three ethical principles.

Keywords
assessment and unfair grading, teachers' grading practice, validity in grading, critical incident technique, Orättvisa betyg, betygsättning, betyg, validitet vid betygsättning
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-117952 (URN)10.1080/10627197.2015.1028620 (DOI)
Available from: 2015-05-18 Created: 2015-05-18 Last updated: 2017-12-04
Jungert, T., Alm, F. & Thornberg, R. (2014). Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers. Journal of Education for Teaching, 40(2), 173-185
Open this publication in new window or tab >>Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers
2014 (English)In: Journal of Education for Teaching, ISSN 0260-7476, E-ISSN 1360-0540, Vol. 40, no 2, p. 173-185Article in journal (Refereed) Published
Abstract [en]

Difficulties in attracting student teachers have resulted in research focusing on student teachers motives for studying to join the profession. Because previous findings are mixed, the first aim of this study was to explore motives for students to become teachers. A second aim was to explore the relationship between teachers motives and their academic engagement and dropout rates at the end of their studies. A sample of 333 student teachers at a Swedish university completed a questionnaire measuring motives for becoming a teacher and their academic engagement. The best model of a confirmatory factor analyses defined three motivational factors as altruistic, intrinsic and extrinsic motives. A path analysis showed a negative significant relationship between the altruistic motive and dropout, mediated by academic engagement, whereas the relationships between intrinsic and extrinsic motives and academic engagement were not significant.

Place, publisher, year, edition, pages
Taylor and Francis (Routledge): SSH Titles, 2014
Keywords
job motives; student teachers; academic engagement; dropout
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-104278 (URN)10.1080/02607476.2013.869971 (DOI)000329920700007 ()
Available from: 2014-02-17 Created: 2014-02-14 Last updated: 2017-12-06
Alm, F., Jungert, T. & Thornberg, R. (2014). Nyantagna lärarstudenters motiv, motivation, självtillit och akademiska engagemang. Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Nyantagna lärarstudenters motiv, motivation, självtillit och akademiska engagemang
2014 (Swedish)Report (Other academic)
Abstract [sv]

Det första studieåret vid universitet eller högskola har visat sig utgöra en kritisk period för nya studenter och en stor del av alla avhopp sker under den här perioden. Forskning har visat att hög studiemotivation, självtillit och högt akademiskt engagemang hos studenter predicerar goda studieresultat och motverkar avhopp.

I den här rapporten redogör vi för en studie av nyantagna lä-rarstudenters motiv för studieval, akademiska självtillit, studiemo-tivation och akademiska engagemang. I rapporten beskrivs även relationerna mellan dessa variabler och deras koppling till kön och lärarkategori. Studieavhopp analyseras i relation till kön, lärarkategori och studenternas initiala motiv för att läsa till lärare. En central teoribildning som forskningsprojektet utgår ifrån är teorin om själv-beslutsamhet (”self-determination theory”). Urvalet utgörs av stu-denter vid Linköpings universitet som avser att studera till grundskol- och gymnasielärare. Data har samlats in med enkäter och bearbetats med deskriptiv och analytisk statistisk.

Av resultaten framgår att studenterna rapporterar att de i första hand har valt att läsa till lärare till följd av altruistiska och inre skäl, och att de i högre grad motiveras av autonom motivation än kontrollerad motivation i sina studier. De blivande lärarna i grundskolans senare år och gymnasiet (senarelärare) uppvisade en högre akademisk självtillit än de blivande lärarna i grundskolans tidigare år (tidigarelärare). För akademiskt engagemang var resul-tatet det omvända. Medelvärdena för självbeslutsamhet, akademisk självtillit och akademiskt engagemang i studien är dock inte högre än att det finns utrymme för att försöka höja dem för kommande kohorter av lärarstudenter. Andelen avhopp bland lärarstudenterna som ingår i studien ligger på drygt 40%. Andelen avhopp var större för senarelärarna än för tidigarelärarna. Resultaten visar också att altruistiska motiv bakom valet att studera till lärare sammanhänger med en lägre benägenhet till avhopp via akademiskt engagemang som medierande variabel. Avslutningsvis diskuteras pedagogiska implikationer av studien för lärarutbildningen.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2014. p. 48
Series
LiU-PEK-R / Department of Behavioural Sciences and Learning (2007-) ; 261
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-105513 (URN)9789175193847 (ISBN)
Available from: 2014-03-25 Created: 2014-03-25 Last updated: 2016-09-28Bibliographically approved
Alm, F., Jungert, T. & Thornberg, R. (2011). Academic commitment and self-determination among teacher students. In: : . Paper presented at The 39th Congress of the Nordic Educational Research Association (NERA), 10th to 12th March 2011, Jyväskylä, Finland.
Open this publication in new window or tab >>Academic commitment and self-determination among teacher students
2011 (English)Conference paper, Published paper (Refereed)
Keywords
academic commitment, study motivation, self-efficacy, teacher education
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-65570 (URN)
Conference
The 39th Congress of the Nordic Educational Research Association (NERA), 10th to 12th March 2011, Jyväskylä, Finland
Available from: 2011-02-11 Created: 2011-02-11 Last updated: 2017-09-25
Jungert, T., Alm, F. & Thornberg, R. (2010). Motives to become a teacher, self-efficacy and self-determination among first-year students in teacher education. In: : . Paper presented at Nordic Educational Research Association, 38 Congress, "Active citizenship", 11 March 2010, Malmö, Sweden. Malmö
Open this publication in new window or tab >>Motives to become a teacher, self-efficacy and self-determination among first-year students in teacher education
2010 (English)Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Malmö: , 2010
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-61562 (URN)
Conference
Nordic Educational Research Association, 38 Congress, "Active citizenship", 11 March 2010, Malmö, Sweden
Available from: 2010-11-16 Created: 2010-11-16 Last updated: 2017-09-25Bibliographically approved
Alm, F. (2010). Uttryck på schemat och intryck i klassrummet: En studie av lektioner i skolor utan timplan. (Doctoral dissertation). Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Uttryck på schemat och intryck i klassrummet: En studie av lektioner i skolor utan timplan
2010 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [sv]

Syftet med föreliggande avhandling är att studera användning och förekomst av lektionsbeteckningar på scheman i skolor utan en nationellt fastställd timplan, samt belysa hur elever upplever de lokala val som görs vad gäller vissa av dessa lektionsbeteckningar. Den teoretiska referensramen har sin grund i didaktikens selektionsfråga och kommunikationsfråga, och Bernsteins båda begrepp klassifikation och inramning. Avhandlingen består av två delstudier. I delstudie I analyseras, såväl kvalitativt som kvantitativt, 326 scheman från 33 skolor som på försök arbetar utan timplan. 163 scheman från skolor med timplan har analyserats i jämförande syfte. I delstudie II genomförs tio gruppintervjuer med totalt 41 elever kring tre typer av icke ämnesrelaterade lektionsbeteckningar (lagtid, verkstad och mentorstid), som är vanligt förekommande på elevers scheman.

I avhandlingen visas att en mängd schemabeteckningar (170 stycken) används för att beskriva vad elever och lärare ämnar ägna sig åt. Utöver traditionella ämnen, schemaläggs arbetsmetoder, gruppbaserad tid, skriv- och lästid, social samspelstid, rekreationstid samt lektioner där eleverna involveras i val, planering och utvärdering. Den här typen av alternativa schemabeteckningar används i signifikant större utsträckning i skolorna utan timplan och i de tidigare årskurserna. När skolorna utan timplan använder alternativa beteckningar leder det huvudsakligen till schemapositioner med svagare inramning och svagare klassifikation, samt en förskjutning från innehåll mot metod/form. Eleverna upplever att lektionerna med svagare inramning och klassifikation har ett värdefullt och verklighetsanknutet innehåll, men att de inte är lika viktiga som ämnena. De upplevs ibland vara slöseri med lektionstid. Resultaten diskuteras i ljuset av annan forskning om skolor utan timplan och avhandlingens didaktiska perspektiv.

Abstract [en]

The aim of the present thesis is to study the existence and use of lesson designations on the schedules in schools that do not work according to a nationally set timetable, and to elucidate how pupils experience the local choices as regards some of these designations. The theoretical frame of reference is based on the didactical questions of selection and communication together with Bernstein’s concepts of classification and framing. The thesis includes two studies. Study I is a qualitative as well as quantitative analysis of 326 schedules from 33 schools that take part in an experiment where they work without the nationally set timetable. For the purpose of comparison 163 schedules from schools following the set timetable have also been analysed. In study II ten group interviews with a total of 41 pupils are carried out concerning three types of non-subject related lesson designations (team time, workshop, and mentor time), which frequently appear on the pupils’ schedules. In the thesis it is demonstrated that a large number of lesson designations (170 in all) are used to describe what the pupils and the teachers are doing at school. Apart from traditional subjects, working methods, group-based time, time for reading and writing as well as social interaction and recreation, and lessons, where pupils are involved in selecting, planning and evaluating activities, are included on the agenda. These types of alternative lesson designations are used to a significantly higher degree in schools without a timetable and in the lower grades. The use of alternative designations at the schools without timetable primarily leads to lessons with weak framing and weak classification and, in addition, to a change of focus from content to method or form. The pupils think that lessons with weak framing and classification have a meaningful content related to their everyday life but they are not as important as the ‘real’ subjects. They are sometimes experienced as a waste of valuable lesson time. The thesis has an overall didactic perspective, and the results of the two studies are discussed in the light of previous research about schools using no set timetable.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2010. p. 202
Series
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 155
Keywords
Schedule, lesson designations, no set timetable, school subjects, Schema, schemabeteckningar, utan timplan, skolämnen, didaktik
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-60227 (URN)978-91-7393-322-3 (ISBN)
Public defence
2010-10-08, Eklundska salen, Hus I, Campus Valla, Linköpings universitet, Linköping, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2010-10-08 Created: 2010-10-08 Last updated: 2015-09-22Bibliographically approved
Colnerud, G. & Alm, F. (2010). Även lärare har varit elever. Pedagogiska Magasinet (3), 16-21
Open this publication in new window or tab >>Även lärare har varit elever
2010 (Swedish)In: Pedagogiska Magasinet, ISSN 1401-3320, no 3, p. 16-21Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Stockholm: Lärarförlaget, 2010
Keywords
Betyg och bedömning
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-64218 (URN)
Available from: 2011-01-14 Created: 2011-01-14 Last updated: 2015-09-22
Alm, F. & Samuelsson, J. (2009). Villkor för implementering av naturvetenskap och teknik för alla, NTA. NorDiNa: Nordic Studies in Science Education, 5(1), 89-102
Open this publication in new window or tab >>Villkor för implementering av naturvetenskap och teknik för alla, NTA
2009 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 5, no 1, p. 89-102Article in journal (Refereed) Published
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-64293 (URN)
Available from: 2011-01-18 Created: 2011-01-18 Last updated: 2017-12-11
Alm, F. & Samuelsson, J. (2007). Utprovning av NTA i skolår 7-9. En studie av möjligheter och hinder i den vardagliga praktiken.. Linköping: Linköpings kommun
Open this publication in new window or tab >>Utprovning av NTA i skolår 7-9. En studie av möjligheter och hinder i den vardagliga praktiken.
2007 (Swedish)Report (Other academic)
Abstract [sv]

  

Place, publisher, year, edition, pages
Linköping: Linköpings kommun, 2007
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-38302 (URN)43694 (Local ID)43694 (Archive number)43694 (OAI)
Available from: 2009-10-10 Created: 2009-10-10 Last updated: 2015-09-22
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7205-1745

Search in DiVA

Show all publications