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Boo, Sofia
Publications (3 of 3) Show all publications
Boo, S. (2022). Anpassningar: Utmanande policyprocesser i lärares vardagspraktik. Utbildning och Demokrati, 31(3), 33-55
Open this publication in new window or tab >>Anpassningar: Utmanande policyprocesser i lärares vardagspraktik
2022 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, Vol. 31, no 3, p. 33-55Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to forefront the challenging policy processes with adaptations in teachers’ everyday practice. It does this by studying practicing teachers’, special education teachers’ and SENCOs’ (Special Educational Needs COordinators) negotiations about adaptations in teaching. The data were collected by focus-group interviews based on a vignette and analyzed using policy enactment theory. The results reveal dilemmas about adaptations, where negotiations about fairness, equality, and the difficult balance between assessing and supporting students’ performance becomes visible. Differentiated instruction is developed in policy processes with the aim of meeting the needs of all students and reducing the use of individual supplemental adaptations. 

Place, publisher, year, edition, pages
Örebro: Pedagogikämnet, Örebro universitet, 2022
adapt teaching, differentiated instruction
National Category
urn:nbn:se:liu:diva-196186 (URN)10.48059/UOD.V31I3.2087 (DOI)
Available from: 2023-07-04 Created: 2023-07-04 Last updated: 2023-08-17Bibliographically approved
Boo, S. (2014). Lärares arbete med individanpassad undervisning i praktiken (1ed.). In: Monika Vinterek, Anders Arnqvist (Ed.), Pedagogiskt arbete: enhet och mångfald (pp. 55-75). Falun: Högskolan Dalarna
Open this publication in new window or tab >>Lärares arbete med individanpassad undervisning i praktiken
2014 (Swedish)In: Pedagogiskt arbete: enhet och mångfald / [ed] Monika Vinterek, Anders Arnqvist, Falun: Högskolan Dalarna , 2014, 1, p. 55-75Chapter in book (Other academic)
Place, publisher, year, edition, pages
Falun: Högskolan Dalarna, 2014 Edition: 1
Pedagogiskt arbete i Sverige ; 1
Individualiserad undervisning, Lärarrollen
National Category
Educational Sciences
urn:nbn:se:liu:diva-115120 (URN)978-91-890-2098-6 (ISBN)
Available from: 2015-03-09 Created: 2015-03-09 Last updated: 2015-03-19Bibliographically approved
Boo, S. (2014). Lärares arbete med individanpassning: Strategier och dilemman i klassrummet. (Licentiate dissertation). Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Lärares arbete med individanpassning: Strategier och dilemman i klassrummet
2014 (Swedish)Licentiate thesis, monograph (Other academic)
Alternative title[en]
Teachers work with individual adaptation : Strategies and dilemmas in the classroom
Abstract [en]

A major challenge for teachers in crowded classrooms is to adapt the teaching to different pupil’s needs and abilities. Previous research shows that learning for pupils in the Swedish primary school has somewhat become an individual project. An increase in the individual work has been at the expense of whole class teaching. This has had a negative impact on pupils' academic performance. However, previous research also indicates that individual adaptation may affect results positively when the teacher is active, has knowledge of pupil’s needs and abilities and also a willingness to meet them.

In the last few versions of the Swedish curriculum it is mentioned that teaching should be adjusted based on each pupil's abilities and needs. The purpose of this study is to investigate, describe and analyze how today's teachers in primary school (grades 1-6) handle individual adaptation in teaching, what strategies they use and what dilemmas that occurs. The study focuses on how work is carried out in practice. Qualitative interviews and participant observations are used in the data collection.

This study has been conducted in two parts. The first part addresses five teachers and their classes in four different schools. In the second part the study has been extended with one of the above teachers whose classroom work was followed during a period of seven weeks. The results show that teachers are working hard to find methods that promote communication and interaction. They use different strategies to adapt teaching to each student. Individual work is still present but does not dominate the classroom work. Teachers individualize teaching by variation and interaction, by working together with tasks, with active relationship-oriented work and through continuous adjustments in the moment. The study also shows that teachers face several dilemmas when they individualize teaching in the classroom. One dilemma is among the ideal adaptation that teachers have a vision of, versus the time- and efficiencydriven adaptation that is possible to accomplish in the classroom. There is a tension between overall ideal images and teachers' practical everyday reality.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2014. p. 135
Linköping Studies in Pedagogic Practices, ISSN 1653-0101 ; 24
Individual adaptation, teachers work, participant observations, primary school
National Category
Pedagogy Pedagogical Work Didactics
urn:nbn:se:liu:diva-113344 (URN)10.3384/lic.diva-113344 (DOI)978-91-7519-157-7 (ISBN)
2014-12-10, I:207, I-huset, Campus Valla, Linköpings universitet, Linköping, 13:00 (Swedish)
Available from: 2015-01-16 Created: 2015-01-16 Last updated: 2019-11-26Bibliographically approved

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