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1. 1. Lärare i en ny tid : Om grundskollärares förhandlingar av professionella identiteter

   Författare :Niklas Gustafson; Sven Persson; Karin Rönnerman; Lars Holmstrand; Umeå universitet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; compulsory school; teacher; professional identities; reform; change; extended assignment; teaching profession; negotiated experience; professional development; social constructionism; agency; structure; co-researcher; interactive research; communities of practice; complexity; broker; fragmentation; teacher-researcher; Pedgogical work; Pedagogiskt arbete; Education; pedagogik;

   Sammanfattning : In the past two decades the Swedish compulsory school for students aged 7 to 16 has undergone major processes of reform and change. On a structural level these have ushered in a new era with a fundamentally changed assignment for the schools and its teachers. LÄS MER

3. 2. Ledarskap för lärares lärande : förstelärare som lärarledare

   Författare :Frida Grimm; Helene Ärlestig; Ulf Leo; Kristin Helstad; Umeå universitet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; teacher leadership; teacher leaders; educational leadership; professional development; professional learning communities; middle leadership; middle leaders; lärarledarskap; lärarledare; mellanledarskap; mellanledare; förstelärare; professionellt lärande; professionella lärandegemenskaper; utbildningsledarskap; skolutveckling; education; pedagogik;

   Sammanfattning : Today, new teacher leader functions are emerging in several parts of the world. Previous research has highlighted the potential of teacher leadership to enhance teacher learning, but also recorded resistance among teachers to being collectively led in efforts to improve teaching and learning. LÄS MER

4. 3. Development and Autonomy : Conceptualising teachers’ continuing professional development in different national contexts

   Författare :Wieland Wermke; Viveca Lindberg; Tore West; Karin Rönnerman; Stockholms universitet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Teachers continuing professional development; CPD; Teacher autonomy; Teacher professionalism; Comparative education; Germany; Sweden; Didactics; didaktik;

   Sammanfattning : This thesis investigates teachers’ perceptions of continuing professional development (CPD) in Germany and Sweden with a questionnaire study comprising a total of 711 mainly lower secondary teachers. Three conceptual terms are elaborated and explained. LÄS MER

5. 4. Kompetensutveckling som styrning : Om statliga insatser för lärares kompetensutveckling och hur de förhandlas i lärares lokala praktik

   Författare :Nils Kirsten; Wieland Wermke; Eva Forsberg; Tine Sophie Prøitz; Uppsala universitet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; teachers’ professional development; collaborative professional development; educational governance; policy instrument; work of governing; disciplinary literacy; content-area literacy; decentralization; teacher professionalism; Pedagogik; Education;

   Sammanfattning : Teachers’ professional development (PD) is currently promoted as an important element of the pursuit of improved school results by researchers, politicians, and international organizations. Policy actors argue that the quality of teaching is the factor within school systems with the greatest significance for students’ learning outcomes, and that PD is an important instrument for enhancing such quality. LÄS MER

7. 5. Professional development in formative assessment : effects on teacher classroom practice and student achievement

   Författare :Catarina Andersson; Torulf Palm; Jeremy Hodgen; Umeå universitet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; formative assessment; mathematics education; professional development; teacher education; student achievement;

   Sammanfattning : The potential of formative assessment, evident in several research reviews, has raised the interest in many countries to invest in reform initiatives to develop its use. However, implementation of formative assessment is not straightforward and there is a lack of knowledge about how to design appropriate professional development. LÄS MER