Paperpresentation 20 maj
Teaching teams as organizational capacity for educational development
Teacher collaborative practice is considered an effective way to optimize teacher performance, and thereby, student achievement, but in order to stimulate and foster a collaborative culture, teachers have to have belief in the value of collaboration. In this study we aimed to explore the nature of teacher collaborative beliefs and practices. A survey questionnaire was distributed to teachers at one department at Stockholm university. To deepen the findings from the survey, qualitative interviews were carried out with strategically selected course directors. Findings indicate a difference between teachers’ beliefs and practices regarding collaborative teaching from the survey. The interview outcomes indicate a relationship between the organisation of teaching, research climate and teaching teams. The findings are discussed in relation to systems theory and previous literature on teaching teams and collaborative practice in higher education.
Presentatörer: Klara Bolander Laksov, Katrin Lainpelto och Khayala Ismayilova
Equity and social justice for whom and by whom in contemporary higher and adult education: Mapping policies of inclusion/integration in the nation-state of Sweden
This paper builds on a recent publication that presents the results of the analysis of a complex dataset created by focusing on the support services offered by fifty-five university and Swedish Folk High School institutional websites to individuals and groups designated as being ‘peripheral’. The study focuses on the ‘situated nature’ of institutional policies, that is, i) how policies become operationalised in local institutional contexts, ii) the nature of expectations placed on participants in the provision of support, and iii) the ways in which different target groups are conceptualised and categorised. Analysis of the post-upper secondary institutions’ web-pages presents a birds-eye view of the overarching support that is provided nationally and differences and similarities between the provision provided by the university and the Swedish Folk High School sectors are explicated. Challenges and dilemmas related to how support provision is ear-marked for individuals and groups are identified and discussed.
Presentatörer: Sangeeta Bagga-Gupta, Giulia Messina Dahlberg och Sylvi Vigmo