"Vi kallar det skolverkiska" en studie av mötet mellan ett nationellt förbättringsinitiativ och en komplex förskolepraktik
Article Sidebar
Main Article Content
Abstract
This study investigates an under-researched Swedish national improvement initiative called “Collaboration for the Best School Possible” (CBS), regarding preschool. The aim of this article was to develop knowledge of preschool teachers’ and head teachers’ conceptions and experiences during the initial phase of CBS. The data are based on semi-structured interviews with 14 preschool professionals. A qualitative content analysis guided by the concept of ideological dilemmas was conducted. The results show imbalances regarding the dilemmas of “a linear logic” versus “a complex practice” and “the top-down governance” versus “the bottom-up influences”. The linear logic for improvements, to which it seemed the preschool professionals had adapted, appears to lack place for complexities. The professionals also appeared subordinated to representatives of National Agency for Education and a specific language use, supposed to be spoken at the agency, “Skolverkiska” as well as a perceived focus on deficiencies. Risks are pointed out for an overly narrow view of the practice in which its conditions are neglected. This article shows the importance of further discussions regarding why, for what and for whom an educational practice needs to be improved.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Accepted 2024-09-07
Published 2024-09-13
References
USC 6301 note. (2002). No Child Left Behind Act of 2001 Education. Inter-governmental relations. United States of America in Congress assembled (USC).
Adolfsson, C.-H., & Håkansson, J. (2019). Evaluating teacher and school development by learning capital: A conceptual contribution to a fundamental problem. Improving Schools, 22(2), 130–143. DOI: 10.1177/1365480218784039 DOI: https://doi.org/10.1177/1365480218784039
Adolfsson, C.-H., & Håkansson, J. (2021). Mötet mellan den statliga och kommunala kvalitetsstyrningen inom ramen för Samverkan för bästa skola. Pedagogisk forskning i Sverige, 26(1), 15–41. DOI: 10.15626/pfs26.01.02 DOI: https://doi.org/10.15626/pfs26.01.02
von Ahlefeld Nisser, D., & Olsson, M. (2018). Förändringsprocesser i förskola och skola belyst genom ett implementeringsperspektiv. Utbildning & Lärande, 12(1), 77–94.
Alvesson, M. (2011). Interpreting interviews. SAGE. DOI: 10.4135/9781446268353 DOI: https://doi.org/10.4135/9781446268353
Billig, M. (1991). Ideology and opinions: Studies in rhetorical psychology. Sage Publications Inc.
Billig, M., Condor, S., Edwards, D., Gane, M., Middleton, D., & Radely, A. (1988). Ideological dilemmas: A social psychology of everyday thinking. Sage Publications Inc.
Blossing, U. (2021). Förbättringskapacitet som funktionalistisk strukturering eller en professionellt lärande gemenskapskultur. Pedagogisk Forskning i Sverige, 26(1), 70–93. DOI: 10.15626/pfs26.01.04 DOI: https://doi.org/10.15626/pfs26.01.04
Brinkmann, S., & Kvale, S. (2015). InterViews: Learning the craft of qualitative research interviewing (3 uppl.). Sage Publications.
Börjesson, M., & Palmblad, E. (2013). Styrning och ideologiska dilemman i Skolverkets skolutveckling: exemplet ANDT-undervisning. Sociologisk Forskning, 50(2), 93–115. DOI: https://doi.org/10.37062/sf.50.18373
Cameron, K., & Boyles, D. (2022). Learning and teaching in a neoliberal era: The tensions of engaging in Froebelian-Informed pedagogy while encountering quality standards. Global Education Review, 9(2), 99–117.
Cameron, D. H. (2010). Implementing a large-scale reform in secondary schools: The role of the consultant within England’s Secondary National Strategy. Journal of Education Policy, 25(5), 605–624. DOI: 10.1080/02680931003749867 DOI: https://doi.org/10.1080/02680931003749867
Coburn, C. E., Hill, H. C., & Spillane, J. P. (2016). Alignment and accountability in policy design and implementation: The common core state standards and implementation research. Educational Researcher, 45(4), 243–251. DOI: 10.3102/0013189X16651080 DOI: https://doi.org/10.3102/0013189X16651080
Dahlberg, G., & Elfström, I. (2014). Pedagogisk dokumentation i tillblivelse. Pedagogisk forskning i Sverige, 19(4-5), 268–296.
Dahlberg, G., Moss, P., & Pence, A. R. (2013). Beyond quality in early childhood education and care: Languages of evaluation (classic ed.). Routledge. DOI: https://doi.org/10.4324/9780203371114
Day, C., & Sachs, J. (2004). Professionalism, performativity and empowerment: discourses in the politics, policies and purposes of continuing professional development. I C. Day, & J. Sachs (Red.), International Handbook on the Continuing Professional Development of Teachers (s. 3–32). Open University Press.
Denscombe, M. (2021). The good research guide: Research methods for small-scale social research projects (7 uppl). Open University Press.
DfES. (2004). Every child matters: Change for children in schools. London: DfES. No. DfES/1089/2004.
Englund, T., & Solbrekke, T. D. (2015). Om innebörder i lärarprofessionalism. Pedagogisk Forskning i Sverige, 20(3/4), 168–194.
Glaés-Coutts, L., & Nilsson, H. (2021). Who owns the knowledge? Knowledge construction as part of the school improvement process. Improving Schools, 24(1), 62–75. DOI: 10.1177/1365480220929767 DOI: https://doi.org/10.1177/1365480220929767
Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105–12. DOI: 10.1016/j.nedt.2003.10.001 DOI: https://doi.org/10.1016/j.nedt.2003.10.001
Harris, A., & Jones, M. (2018). Why context matters: a comparative perspective on education reform and policy implementation. Educational Research for Policy and Practice, 17(3), 195–207. DOI: 10.1007/s10671-018-9231-9 DOI: https://doi.org/10.1007/s10671-018-9231-9
Holmdahl, G. (2011). Skolutveckling som diskursiv praktik: Några ideologiska implikationer. [Doktorsavhandling]. Karlstad universitet.
Hopkins, D., Stringfield, S., Harris, A., Stoll, L., & Mackay, T. (2014). School and system improvement: A narrative state-of-the-art-review. School Effectiveness and Improvement, 25(2), 257–281. DOI: 10.1080/09243453.2014.885452 DOI: https://doi.org/10.1080/09243453.2014.885452
Håkansson, J., & Rönnström, N. (2021). Samverkan för bästa skola – skolförbättring som politiskt styrd nationell angelägenhet genom samverkan och forskarmedverkan. Pedagogisk Forskning i Sverige, 26(1), 7–14. DOI: 10.15626/pfs26.01.01 DOI: https://doi.org/10.15626/pfs26.01.01
Håkansson, J., & Sundberg, D. (2016). Utmärkt skolutveckling: Forskning om skolförbättring och måluppfyllelse. Natur & Kultur.
Kirk, G., & Barblett, L. (2022). Implementing the National Quality Standard in schools: leadership that motivates improvement initiatives through psychological ownership. The Australian Educational Researcher, 49, 367–385. DOI: 10.1007/s13384-021-00446-8 DOI: https://doi.org/10.1007/s13384-021-00446-8
Kirsten, N. (2020). Kompetensutveckling som styrning. Om statliga insatser för lärares kompetensutveckling och hur de förhandlas i lärares lokala praktik. [Doktorsavhandling]. Uppsala universitet.
Kronqvist Håård, M. (2021). Styrning genom samverkan? – en textanalys av dominerande diskurser i en statlig skolförbättringssatsning. Pedagogisk Forskning i Sverige, 26(1), 42–69. DOI: https://doi.org/10.15626/pfs26.01.03
Kronqvist Håård, M. (2023). Government steering and government disruption: co-operation between government and municipal actors in a state-initiated school improvement programme from the municipal actors’ perspective. Nordic Journal of Studies in Educational Policy, 9(2), 113–125. DOI: 10.1080/20020317.2023.2189991 DOI: https://doi.org/10.1080/20020317.2023.2189991
Langelotz, L. (2014). Vad gör en skicklig lärare? En studie om kollegial handledning som utvecklingspraktik. [Doktorsavhandling]. Göteborgs universitet.
Lundgren, M., Embretsen, E.-L., Nytell, U., & Weinholtz, S. (2021). Transformering av en masterplan till åtgärdsplaner i svenska skolor – En kvalitativ explorativ fallstudie av Samverkan för Bästa skola (SBS). Pedagogisk forskning i Sverige, 26(1), 94–117. DOI: 10.15626/pfs26.01.05 DOI: https://doi.org/10.15626/pfs26.01.05
Löfdahl, A., & Folke-Fichtelius, M. (2015). Preschool's new suit: Care in terms of learning and knowledge. Early Years, 35(3), 260–272. DOI: 10.1080/09575146.2014.995600 DOI: https://doi.org/10.1080/09575146.2014.995600
Meld. St. 6 (2019–2020). Tett på – tidlig innsats og inkluderende fellesskap i barnehage, skole og SFO. Kunskapsdepartementet. https://www.regjeringen.no/contentassets/3dacd48f7c94401ebefc91549a5d08cd/no/pdfs/stm201920200006000dddpdfs.pdf
Moss, P. (2014). Transformative change and real utopias in early childhood education. A story of democracy, experimentation and potentiality. Routledge DOI: https://doi.org/10.4324/9781315779904
Olsson, M., Lindgren Eneflo, E., & Lindqvist, G. (2020). Undervisning i förskolan – en företeelse i rörelse. Pedagogisk forskning i Sverige, 25(4), 30–56. DOI: 10.15626/pfs25.04.02 DOI: https://doi.org/10.15626/pfs25.04.02
Persson, S., Ackesjö, H., & Lago, L. (2022). Skolarisering och mantrat om tidiga insatser. Pedagogisk forskning i Sverige, 27(2), 177–189. DOI: 10.15626/pfs27.02.11 DOI: https://doi.org/10.15626/pfs27.02.11
Prop. 2009/16:165 (2009). Den nya skollagen – för kunskap, valfrihet och trygghet. https://www.regeringen.se/contentassets/c507a849c3fa4173b7d03df20bad2b59/den-nya-skollagen---for-kunskap-valfrihet-och-trygghet-hela-dokumentet-prop.-20092010165
Prøitz, T. (2021). Styring og støtte i moderne governance – samverkan för bästa skola. Pedagogisk Forskning i Sverige, 26(1), 126–132. DOI: 10.15626/pfs26.01.06 DOI: https://doi.org/10.15626/pfs26.01.06
Regeringsbeslut U2011/4343/S. Uppdrag att svara för utbildning. https://www.regeringen.se/regeringsuppdrag/2012/04/u20114343s-m.fl/
Regeringsbeslut U2013/7215/S. Uppdrag om fortbildning i läs- och skrivutveckling – Läslyftet. http://www.regeringen.se/contentassets/de6af9c8f05c44088dcb689ea0b08fcd/uppdrag-om-fortbildning-i-las--och-skrivutveckling--laslyftet/
Regeringsbeslut U2019/03786/S. Uppdrag till Statens skolverk om samverkan för bästa skola. https://www.regeringen.se/contentassets/0fc920eda8b546f18b05693c890218f7/uppdrag-till-statens-skolverk-om-samverkan-for-basta-skola-u201903786s/
Reynolds, D., Simmons, P., De Fraine, B., Townsend, T., Teddlie, C., & Stringfield., S. (2014). Educational effectiveness research (EER): a state-of-the-art-review. School Effectiveness and School Improvement, 25(2), 197–230. DOI: 10.1080/09243453.2014.885450 DOI: https://doi.org/10.1080/09243453.2014.885450
Rogberg, M., Rönnström, N., Håkansson, J., Nytell, U., & Amundsdotter, E. (2021). Slutrapport FOUS 2018–2021. Stockholms universitet.
Rönnström, N. (2015). Educating competitive teachers for a competitive nation? Policy Futures in Education, 13(6), 732–750. DOI: 10.1177/1478210315595171 DOI: https://doi.org/10.1177/1478210315595171
Rönnberg, L., Lindgren, J., & Lundahl, L. (2019). Education governance in times of marketization. The quiet Swedish revolution. I R. Langer & T. Brüsemeister (Red.), Handbuch Educational Governance Theorien (s. 711–727). Springer. DOI: 10.1007/978-3-658-22237-6_31 DOI: https://doi.org/10.1007/978-3-658-22237-6_31
SCB (2002). MIS, Personer med utländsk bakgrund, Riktlinjer för redovisning i statistiken. https://www.scb.se/contentassets/60768c27d88c434a8036d1fdb595bf65/mis-2002-3.pdf
Skolverket. (2017). Måluppfyllelse i förskolan: Skolverkets allmänna råd med kommentarer. Skolverket.
Skolverket. (2018). Läroplan för förskolan. Lpfö 18. Skolverket. https://www.skolverket.se/download/18.6bfaca41169863e6a65d5aa/1553968116077/pdf4001.pdf
Skolverket. (2023). Samverkan för bästa skola. Skolverket. https://www.skolverket.se/skolutveckling/leda-och-organisera-skolan/samverkan-for-basta-skola#h-Meromprocessen
Smith, W. C. (2016). An introduction to the global testing culture. I W.C., Smith (Red.), The global testing culture: Shaping education policy, perceptions, and practice (s.7–23). Oxford Studies in Comparative Education Series: Symposium Books. DOI: https://doi.org/10.15730/books.94
Sülau, V. (2019). Vad händer i lärares kollegiala samtalspraktik? En studie av mötet mellan en nationell kompetensutvecklingsinsats och en lokal fortbildningspraktik. [Doktorsavhandling]. Göteborgs universitet.
Vetenskapsrådet (2017). God forskningsetik, Vetenskapsrådet.