Lärares överväganden kring att leda undervisning

Main Article Content

Anja Thorsten
Marcus Samuelsson
Johan Meckbach
Camilla Heiskanen
Anneli Mohlin

Abstract

Previous research describes classroom management as both complex and demanding. Therefore, teachers as leaders need to make many choices about how to handle situations and students. The aim of this study is to describe teachers’ considerations when they are managing the classroom. The study was conducted by a teacher-research team.  The data consist of 12 focus-group interviews with 46 Swedish teachers, spanning from primary to upper secondary school. Through thematic analysis, the following four themes of consideration emerged: (a) control – how much control teachers as leaders should have and how much co-decision that should be given to the students, (b) role – if teachers should be strict or personal, (c) focus – if teachers should focus on the subject or relations to students, and (d) differentiation – if teachers should focus on each individual or on the entire group. This result is an important contribution to understanding the challenges teachers face when managing the classroom and trying to provide learning and development to all students.

Article Details

How to Cite
Thorsten, A., Samuelsson, M., Meckbach, J., Heiskanen, C., & Mohlin, A. (2021). Lärares överväganden kring att leda undervisning. Educare - Vetenskapliga Skrifter, (4), 213 - 241. https://doi.org/10.24834/educare.2021.4.8
Section
Articles

References

Agevall, L., & Jenner, H. (2008). Lärares professionalitet – förmågan att hantera dilemman. I: K. Jonnergård, E.K. Funck & M. Wolmesjö (red.), När den professionella autonomin blir ett problem (s. 99-118). Växjö: Växjö University Press.
Alexandersson, M. (1994). Metod och medvetande. Göteborg: Göteborgs universitet.
Braun, V. & Clarke, V. (2006), Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi: 10.1191/1478088706qp063oa
Brophy, J. (1988). Educating teachers about managing classrooms and students. Teaching
and Teacher Education, 4(1), 1–18. http:///doi.org/10.1016/0742-051X(88)90020-0
Brophy, J. E. (2006). History of Research on Classroom Management. I: C. M. Evertson & C. S. Weinstein (Eds.), Handbook of Classroom Mangement: Research, Practice and Contemporary Issues (s. 17-43). New Jersey, NJ: Lawrence Erlbaum Associates.
Bryman, A. (2011). Samhällsvetenskapliga metoder. Malmö: Liber.
Bulterman-Bos, J. (2008). Will a clinical approach make education research more relevant for practice? Educational Researcher, 37(7), 412–420. doi.org/10.3102%2F0013189X08325555
Cochran-Smith, M. & Lytle, S. (1999). The Teacher Research Movement: A Decade later. Educational Researcher, 28(5), 15-25. 10.3102/0013189X028007015
Colnerud, G. (1995). Etik och praktik i läraryrket. En empirisk studie av lärares yrkesetiska konflikter i grundskolan. Stockholm: HLS förlag.
Colnerud, G., & Granström, K. (2015). Respekt för lärarprofessionen. Om lärares yrkesetik och yrkesspråk. Stockholm: Liber.
Doyle, W. (1986). Classroom organization and management. I: M. C. Wittrock (Ed.), Handbook on research on teaching (s. 392–431). New York: MacMillan.
Doyle, W. (2006). Ecological approaches to classroom management. I: C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, Practice and Contemporary Issues (s. 97–126). Mahwah: Lawrence Erlbaum Associates.
Doyle, W., & Carter, K. (1984). Academic Tasks in Classrooms. Curriculum Inquiry, 14(2), 129-149. doi.org/10.1080/03626784.1984.11075917
Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. I: C. M. Evertson & C. S. Weinstein (Eds.), Handbook of Classroom Management: Research, Practice and Contemporary Issues. (s. 3-16) Mahwah: Lawrence Erlbaum Associates.
Frelin, A. (2013). Att hantera läraryrkets komplexitet(er) – en grund för professionalitet. Utbildning & Demokrati, 22(1), 7-27.
Frelin, A. (2015) Relational underpinnings and professionality: A case study of a teacher’s practices involving students with experiences of school failure. School Psychology International, 36, 589-604. doi.org/10.1177%2F0143034315607412
Frey, J. H. & Fontana, A. (1993). The group interview in social research. I: D. L. Morgan (Ed.). (1993). Successful focusgroups. Advancing the state of the art (s. 20-34). Newbury Park: Sage Publications.
Fuglestad, O. L. (1993). Samspel og motspel. Kultur, kommunikation og relasjonar i skolen. Oslo: Ny norske samlaget.
Good, T. L., & Brophy, J. E. (1984). Loooking in Classrooms. New York: Longman.
Gump, P. V. (1967). The classroom behaviour setting. Its nature and relation to student behaviour. Washington, DC: US Office of Education.
Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers' emotional responses to educational change. Teaching and Teacher Education, 21, 967-983. doi.org/10.1016/j.tate.2005.06.007
Jackson, P. W. (1968). Life in classrooms. New York: Teachers College Press.
Kitzinger, J. & Barbour, R. S. (1999). Introduction: The challenge and promise of focus groups. I: R. S. Barbour & J. Kitzinger (Eds.), Developing focus group research: Politics, theory and practice (s. 1-20). London: Sage Publications.
Kounin, J. S. (1970). Discipline and group management in classrooms. New York: Holt, Rinehart and Winston.
Kvale, S. (2014). Den kvalitativa forskningsintervjun. Lund: Studentlitteratur.
Labaree, D. F. (2003). The peculiar problems of preparing educational researchers. Educational Researcher. 32(4), 13–22. doi.org/10.3102/0013189X032004013
Larsson, S. (2005). Om kvalitet i kvalitativa studier. Nordisk Pedagogik, 1(25), 16-35.
Larsson, S. (2009). A pluralist view of generalization in qualitative research. International Journal of Research & Method in Education, 32(1), 25-38. https://doi.org/10.1080/17437270902759931.
Mills, J. & Rinehart, K. E. (2019) Teachers as researchers. Teachers and Curriculum, 19 (1), 1–5. doi.org/10.15663/tandc.v19i1.338
Morgan, D. L. (1997). Focus groups. Annual Review of Sociology, 22, 129-152.
Morgan, D. L. (1998). The focus group guidebook. Thousand Oaks: Sage.
Nilfors, E. (2020). ULF spaning nr 6 – etiska frågor. En sammanställning av olika frågor och dilemman som uppmärksammats i försöksverksamheten. Hämtat den 30 augusti 2021 https://www.ulfavtal.se/digitalAssets/709/c_709236-l_3-k_ulf-spaning-6_etik.pdf
Olsson, M. (2016). Lärares ledarskap som möjliggörande eller begränsande i mötet med ”alla” barn. En deltagarorienterad studie. Stockholm: Stockholms universitet.
Osher, D., Bear, G. G., Sprague, J. R. & Doyle, W. (2010) How Can We Improve School Discipline? Educational Researcher, 39(1), 48-58. doi.org/10.3102/0013189X09357618
Polanyi, M. (1962). Personal knowledge: Towards a post-critical philosophy. Chicago, IL: University of Chicago.
Postholm, M. B. (2013). Classroom management: what does research tell us? European Educational Research Journal, 12(3), 389-402. doi.org/10.2304%2Feerj.2013.12.3.389
Reis, S. M., & Renzulli, J. S. (2015). Five dimensions of differentiation. Gifted Education Press Quarterly, 29(3), 2-9.
Roache, J. R., & Lewis, R. (2011). The carrot, the stick, or the relationship: what are the effective disciplinary strategies? European Journal of Teacher Education, 34(2), 233-248. doi.org/10.1080/02619768.2010.542586
Samuelsson, J. (2013). Den skicklige matematikläraren. Linköping: Linköpings universitet.
Samuelsson, M. (2019). Att hantera vardagsnära utmaningar mot ett socialt system: Ur blivande lärares perspektiv. Nordic Studies in Education, 3, 228-243.
Scarlett, G. W. (2015). Methods for Managing Behaviour: Types and Uses. I: Scarlett, G. W. (red.), The SAGE Encyclopedia of Classroom Management, (s. 508-510). Thousand Oaks: SAGE Publications Inc.
Stensmo, C. (2008). Ledarskap i klassrummet. Lund: Studentlitteratur.
Thorsten, A. (2018). Berättelseskrivande i skolan. Att studera, beskriva och utveckla ett kunnande. (Doktorsavhandling) Linköping: Linköpings universitet.
Vetenskapsrådet. (2017). God forskningssed. Stockholm: Vetenskapsrådet.
Wedin, A-S. (2007). Lärares arbete och kunskapsbildning: Utmaningar och inviter i den vardagliga praktiken. Linköping: Linköpings universitet.
Westbroek, H., Janssen, F., Mathijsen, I., & Doyle, W. (2020). Teachers as researchers and the issue of practicality. European Journal of Teacher Education doi: 10.1080/02619768.2020.1803268
Wibeck, V., Dahlgren, M. A., & Öberg, G. (2007). Learning in focus groups an analytical dimension for enhancing focus group research. Qualitative Research, 7, 249-267. doi.org/10.1177%2F1468794107076023
Wubbels, T. (2011). An international perspective on classroom management: what should prospective teachers learn? Teaching Education, 22(2), 113–131. Doi: doi.org/10.1080/10476210.2011.567838
Wubbels, T. (2017). Teacher-student relationships and interactions as a factor in learning environments. 36th Vernon-Wall Lecture. Birmingham: The Psychology of Education Section of The British Psychological Society.
Wubbels, T., Brekelmans, M., Den Brok, P. & van Tartwijk, J. (2006). An interpersonal perspective on classroom management in secondary classrooms in the Netherlands. I C. Evertson & C. S. Weinstein (red.), Handbook of classroom management: Research, practice and contemporary issues (s. 1161–1191). New York: Lawrence Erlbaum Associates.