"Vi får ju inte riktigt förutsättningarna för att genomföra det som vi vill": en studie om lärare möjligheter och hinder till förändring och förbättring i praktiken
2013 (Swedish)Doctoral thesis, monograph (Other academic)
Initially the overall aim of this thesis was to describe and analyse what was happening in the educational activities when teachers at a school that I have called Tower School introduced the computer as a tool for helping pupils who were learning to write and read. Key questions concerned the issue of improvement. Did introducing the computer as a tool in the teaching and learning process help the pupils with their learning or not and, if so, in what ways. The research approach chosen was an action research approach. Action research is concerned with professional practice and improvement. It is contextual and oriented toward action processes and change. The initial phase of the research went more or less according to plan. I followed the development process of the introduction and use of the computer as a learning tool, met regularly with the teachers and together with them developed a good working relationship. After about a year things changed. With the restructuring that was taking place in the region changes began to take place also at Tower School and this had effects on the research. In addition to the initial aim to research changes related to student learning a second purpose developed. This purpose was to describe and analyse how political governance and underlying societal forces might influence what happens in school development. There were two reasons for this new extra dimension. One was a methodological interest in relation to planning action research projects at times of political change in the education sector. The other was an educational theoretical interest connected to the school as a policy-driven organization. My interest here was for changes in the political economy at the macro level and how the network of macro-political and economic relations affected the micropolitical level of the school, its classrooms, participating teachers in these classrooms, their students and me as a researcher?
Place, publisher, year, edition, pages
Acta universitatis Gothoburgensis , 2013.
, Gothenburg studies in educational sciences, ISSN 0436-1121 ; 335
Action research, Practice architecture, School development, Writing-reading practice, Teachers' professional development, Teacher education and education work
Research subject Teacher Education and Education Work
IdentifiersURN: urn:nbn:se:hb:diva-3655Local ID: 2320/12325ISBN: 978-91-7346-748-3ISBN: 978-91-7346-749-0OAI: oai:DiVA.org:hb-3655DiVA: diva2:877045
Akademisk avhandling som med tillstånd av utbildningsvetenskapliga fakulteten vid
Göteborgs universitet för vinnande av doktorsexamen i pedagogiskt arbete
framläggs till offentlig granskning Fredagen den 14 juni, kl. 13-16 vid Högskolan i Borås, sal C2032015-12-042015-12-042016-07-14Bibliographically approved