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Wennergren, Ann-ChristineORCID iD iconorcid.org/0000-0002-2953-8686
Publications (10 of 52) Show all publications
Wennergren, A.-C. & Thornberg, F. (2018). Digital tools to influence preservice teachers’ participation in mentoring. In: : . Paper presented at Australian Association For Research In Education (AARE) Conference 2018, Sydney, New South Wales, Australia, 2-6 December, 2018.
Open this publication in new window or tab >>Digital tools to influence preservice teachers’ participation in mentoring
2018 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

The practicum period for preservice teachers forms an important part of teacher education, as does the level of observations and feedback from mentor teachers. The relationship between collecting evidence of teaching and pre-service teachers’mentoring sessions, forms the premise for our study. In the present study, preservice teachers and mentor teachers in four partner schools have used a multimodal tool to collect evidence of teaching practice and for mentoring. In accordance with the digital tools used, we define mentoring sessions as a sequence of: pre-mentoring with feedback on plans (prior to teaching), teaching and multimodal collecting evidence for teaching (during teaching), and post-mentoring (identifying next teaching steps, after teaching).

The aim of the study was to explore how digital tools, used in mentoring processes, can influence preservice teachers’ participation in a collaborative community of practice (CoP). The social theory of Wenger was used as a framework for the study. According to Wenger, learning occurs as a function of legitimate participation during negotiations of content. 

The qualitative design was based on a survey and focus group interviews. During the analysis, four themes of legitimate participation in negotiations were identified in the data source: 1) Participation in the sharing of plans before teaching: This phase became an important part for the rest of the mentoring sequence. Specific and concrete interaction in this phase affected the level of specificity in observation and mentoring. 2) Participation in conducting interactive observations of teaching: In this phase, and in order to collect evidence of their practice, preservice teachers developed their skills in formulating specific feedback to each other. At the same time, they also developed the skill to target teaching to students’ learning needs. 3) Participation in preparing mentoring: In this phase, conditions of preparation based on evidence from teaching and feedback affected the students’ participation in mentoring sessions. 4) Participation in selecting a particular aspect from the evidence of practice as a base for mentoring:Preservice teacher participation in mentoring changed from passive roles with a focus on listening and receiving feedback to active knowledge-producing roles. 

We conclude that the digital tools offered new opportunities for mutual engagement and participation, in the mentoring dialogue about teaching and learning. We also conclude that the CoP is a useful theory for describing and explaining the level of participation and engagement in practicum mentoring sessions. 

Keywords
Community of practice, digital observation, mentor, teacher students, collaborative learning
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-38680 (URN)
Conference
Australian Association For Research In Education (AARE) Conference 2018, Sydney, New South Wales, Australia, 2-6 December, 2018
Available from: 2018-12-30 Created: 2018-12-30 Last updated: 2019-01-22Bibliographically approved
Wennergren, A.-C., Thornberg, F., Bjørndal, C. & Petter, M. (2018). Lärarstudenter som aktörer i interaktiv observation och handledning: En studie om digitala redskap i VFU-handledning på övningsskolor. Högre Utbildning, 8(2), 72-86
Open this publication in new window or tab >>Lärarstudenter som aktörer i interaktiv observation och handledning: En studie om digitala redskap i VFU-handledning på övningsskolor
2018 (Swedish)In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 8, no 2, p. 72-86Article in journal (Refereed) Published
Abstract [sv]

Syftet med denna artikel är att bidra med kunskap om hur digitala redskap kan påverka lärarstudenters deltagande i handledningsprocessen. Trots att lärarstudenter och handledare ofta befinner sig i digitala klassrumsmiljöer används digitala redskap endast i begränsad omfattning under handledningsprocessen. Med utgångspunkt i Wengers teori om lärande i en praktikgemenskap har lärarstudenter och handledare arbetat med stöd av digitala observationsunderlag. Processen har studerats på fyra övningsskolor. Information om studenternas erfarenheter av handledningen har samlats in via enkäter och fokusgruppsamtal. Resultatet visar att det är fyra moment som påverkat studenters deltaganden i handledningsprocessen. Studenter; 1) delar sin planering digitalt inför undervisning, 2) skapar digitala observationsunderlag från undervisning, 3) använder digitala observationsunderlag för att förbereda handledningssamtal, 4) väljer aspekter från digitala observationsunderlag för bearbetning i handledningssamtal. Resultatet ger också̊ signaler om två kritiska moment som särskilt underlättat deltagande i handledningsprocessen; dels bearbetningen av planering före undervisning, dels bearbetningen av observation före handledning. Det visar att studenters och handledares gemensamma deltagande och ansvar för handledningsprocessen påverkar både form, innehåll och utfall. 

Place, publisher, year, edition, pages
Oslo: Cappelen Damm AS, 2018
Keywords
Aktör, multimodal, respons, digitala observationsunderlag, VFU-handledning, övningskolor
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-38275 (URN)10.23865/hu.v8.1078 (DOI)
Available from: 2018-11-06 Created: 2018-11-06 Last updated: 2018-11-07Bibliographically approved
Fletcher, A. & Wennergren, A.-C. (2018). Pitfalls and possiblities: Collegial conversations about students learning as a reflection of teaching impact. In: : . Paper presented at Australian Association For Research In Education (AARE) Conference 2018, Sydney, New South Wales, Australia, 2-6 December, 2018.
Open this publication in new window or tab >>Pitfalls and possiblities: Collegial conversations about students learning as a reflection of teaching impact
2018 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

The impact of a critical friend, an external agent who acts as a supportive yet challenging facilitator, is widely acknowledged as a significant factor in school development and professional learning. A critical friendship is characterised by trust, and enacted through conversations where provocative questioning is used to enhance reflection and challenge participants’ practice-related assumptions and viewpoints.  

This paper is the result of an international collaboration between two academics who each work closely with local schools as critical friends.  The paper aims to illustrate possibilities and pitfalls of impact and engagement, using accounts of Professional Learning Community (PLC) conversations about purposes, tools and practices to enhance teaching and learning.

A selection of conversation transcripts from two separate PLCs were explored to generate insights about classroom applications of collegial learning among teachers. The PLCs consisted of ten teachers at a primary school in the south of Sweden and ten teachers at a primary school in regional Victoria, Australia. Each researcher was familiar with one set of PLC conversations, but not the other. This provided another dimension of critical friendship by challenging the researchers’ own viewpoints about ‘their’ PLC, and generated alterative interpretations of the data.

The analysis was guided by three core considerations: What? Why? How? Of these, ‘what’ constituted content that aligned with the PLC’s purpose; ‘why’ articulated the PLC’s purpose and its shared goals; and ‘how’ referred to the repertoire of systematic methods, tools and strategies which the PLC applied to achieve its purposes.

Findings indicated three main themes. First,the PLC’s purpose (to enhance students’ learning) appeared to be implied rather than explicit in the conversations. In instances when why-questions in relation to educational content were discussed – the conversation was sharpened and provided a rationale to the context. Second, teachers’ monitoring of students’ learning featured strongly, addressing considerations such as ‘What do we expect our students to learn?’ and ‘How do we know when students have learnt?’ Third,general and specific comments relating to how evidence about students’ learning may be collected dominated the conversations.

We conclude that the conversations about learning in the two PLC-teams mainly focused on ‘what’ was going to be improved and ‘how’ changes in practice may occur, rather than ‘why’. This implies a missing link in PLC-teams’ conversations, which critical friends may help teachers overcome by prompting them to articulate the application of ‘why’ in relation to the specifics of their students’ learning. 

Keywords
Critical friendship, Professional Learning Community, reflection, evidence of learning, impact of teaching
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-38681 (URN)
Conference
Australian Association For Research In Education (AARE) Conference 2018, Sydney, New South Wales, Australia, 2-6 December, 2018
Available from: 2018-12-30 Created: 2018-12-30 Last updated: 2019-01-22Bibliographically approved
Wennergren, A.-C. (2018). Skolutveckling: En självklar del av läraruppdraget. In: Eva Insulander & Staffan Selander (Ed.), Att bli lärare: (pp. 292-297). Stockholm: Liber
Open this publication in new window or tab >>Skolutveckling: En självklar del av läraruppdraget
2018 (Swedish)In: Att bli lärare / [ed] Eva Insulander & Staffan Selander, Stockholm: Liber, 2018, p. 292-297Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: Liber, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-38276 (URN)978-91-47-12285-1 (ISBN)
Available from: 2018-11-06 Created: 2018-11-06 Last updated: 2018-11-15Bibliographically approved
Wennergren, A.-C. & Thornberg, F. (2018). Student teachers as legitimate participants in mentoring: An extended community of practice. In: The 46th Annual Congress of the Nordic Educational Research Association: Educational Research: Boundaries, Breaches and Bridges: Abstract book. Paper presented at The 46st NERA Nordic Conference on Educational Research, Oslo, Norway, March 8-10, 2018 (pp. 575-575). Oslo
Open this publication in new window or tab >>Student teachers as legitimate participants in mentoring: An extended community of practice
2018 (English)In: The 46th Annual Congress of the Nordic Educational Research Association: Educational Research: Boundaries, Breaches and Bridges: Abstract book, Oslo, 2018, p. 575-575Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Topic, aim and framework: The practicum period for student teachers forms an important part of teacher education, as does the level of observations and feedback from practicum mentors. The relationship between the documentation of teaching and the performed practicum mentoring forms the premise for our study, together with successful experiences using video as a tool for observation (Mathisen & Bjørndal, 2016). In the present pilot study, mentors and student teachers in four partner schools have used a multimodal tool (MOSO) for documentation and mentoring. In accordance with the digital tools used, we define mentoring sessions as a sequence of: pre-mentoring with feedback on plans, teaching and multimodal observation, and post-mentoring. The aim of our study was to explorestudents’ participation in a collaborative community of practice (CoP). The social theory of Wenger was used as a framework for the study. According to Wenger, learning occurs as a function of legitimate participation during negotiations of content.

Methodology/research design: The qualitative design was based on a survey and focus group interviews with fourteen student teachers and their practicum mentors (seven). Two persons (one student teacher and one mentor) observed and documented the teaching of another student teacher. During the analysis, four themes constituting the legitimate participation in negotiations were identified in the data source: Participation by planning for observation, participation by interactive observations of teaching, participation by preparing for practicum mentoring and participation by reflections at different levels.FindingsShort presentation of the four themes:Participation by planning for observation: This phase becomes an important part for the rest of the mentoring sequence. Specific and concrete interaction in this phase affected the degree of specific observation and mentoring.Participation by interactive observations of teaching: In this phase, and in order to document teaching, teacher students practiced their skills in formulating specific feedback to each other. At thesame time, they also practised identifying qualities in teaching relevant to pupils’ learning.Participation by preparing for practicum supervision: In this phase, conditions of preparation basedon authentic documentation and feedback affected the students’ participation in mentoring sessions.Participation by reflections at different levels: Student participation in mentoring sessions changed from passive roles with a focus on listening and receiving feedback to active knowledge-producing roles.

Conclusions: We conclude that the digital tools offered new opportunities for sharing, mutual engagement, participation, and negotiations in the dialogue about teaching and learning in mentoring as an extended community of practice. We also conclude that the CoP is a useful theory for describing and explaining the level of participation and engagement in practicum mentoring sessions.

Relevance to Nordic educational research: The study contributes with general knowledge in the field of practicum mentoring for student teachers, and with specific knowledge in the field of multimodal tools for observations and mentoring.

Place, publisher, year, edition, pages
Oslo: , 2018
Keywords
Community of practice, digital observation, teacher students, negotiations, collaborative learning
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-38277 (URN)
Conference
The 46st NERA Nordic Conference on Educational Research, Oslo, Norway, March 8-10, 2018
Available from: 2018-11-06 Created: 2018-11-06 Last updated: 2018-11-08Bibliographically approved
Zimmerman Nilsson, M.-H., Wennergren, A.-C. & Sjöberg, U. (2018). Tensions in communication – Teachers and academic facilitators in a critical friendship. Action Research, 16(1), 7-24
Open this publication in new window or tab >>Tensions in communication – Teachers and academic facilitators in a critical friendship
2018 (English)In: Action Research, ISSN 1476-7503, E-ISSN 1741-2617, Vol. 16, no 1, p. 7-24Article in journal (Refereed) Published
Abstract [en]

This paper concerns the complex relationships between external facilitators and tea- chers in action research, as they work in a critical friendship to develop interaction in specific ways that open up rather than shut down communication and learning. The aim is to contribute with knowledge about interpersonal communication between academic facilitators and teachers in a development process where the teachers had a lack of influence in the initial phase of the project. The findings reveal that communication in a context of incompatible positions and professional distance did not lead to further communication, whereas communication in a context of confidence, mutual reliance, and challenge opened up possibilities for further dialogue. We identified three aspects affecting communication: absence of ownership of specific problems, trust without relationship, and courage before trust. Implication for the action research community is the importance of making strategies for critical friendship explicit. This assists for teachers to internalize the role. © The Author(s) 2016

Place, publisher, year, edition, pages
London: Sage Publications, 2018
Keywords
Critical friendship, courage, ownership, shadowing, trust, academic facilitator
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hh:diva-29878 (URN)10.1177/1476750316660365 (DOI)
Funder
Swedish Research Council, 2012-5953
Available from: 2015-12-03 Created: 2015-12-03 Last updated: 2018-03-22Bibliographically approved
Kaderland, A., Niit Ekstrand, S., Thornberg, F., Folkeryd, J. W., Tväråna, M. & Wennergren, A.-C. (2017). Att utveckla förmågor genom att prestera sitt yttersta (1:1ed.). In: Jonas Almqvist, Karin Hamza & Anette Olin (Ed.), Undersöka och utveckla undervisning: Professionell utveckling för lärare (pp. 101-118). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Att utveckla förmågor genom att prestera sitt yttersta
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2017 (Swedish)In: Undersöka och utveckla undervisning: Professionell utveckling för lärare / [ed] Jonas Almqvist, Karin Hamza & Anette Olin, Lund: Studentlitteratur AB, 2017, 1:1, p. 101-118Chapter in book (Other academic)
Abstract [sv]

Elevers förmåga att resonera ska genomsyra alla ämnen i grundskolan. Man kan se förmågan som en demokratisk aspekt i ett flerstämmigt klassrum och som oerhört väsentlig ur ett samhällsperspektiv. Vårt fall visar att elevers förmåga att resonera kan utvecklas på relativt kort tid när lärare samtidigt studerar sin egen praktik. I kapitlet diskuteras fallet ur perspektiv som: bedömning, kommunikation, ämnesdidaktik och skolutveckling. 

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017 Edition: 1:1
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-35240 (URN)978-91-44-11417-0 (ISBN)
Available from: 2017-10-20 Created: 2017-10-20 Last updated: 2017-12-20Bibliographically approved
Wennergren, A.-C. & Blossing, U. (2017). Teachers and Students Together in a Professional Learning Community. Scandinavian Journal of Educational Research, 61(1), 47-59
Open this publication in new window or tab >>Teachers and Students Together in a Professional Learning Community
2017 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 61, no 1, p. 47-59Article in journal (Refereed) Published
Abstract [en]

Students represent the majority of the people in a school organisation, but are rarely considered as participants in literature on professional learning communities (PLC). This article explored a PLC with the legitimate participation of students in the classroom. Data was based on interviews with eleven teachers. Community of practice theory provides three dimensions that were used as analytical tools: shared repertoire, mutual engagement and joint enterprise. Shared repertoire refers to how teachers introduce and develop tools for learning; mutual engagement to how to establish relationships and atmosphere with a respect for learning; and joint enterprise to how students’ associations and experiences are used to shape content knowledge in planning for learning. We conclude that the theory of community of practice is useful to describe and understand the formation of a PLC. © 2015 Scandinavian Journal of Educational Research.

Place, publisher, year, edition, pages
Abingdon, Oxon: Routledge, 2017
Keywords
Collaborative learning, community of practice, professional learning community, student participation
National Category
Learning
Identifiers
urn:nbn:se:hh:diva-29076 (URN)10.1080/00313831.2015.1066441 (DOI)000393802200004 ()2-s2.0-84937791337 (Scopus ID)
Funder
Swedish Research Council, 2012-5953
Available from: 2015-08-02 Created: 2015-08-02 Last updated: 2017-11-30Bibliographically approved
Wennergren, A.-C., Hyttfors Jonsson, H. & Josefsson, D. (2016). Elevers röster som drivkraft för utveckling och lärande gemenskaper (1ed.). In: Karin Rönnerman, Anette Olin, Eli Moksnes Furu & Ann-Christine Wennergren (Ed.), Fångad av praktiken: Skolutveckling genom partnerskap: En rapport från det nordiska nätverket i aktionsforskning (pp. 135-156). Göteborg: Göteborgs universitet
Open this publication in new window or tab >>Elevers röster som drivkraft för utveckling och lärande gemenskaper
2016 (Swedish)In: Fångad av praktiken: Skolutveckling genom partnerskap: En rapport från det nordiska nätverket i aktionsforskning / [ed] Karin Rönnerman, Anette Olin, Eli Moksnes Furu & Ann-Christine Wennergren, Göteborg: Göteborgs universitet , 2016, 1, p. 135-156Chapter in book (Refereed)
Abstract [sv]

Vi som är författarna till detta kapitel träffades våren 2014 för att utforma ramarna för en forskningscirkel där två skolledare, tio förstelärare och en forskare skulle ingå. Helena och Daniel är skolledare på två skolor inom samma skolområde i Halmstad kommun och Ann-Christine är docent i pedagogik på Högskolan i Halmstad. Den text som följer beskriver arbetet i vår forskningscirkel men också hur arbetet omsattes parallellt med alla lärare på skolan. I texten framgår hur lärare och skolledare utgår från den egna praktiken för att identifiera utvecklingsområden som förbättras och studeras systematiskt. Därutöver belyser kapitlet mer specifikt skolledarnas arbete med att involvera elever i utvecklingsarbetet. Texten har vi både skrivit var för sig och tillsammans. Oavsett vem som skrivit, har textens bearbetats ihop för att synliggöra olika förståelser. Vi har gjort en gemensam och lärorik resa från arbetet i forskningscirkeln till publicering av texten. På vägen har vi insett vikten av en lärande gemenskap där både elever, lärare, skolledare och forskare deltar som aktörer i skolans lokala förbättringsarbete.

Place, publisher, year, edition, pages
Göteborg: Göteborgs universitet, 2016 Edition: 1
Series
RIPS: Rapporter från Institutionen för pedagogisk och specialpedagogik ; 11
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-32139 (URN)ISBN 978-91-86857-16-5 (ISBN)ISBN 978-91-86857-17-2 (ISBN)
Available from: 2016-10-12 Created: 2016-10-04 Last updated: 2016-10-13Bibliographically approved
Rönnerman, K., Olin, A., Moksnes Furu, E. & Wennergren, A.-C. (Eds.). (2016). Fångad av praktiken: skolutveckling genom partnerskap. Göteborg: RIPS
Open this publication in new window or tab >>Fångad av praktiken: skolutveckling genom partnerskap
2016 (Swedish)Collection (editor) (Refereed)
Place, publisher, year, edition, pages
Göteborg: RIPS, 2016. p. 315
Series
RIPS: Rapporter från Institutionen för pedagogik och specialpedagogik ; 11
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-32206 (URN)978-91-86857-17-2 (ISBN)978-91-86857-16-5 (ISBN)
Available from: 2016-10-13 Created: 2016-10-13 Last updated: 2016-10-13Bibliographically approved
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Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-2953-8686

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