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Wennergren, Ann-ChristineORCID iD iconorcid.org/0000-0002-2953-8686
Publications (10 of 57) Show all publications
Wedding, F. & Wennergren, A.-C. (2020). Vägar till en hjärnsmart skola. Vägval i skolans historia (1)
Open this publication in new window or tab >>Vägar till en hjärnsmart skola
2020 (Swedish)In: Vägval i skolans historia, no 1Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Syftet med denna text är att bidra med kunskap om vad som prioriteras och genomförs på en gymnasieskola när visionen är att bli en ”hjärnsmart skola”. I texten delges tankarna bakom konceptet hjärnsmart och hur det tillämpats i praktiken med hjälp av tio-goda-vanor, från 2013 och framåt. De tio vanorna handlar om hälsofrämjande insatser kring: mat/näring, fysisk aktivitet, positiva tankar, hantera stress, lära sig nya saker, repetition, omväxling, ta egna beslut, vänner och relationer samt vila/sömn. Skolan har börjat etablera konceptet både på elev- skol- och huvudmannanivå. För elever och lärare har utbildning och insatser i undervisningen bidragit med redskap för att lära sig hantera sin hjärnhälsa. På skolnivå har samarbetet med elevhälsan bidragit till ett gemensamt språk kring hjärnsmarta insatser både i undervisning, elevhälsoarbete och individuella samtal. Även utformningen av en ny skolbyggnad kommer att genomsyras av tankarna bakom hjärnsmarta miljöer. Under arbetet har skolan haft kontinuerligt stöd från skolhuvudman. För att nå framgång med en vision, eller ett gemensamt koncept, har det krävts kollektiva strukturer och redskap i skolans utvecklingsorganisation. Några har etablerats men de behöver ytterligare prövas och granskas för att inkludera all personal och alla elever.

Place, publisher, year, edition, pages
Uppsala: Föreningen för svensk undervisningshistoria, 2020
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-41832 (URN)
Available from: 2020-03-29 Created: 2020-03-29 Last updated: 2020-03-31Bibliographically approved
Olin, A., Rönnerman, K., Löfving, C., Berndtsen, M., Nehez, J. & Wennergren, A.-C. (2019). Action research education influencing teachers’ development work. In: Branko Bognar, Senka Gazibara & Sanja Simel Pranjić (Ed.), CARN-ALARA 2019, Imagine Tomorrow - Practitioner Learning for the Future: Book of Abstracts. Paper presented at CARN-ALARA 2019, Imagine Tomorrow - Practitioner Learning for the Future, Split, Croatia, 17-19 October, 2019 (pp. 88-88).
Open this publication in new window or tab >>Action research education influencing teachers’ development work
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2019 (English)In: CARN-ALARA 2019, Imagine Tomorrow - Practitioner Learning for the Future: Book of Abstracts / [ed] Branko Bognar, Senka Gazibara & Sanja Simel Pranjić, 2019, p. 88-88Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Teachers are expected to develop and follow up their practices in order to create thebest possible opportunities for student learning and growth. Action research providesprocesses and tools for such an approach and for this reason, some universities inthe Nordic countries have integrated action research into their teacher educationand in-service programs. Action research is not primarily technical when it comes toinvestigating practices but rather strives for critical thinking and thereby empowermentfor teachers. Expectations and traditions collide under those circumstances and thequestion is what action research education leads to.

In this symposium we want to explore (1) if and how teachers, through studyingand practicing action research, develop their practices and knowledge, (2) How theeducation itself and the schools where the teachers work nurture or constrain teachers’development work.

In Sweden, we have interviewed teachers participating in master programs givenat two universities (Gothenburg and Halmstad). The focus in the interviews was onwhether their practices in schools have changed and if so how the education hasinfluenced those changes. In Finland, teachers, who have conducted action researchas part of an in-service course at Åbo Akademi University, have been interviewedwith the same research focus. In Sweden, one teacher, who participated in the masterprogram in Gothenburg, has studied herself in her new role as teacher educator/facilitator at the University and present results from this study.

Our results contribute with knowledge on how educational action researchemerges, sometimes easily and sometimes with more difficulties, in two Nordiccontexts as a way for teachers to become owners of their own development work.

Keywords
action research education, influencing practices
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hh:diva-41167 (URN)
Conference
CARN-ALARA 2019, Imagine Tomorrow - Practitioner Learning for the Future, Split, Croatia, 17-19 October, 2019
Available from: 2019-12-06 Created: 2019-12-06 Last updated: 2019-12-20Bibliographically approved
Wennergren, A.-C. (2019). Dialog, mod och tillit i skolans förbättringsarbete (1:1ed.). In: A. Olin, J. Almqvist, K. Harimza & L. Gyllander Torkildsen (Ed.), Didaktisk utvecklingsdialog: Lärares och skolledares professionella utveckling (pp. 211-228). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Dialog, mod och tillit i skolans förbättringsarbete
2019 (Swedish)In: Didaktisk utvecklingsdialog: Lärares och skolledares professionella utveckling / [ed] A. Olin, J. Almqvist, K. Harimza & L. Gyllander Torkildsen, Lund: Studentlitteratur AB, 2019, 1:1, p. 211-228Chapter in book (Other (popular science, discussion, etc.))
Abstract [sv]

I dag sliter verksamhetschefer på olika gymnasieskolor för att leda rektorer med fokus på skolans kunskapsuppdrag, samtidigt som både budgeten och verksamheten påverkas när elever väljer andra skolor. I vårt fall genomfördes många förändringar för att skapa en attraktiv gymnasieskola och vinna tillbaka elever till kommunen. På Språkintroduktionen riktades förändringar bland annat mot: Lärmiljöer, hälsa, närvaro, genrepedagogik, digitala läromedel och språkpraktik. Den stora utmaningen var att uppnå effekter både på kort och lång sikt, vilket också skedde. Fallet diskuteras ur perspektiv som tid, dialog, kunskapsuppdrag, mod och tillit.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: 1:1
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-41700 (URN)978-91-44-12574-9 (ISBN)
Available from: 2020-02-23 Created: 2020-02-23 Last updated: 2020-02-25
Wennergren, A.-C. (2019). Professionella identiteter (1:1ed.). In: A. Olin, J. Almqvist, K. Harimza & L. Gyllander Torkildsen (Ed.), Didaktisk utvecklingsdialog: Lärares och skolledares professionella utveckling (pp. 221-223). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Professionella identiteter
2019 (Swedish)In: Didaktisk utvecklingsdialog: Lärares och skolledares professionella utveckling / [ed] A. Olin, J. Almqvist, K. Harimza & L. Gyllander Torkildsen, Lund: Studentlitteratur AB, 2019, 1:1, p. 221-223Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: 1:1
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-41860 (URN)978-91-44-12574-9 (ISBN)
Available from: 2020-04-01 Created: 2020-04-01 Last updated: 2020-04-01Bibliographically approved
Nagy, C., Nehez, J. & Wennergren, A.-C. (2019). The power of written feedback for student teachers in teaching mathematics. In: Branko Bognar, Senka Gazibara & Sanja Simel Pranjić (Ed.), CARN-ALARA 2019, Imagine Tomorrow - Practitioner Learning for the Future: Book of Abstracts. Paper presented at CARN-ALARA 2019, Imagine Tomorrow - Practitioner Learning for the Future, Split, Croatia, 17-19 October, 2019 (pp. 92-92).
Open this publication in new window or tab >>The power of written feedback for student teachers in teaching mathematics
2019 (English)In: CARN-ALARA 2019, Imagine Tomorrow - Practitioner Learning for the Future: Book of Abstracts / [ed] Branko Bognar, Senka Gazibara & Sanja Simel Pranjić, 2019, p. 92-92Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

We will present a study in progress. The aim is to generate insights about thecontent-related feedback student teachers receive within the context of mathematicsteaching during their practicum period. Students perceive feedback as an importantprompt for developing their further knowledge within disciplines and courses that arepart of their programme. Similarly, lack of feedback has a negative impact on students’motivation. For feedback to be of relevance, it needs to both relate to course contentand provide guidance for future tasks. The main challenge faced by the provider offeedback is to ensure that feedback is explicit, since vague or unclear feedback iseither ignored by students or experienced as frustrating. Thus, mentors tend toobserve student teachers so they can provide explicit feedback that will guide studentteachers as they develop their teaching practice. Being able to provide feedback toa student teacher in the context of a lesson requires the observer to not only havepractitioner knowledge, but also a command of the relevant content knowledgerelating to the discipline. So far, we have established that that student teachers tendto seek generalised feedback, and that mentors rarely provide feedback that targetsdiscipline specific teaching considerations. Based on relevant research, we seek toinfluence mentors’ discipline specific feedback to student teachers, since that in turnenhances the learning outcomes for their students. The present study explores howmentor articulate feedback to student teachers who teach mathematics in the primaryyears, to pupils aged 6-9. To improve feedback both mentor and student teachersundertook a series of action research cycles as a part of their professional developmentinto providing and receiving discipline specific feedback. The emerging findings will bediscussed with mentors and students after the practicum period has been completed.

Keywords
mentors, practicum, teacher students, feedback
National Category
Learning
Identifiers
urn:nbn:se:hh:diva-41168 (URN)978-953-314-135-0 (ISBN)
Conference
CARN-ALARA 2019, Imagine Tomorrow - Practitioner Learning for the Future, Split, Croatia, 17-19 October, 2019
Available from: 2019-12-06 Created: 2019-12-06 Last updated: 2019-12-20Bibliographically approved
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
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-2953-8686

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