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Zimmerman Nilsson, Marie-HeleneORCID iD iconorcid.org/0000-0003-0965-8805
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Publications (10 of 36) Show all publications
Zimmerman Nilsson, M.-H. & Smedley, J. (2022). Musicianship and Personal Knowledge Management. European Journal of Philosophy in Arts Education, 7(2), 161-190
Open this publication in new window or tab >>Musicianship and Personal Knowledge Management
2022 (English)In: European Journal of Philosophy in Arts Education, E-ISSN 2002-4665, Vol. 7, no 2, p. 161-190Article in journal (Refereed) Published
Abstract [en]

In today’s information focused world, most days involve contact with some form of screen and keyboard for work and leisure purposes. Learners must be dexterous and agile to effectively respond to shifting labour market requirements reflecting fast-changing technological needs and expectations. Information is available in a myriad of forms and successful engagement requires effective and efficient skills and understanding. With this background, this paper asserts that a musical skill set broadens the way that learners subsequently engage with and manage their information acquisition and use. This provides a broader base for ongoing knowledge management. Using philosophical and reflective approaches, it draws on life experiences from arts education by way of a duoethnographic approach. Two narratives provide insights of individual experiences, subsequent acquisition and engagement with information and consequent enhanced knowledge. These are analysed using a personal knowledge management model, providing a visualisation approach to the collaboration through knowledge sharing. The dialogic results demonstrate how the background of musical competence enriched subsequent learning capability in structuring and operationalising knowledge acquisition and management.

Place, publisher, year, edition, pages
Stockholm: University College of Music Education in Stockholm, 2022
Keywords
personal knowledge management, musicality, prior learning, collaboration, managing information
National Category
Humanities and the Arts Human Aspects of ICT
Research subject
Smart Cities and Communities, LeaDS - Learning in a Digitalised Society
Identifiers
urn:nbn:se:hh:diva-49959 (URN)10.5281/zenodo.7451825 (DOI)
Available from: 2023-02-12 Created: 2023-02-12 Last updated: 2023-02-13Bibliographically approved
Zimmerman Nilsson, M.-H. & Borgström, C. (2020). The Future Music Classroom. In: : . Paper presented at 25th conference of Nordic Network for Research in Music Education, Copenhagen, Denmark, 3-5 March, 2020.
Open this publication in new window or tab >>The Future Music Classroom
2020 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Today´s music classroom and music education are characterised by both analog and digital teaching. Contemporary students in school music education are often referred to as "digital natives" to emphasize that, unlike previous generations, they have had access to digital tools throughout their childhood. Music teachers whithin this music teaching practice face many challenges in their daily work, where skills in being able to use digital tools in teaching might be a requirement from both students and parents. The emphasis on digital tools may relate to the digital industry with digitally streamed music and online composition programs that students might have experienced when they enter the music classroom, a classroom that, in order to be legitimate to the students, needs to reflect the music world outside school. But in what direction is the music classroom heading? The pace of development is escalating with the digital tools at the forefront and tomorrow's music students will probably expect even greater digital solutions in the classroom than today. Or will completely different expectations emerge? Regardless, we need to be one step ahead in problematising and reflecting about the music classroom of the future. Against this background, the focus of the present is on how tomorrow's music teachers view the music classroom of the future. The aim is to study interpretive repertoires and subject positions constructed in conversations between music teacher students and to discuss these in relation to quality in the music classroom. Previous research show that digital tools can have a positive impact on learning and lead to improved results in the music classroom (Chao-Fernandez et al., 2017; Giebelhausen, 2015; Murillo, 2017). However, the overlap between students' personal and educational involvement with digital tools are both enabling and obstructive (Gurung & Rutledge, 2014). Digital tools are not always decisive for student achievement (Lee and Jen, 2014). Instead, it is a present educator who makes a difference. Altogether, there is a lack of studies that focus on tomorrow's music teachers' views on the future music classroom.

The study is based on a post-structuralist and social constructionist perspective. This implies that the subject constructs its reality in social interaction, which is also limited by prevailing discourses. The study's focus on actors in interaction derives from discursive psychology (Potter & Wetherell 1987). Discussion of subject positions and knowledge formation in a wider institutional and social perspective is based on a Foucauldian perspective, which provides a framework for analysis of power and dominance relationships. Altogether, the discourse phenomenon is both situated at a macro and a micro level. The study is at an initial stage and the empirical material consists of focus group discussions with music teacher students, studying their final year on the music teacher program. Preliminary results indicate that the prospective music teachers have a tentative attitude towards increased digitization in the music classroom. At the same time, it appears that the informants use digital tools daily, in their own teaching and in their own music performance. However, they do not consider this as digital musicing, but as if the digital tools facilitate musicing. Conclusions related to the interpretative repertoires and subject positions constructed in the conversations of music teacher students will be discussed in relation to quality in the music classroom.

Keywords
music classroom, future, digital tools, discourse
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-43135 (URN)
Conference
25th conference of Nordic Network for Research in Music Education, Copenhagen, Denmark, 3-5 March, 2020
Available from: 2020-09-17 Created: 2020-09-17 Last updated: 2021-03-11Bibliographically approved
Zimmerman Nilsson, M.-H., Lindgren, M. & Zandén, O. (2019). Choral discipline or curriculum implementation?: Exploring Singing in Swedish Secondary schools. Finnish Journal of Music Education, 22(1-2), 59-69
Open this publication in new window or tab >>Choral discipline or curriculum implementation?: Exploring Singing in Swedish Secondary schools
2019 (English)In: Finnish Journal of Music Education, ISSN 1239-3908, Vol. 22, no 1-2, p. 59-69Article in journal (Refereed) Published
Abstract [fi]

Artikkelissa tutkitaan laulamista Ruotsin yläkouluissa ja kysytään poleemisesti: kuorokuria vai opetussuunnitelman toteuttamista? Useissa länsimaisissa kouluissa laulaminen ja kuorotoiminta ovat musiikkikasvatuksessa marginalisoituneita. Näin myös Ruotsissa, vaikka laulaminen muodostaa ydinsisällön peruskoulun (K-9) opetussuunnitelmassa. Laulamisen sijaan rockbändin käytännöt ovat hallinneet ruotsalaista musiikinopetusta yläkouluissa (lukuvuodet 7–9) lähes viiden vuosikymmenen ajan. Tässä artikkelissa kirjoittajien tavoitteena on tarkastella, miten laulaminen konstruoidaan ja legitimoidaan yhtäältä yläkoulun ja toisaalta musiikkipainotteisen yläkoulun musiikintunneilla, sekä kuvata miten osallistujat positioidaan opetustilanteissa. Teoreettinen viitekehys perustuu sosiaaliseen konstruktivismiin. Empiirinen materiaali koostuu videoiduista oppitunneista kahdessa ruotsalaisessa koulussa, joista toinen on normaali valtion yläkoulu ja toinen musiikkipainotteinen yläkoulu. Tuloksista nousee esiin kaksi erilaista luokkahuonekäytäntöä. Laulaminen kuorotoimintana kuvastaa musiikkipainotteisen yläkoulun toimintaa, jossa kuoroharjoittelu keskittyy musiikillisiin näkökohtiin. Laulaminen opetussuunnitelman toteuttamisena kuvastaa toisen yläkoulun käytäntöä, mikä tarkoittaa, että laulamisesta tulee väline opetussuunnitelman tavoitteiden toteuttamiseksi. Lopuksi käsitellään näiden käytäntöjen vaikutuksia yläkoulujen opetukseen kasvatuksellisesta näkökulmasta.

Place, publisher, year, edition, pages
Helsinki: Sibelius Academy, 2019
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-41253 (URN)
Available from: 2019-12-13 Created: 2019-12-13 Last updated: 2020-04-23Bibliographically approved
Zimmerman Nilsson, M.-H. & Nilsson, P. (2019). From Pedagogical Knowledge to Pedagogical Content Knowledge: Development in Mentor and Student-Teacher Group Conversations. International Journal of Learning, Teaching and Educational Research, 18(10), 233-247
Open this publication in new window or tab >>From Pedagogical Knowledge to Pedagogical Content Knowledge: Development in Mentor and Student-Teacher Group Conversations
2019 (English)In: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 18, no 10, p. 233-247Article in journal (Refereed) Published
Abstract [en]

This case study focuses on mentor group conversation meetings with primary student-teachers, demonstrating how student-teachers ́ reflections on classroom experiences might influence their understanding of the complicated relationship between teaching, subject matter content and the context. The aim is to study how mentors ́ and student-teachers ́ reflections affect (or not) the student-teachers ́ development of pedagogical content knowledge (PCK). The theoretical framework derives from a sociocultural perspective, emphasising the collective character of teaching and learning. The empirical material consists of video documented mentor group conversations during one semester within an academic school context. Findings show development of PCK, highlighting a transition from pedagogical knowledge and contextual knowledge, to a blending of subject matter knowledge, pedagogical knowledge and contextual knowledge. This blending only occurred when the student teachers reflected on their teaching. Findings demonstrate the need to systematically explore student-teacher reflections of their teaching in practice to discern how different knowledge bases integrate into PCK. ©2019 The authors and IJLTER.ORG. All rights reserved.

Place, publisher, year, edition, pages
Port Louis: Tresorix Ltd, 2019
Keywords
teacher education, pedagogic content knowledge, student-teachers, mentors
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-41132 (URN)10.26803/ijlter.18.10.15 (DOI)2-s2.0-85081894434 (Scopus ID)
Available from: 2019-12-05 Created: 2019-12-05 Last updated: 2020-12-02Bibliographically approved
Zimmerman Nilsson, M.-H. (2019). Knowing the value of information; how can we teach our students to have analytical minds?. Global Knowledge, Memory and Communication, 69(1/2), 7-8
Open this publication in new window or tab >>Knowing the value of information; how can we teach our students to have analytical minds?
2019 (English)In: Global Knowledge, Memory and Communication, ISSN 2514-9342, Vol. 69, no 1/2, p. 7-8Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Bingley: Emerald Group Publishing Limited, 2019
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-41252 (URN)10.1108/GKMC-07-2019-0092 (DOI)000507992600001 ()2-s2.0-85076096651 (Scopus ID)
Available from: 2019-12-13 Created: 2019-12-13 Last updated: 2020-01-31Bibliographically approved
Zimmerman Nilsson, M.-H. & Nilsson, P. (2018). Does content matter?: Developing preschool teachers' pedagogical content knowledge in music education. The Finnish Journal of Music Education, 21(1), 25-38
Open this publication in new window or tab >>Does content matter?: Developing preschool teachers' pedagogical content knowledge in music education
2018 (English)In: The Finnish Journal of Music Education, ISSN 1239-3908, Vol. 21, no 1, p. 25-38Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Helsingfors: Sibelius Academy, 2018
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-37730 (URN)
Available from: 2018-08-17 Created: 2018-08-17 Last updated: 2018-09-17Bibliographically approved
Zimmerman Nilsson, M.-H., Lindgren, M. & Zandén, O. (2018). Singing in Swedish Secondary Schools: A diverse discursive practice. In: 23rd Conference of Nordic Network for Research in Music Education: . Paper presented at 23rd Conference of Nordic Network for Research in Music Education, NNMPF 2018, 12-15 februari, 2018, Hurdal, Norge.
Open this publication in new window or tab >>Singing in Swedish Secondary Schools: A diverse discursive practice
2018 (English)In: 23rd Conference of Nordic Network for Research in Music Education, 2018Conference paper, Oral presentation only (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-38549 (URN)
Conference
23rd Conference of Nordic Network for Research in Music Education, NNMPF 2018, 12-15 februari, 2018, Hurdal, Norge
Available from: 2018-12-13 Created: 2018-12-13 Last updated: 2019-01-16Bibliographically approved
Zimmerman Nilsson, M.-H. & Nilsson, P. (2018). Teaching in a digital learning platform: A case study of how second language English teachers express their Technological Pedagogical Content Knowledge (TPACK) during collegial reflections. In: ICERI2018 Proceedings: . Paper presented at 11th annual International Conference of Education, Research and Innovation, Seville, Spain, 12th - 14th of November, 2018 (pp. 9366-9371). The International Academy of Technology, Education and Development
Open this publication in new window or tab >>Teaching in a digital learning platform: A case study of how second language English teachers express their Technological Pedagogical Content Knowledge (TPACK) during collegial reflections
2018 (English)In: ICERI2018 Proceedings, The International Academy of Technology, Education and Development, 2018, p. 9366-9371Conference paper, Published paper (Refereed)
Abstract [en]

During the last decade, digital technologies have been more and more integrated into teachers´ classroom practice. Perceptions of knowledge and the teacher´s role might change when digital resources are introduced in the classroom - regardless of the subject. As a consequence, teachers might reconsider the concept of learning in educational contexts. Despite a vast number of studies from a Technological pedagogical content knowledge (TPACK) perspective, there is still a need for studies that focus on how TPACK develops among teachers. Thus, the aim of this case study is to explore how three teachers´ Technological pedagogical content knowledge (TPACK) is expressed during a second language English project in secondary school. The research question is: How are teachers´ components of TPACK expressed and integrated within their reflections on their teaching in a second language English project with a digital learning platform? The theoretical framework is based on Pedagogical Content Knowledge (PCK) and more specifically on technological pedagogical content knowledge (TPACK), which is essential to this study. The empirical data consists of video recorded stimulated recall group interviews and the analysis is inspired by the structures of content analysis. The research context was a compulsory school situated near a larger town. The school had a special license with a digital learning company that provided a digital learning management system called Digital learning platform (DLP), that offered opportunities to arrange teaching projects digitally. The results show that several combined components of TPACK are present in teachers´ reflections on their teaching; Technological pedagogical knowledge (TPK), Technological content knowledge (TCK), and Pedagogical content knowledge (PCK). The way in which these components appear seems to depend on the phase in the project. Thus, when planning the project, expressions of TPACK are characterised by suggestions of how to use the Digital Learning Platform (DPL), whereas reflections after teaching were characterised by analysing the use of the DPL related to advantages or disadvantages for students´ learning processes. Overall, the teachers´ reflections on their teaching developed, where components of TPACK related to functions in the DPL after the project were referred to in a more deepened and differentiated way. In summary, discussions and reflections with regard to the possibilities and limitations for learning with the use of DPL in school and important questions concerning teachers´ digital competence were elucidated. As such, the result of this study might create a discussion of and recommendations for how teachers choose, combine, implement, and evaluate digital technologies for different teaching and learning situations.

Place, publisher, year, edition, pages
The International Academy of Technology, Education and Development, 2018
Series
ICERI Proceedings, E-ISSN 2340-1095 ; 11
Keywords
teaching, technological pedagogical content knowledge
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-38550 (URN)10.21125/iceri.2018.0736 (DOI)978-84-09-05948-5 (ISBN)
Conference
11th annual International Conference of Education, Research and Innovation, Seville, Spain, 12th - 14th of November, 2018
Available from: 2018-12-13 Created: 2018-12-13 Last updated: 2019-04-26Bibliographically 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)000429745100002 ()2-s2.0-85044104978 (Scopus ID)
Funder
Swedish Research Council, 2012-5953
Available from: 2015-12-03 Created: 2015-12-03 Last updated: 2020-02-03Bibliographically approved
Zimmerman Nilsson, M.-H. (2018). Why using a digital learning platform?: Teacher and school leader conversations about digital devices in teaching. In: L. Gómez Chova, A. López Martínez & I. Candel Torres (Ed.), ICERI2018 Proceedings: . Paper presented at ICERI 2018, 11th annual International Conference of Education, Research and Innovation, Seville, Spain, 12-14 November, 2018 (pp. 9372-9376). Seville: The International Academy of Technology, Education and Development
Open this publication in new window or tab >>Why using a digital learning platform?: Teacher and school leader conversations about digital devices in teaching
2018 (English)In: ICERI2018 Proceedings / [ed] L. Gómez Chova, A. López Martínez & I. Candel Torres, Seville: The International Academy of Technology, Education and Development, 2018, p. 9372-9376Conference paper, Published paper (Refereed)
Abstract [en]

At present, digital technologies are implemented in school and as such, influence teachers´ practices in different ways. Digital resources could involve a reconsideration of the concept of learning in educational contexts, as well as a change in teachers´ roles and practices in the classroom. In an implementation process, different agendas and arguments could be in conflict. This is in great need of further studying, enabling a more complex discussion, giving emphasis to varying arguments concerning digital resources in school. Based on these considerations, this study focuses on a secondary school, where the municipality has decided to implement a software related to a digital learning platform for different teaching subjects. For the specific software, the software company needs to approve teachers´ design before allowing them to accomplish their teaching. In this way, it might be assumed that the software company governs the teachers´ in a way that could have consequences for their possibilities to implement their professional knowledge into their teaching practice. The aim of this paper is to study dialogues between principal and teachers related to the implementation of a digital platform in teaching, and further to discuss in what way this digital platform influences on teachers´ teaching practices. The empirical material consists of group conversations during staff meetings between principal and teachers. The theoretical framework emanates from social constructionist and poststructuralist theory, with discursive psychology and discourse theory as methodological approach. Findings reveal several aspects in the conversations, presented as different interpretative repertoires. From a principal perspective, the repertoire of persuasion is characterized by stressing positive aspects of the learning platform, regardless of subject. The principal is positioning himself as knowledgeable of the digital platform on a general level. From a teacher perspective, two repertoires appear. The repertoire of promoting is characterized by emphasizing the digital platform as user friendly for the students, while the repertoire of resistance implies questioning the adequacy of the platform related to subject matter content and student learning. The former implies that the teachers are positioning themselves as supporters of the digital platform whereas the latter means teachers positioning themselves as disputing the adequacy of the platform related to student needs. Concludingly, according to the repertoire of persuasion and the repertoire of promoting, student learning and student needs related to a specific subject matter content is considered as less important, than implementing the digital platform per se. From an educational perspective, several problematic aspects on teaching quality as well as on teacher agency appear. These aspects, as well as implications for secondary school settings, are finally discussed in addition to digital technologies as an influential tendency.

Place, publisher, year, edition, pages
Seville: The International Academy of Technology, Education and Development, 2018
Series
ICERI Proceedings, E-ISSN 2340-1095
Keywords
secondary education, implementing digital resources, discourse analysis
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-38551 (URN)10.21125/iceri.2018.0737 (DOI)000568991704098 ()978-84-09-05948-5 (ISBN)
Conference
ICERI 2018, 11th annual International Conference of Education, Research and Innovation, Seville, Spain, 12-14 November, 2018
Available from: 2018-12-13 Created: 2018-12-13 Last updated: 2024-01-05Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0965-8805

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