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Zimmerman Nilsson, Marie-HeleneORCID iD iconorcid.org/0000-0003-0965-8805
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Publications (10 of 31) Show all publications
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)
Funder
Swedish Research Council, 2012-5953
Available from: 2015-12-03 Created: 2015-12-03 Last updated: 2018-03-22Bibliographically 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)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: 2019-01-04Bibliographically approved
Zimmerman Nilsson, M.-H. (2017). Contrasts in Teacher Educators´ Discursive Positions; an Effect of Changes in Educational Policy Discourses?. In: ECER 2017" Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and the role of educational research”: . Paper presented at ECER 2017, University College UCC, Campus CarlsbergHumletorvet 3, 1799 Copenhagen V, Denmark, 22 - 25 Aug.
Open this publication in new window or tab >>Contrasts in Teacher Educators´ Discursive Positions; an Effect of Changes in Educational Policy Discourses?
2017 (English)In: ECER 2017" Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and the role of educational research”, 2017Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-35901 (URN)
Conference
ECER 2017, University College UCC, Campus CarlsbergHumletorvet 3, 1799 Copenhagen V, Denmark, 22 - 25 Aug
Available from: 2017-12-16 Created: 2017-12-16 Last updated: 2017-12-18Bibliographically approved
Zimmerman Nilsson, M.-H., Fritzdorf, L. & Panzio, F. (2017). Mission Possible 2.0: Livesändning som fördjupning av examination. In: Högskolepedagogisk konferens: Aktiv studentmedverkan i högre utbildning - vad innebär det?: Program 16 november 2017. Paper presented at Högskolepedagogisk konferens: Aktiv studentmedverkan i högre utbildning - vad innebär det?, 16 november 2017, Halmstad, Sverige.
Open this publication in new window or tab >>Mission Possible 2.0: Livesändning som fördjupning av examination
2017 (Swedish)In: Högskolepedagogisk konferens: Aktiv studentmedverkan i högre utbildning - vad innebär det?: Program 16 november 2017, 2017Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Lärarlaget i Förskollärarutbildningen på Högskolan i Halmstad har sedan starten HT 2011 systematiskt arbetat med utbildningens digitala progression. Vi har hittills genomfört digitala projekt med studenterna trots att brist på utrustning och teknikstöd har gjort det komplicerat. I föreliggande projekt har vi tagit nästa steg i kvalitetsutvecklingen av den digitala progressionen med stöd av de nya möjligheter Digitalt laborativt center (DLC) erbjuder. Examinationsformer inom högre utbildning tenderar att präglas av kunskapsredovisning och akademiskt skrivande. Mot bakgrund av detta är motivet för projektet att bidra till att synliggöra hur digital ljud- och bildproduktion kan utgöra examinationsformer i lärarutbildning, vilket vi ser som strategiskt viktigt för utbildning vid såväl akademi som hela Högskolan. Motivet är också att lyfta fram hur kvalitet i lärarutbildningen kan utvecklas via studentaktivt lärande med stöd av DLC för redan befintliga utbildningsdelar. Vårt projekts ambition är sammantaget att uppmärksamma lärar- och studentroller i vår undervisning med nya digitala redskap och att beakta de kritiska aspekter som förs fram. Projektets syfte är att utveckla kursmomentet Mission Possible till 2.0, vad gäller digital visuell produktion. Detta har inneburit att del av examination har sänts live ifrån DLC, där det finns ljud och bild av god kvalitet. Studenter har skött den digitala tekniken respektive agerat experter utifrån de områden de har läst in sig på i kursen och ställt frågor till inbjudna gäster inom respektive område ifrån fältet. Lärarna har haft rollen som debattmoderatorer. Den live-sända examinationsdelen har utvärderats specifikt av studenterna, vilket också inbegriper deras perspektiv på projektet i relation till erfarenheter av deltagande. Under presentationen kommer examinationens utformning och genomförande att beskrivas närmare tillsammans med en problematisering av såväl process som produkt.

National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-36638 (URN)
Conference
Högskolepedagogisk konferens: Aktiv studentmedverkan i högre utbildning - vad innebär det?, 16 november 2017, Halmstad, Sverige
Available from: 2018-04-19 Created: 2018-04-19 Last updated: 2018-06-28Bibliographically approved
Holmberg, K. & Zimmerman Nilsson, M.-H. (2017). Perversity of enjoyment? Preschool music activities go neoliberal. Teachers and Teaching: theory and practice, 23(5), 583-595
Open this publication in new window or tab >>Perversity of enjoyment? Preschool music activities go neoliberal
2017 (English)In: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 23, no 5, p. 583-595Article in journal (Refereed) Published
Abstract [en]

There is a lack of empirical studies that examine the influence of neoliberal ideas in preschool music and teaching. Neoliberal ideas have primarily been studied in a broader educational perspective and related to preschool policy reforms. The aim of this paper is to study preschool teachers’ rhetoric concerning music contents and music activities related to neoliberal ideas. Data consist of group conversations with preschool teachers and of video observations of daily music activities, at one preschool in Sweden. Discursive psychology has been used as a micro-sociological methodological approach. The findings show that music in this preschool is characterized by popular music, and varied consequences for knowledge content and early childhood learning are highlighted and analyzed. Also, it is argued that neoliberal ideas, in varied ways, determine the establishment of music content. For many reasons, rhetoric concerning the choice of musical content is of great importance to the field of preschool education. For example, it is essential to music education research and to preschool teachers’ everyday work, as it can improve teaching and learning qualities and become a knowledge contribution in society at large. © 2016 informa UK Limited, trading as Taylor & Francis group

Place, publisher, year, edition, pages
Abingdon, Oxon: Routledge, 2017
Keywords
neoliberal ideas, education, preschool, music, popular music, discursive psychology
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-30727 (URN)10.1080/13540602.2016.1211524 (DOI)000399349500006 ()2-s2.0-84979036066 (Scopus ID)
Available from: 2016-04-11 Created: 2016-04-11 Last updated: 2017-11-30Bibliographically approved
Zimmerman Nilsson, M.-H. (2017). Practical and Theoretical Knowledge in Contrast: Teacher Educators´ Discursive Positions. Australian Journal of Teacher Education, 42(8), 29-42
Open this publication in new window or tab >>Practical and Theoretical Knowledge in Contrast: Teacher Educators´ Discursive Positions
2017 (English)In: Australian Journal of Teacher Education, ISSN 1835-517X, Vol. 42, no 8, p. 29-42Article in journal (Refereed) Published
Abstract [en]

Higher education in general and teacher education in particular have been subjected to significant changes. As there are few studies examining how actors rhetorically position themselves within this context, the ambition of the paper is to study conversations between teacher educators related to norms and values in education. The aim of the paper is to study interpretative repertoires and subject positions that are constructed in conversations between teacher educators and to discuss these in relation to qualities in teacher education.The theoretical framework emanates from post-structuralist and social constructionist theories. The empirical material consists of group conversations with teacher educators. The findings reveal that the practical and theoretical appear to be in contrast, which in turn seem to affect education quality. Finally, implications of the findings are discussed, where a future diagonal diverse discourse, combining theoretical and practical knowledge, is argued for.

Place, publisher, year, edition, pages
Joondalup: Edith Cowan University, 2017
National Category
Pedagogy Pedagogical Work Didactics
Identifiers
urn:nbn:se:hh:diva-35900 (URN)10.14221/ajte.2017v42n8.3 (DOI)000416234800003 ()2-s2.0-85027349191 (Scopus ID)
Available from: 2017-12-16 Created: 2017-12-16 Last updated: 2018-01-03Bibliographically approved
Zimmerman Nilsson, M.-H. & Holmberg, K. (2017). Quality and Knowledge Content in Music Activities in Preschool: The Impact of Human Materiality Combinations. Journal of Research in Childhood Education, 31(1), 103-112
Open this publication in new window or tab >>Quality and Knowledge Content in Music Activities in Preschool: The Impact of Human Materiality Combinations
2017 (English)In: Journal of Research in Childhood Education, ISSN 0256-8543, E-ISSN 2150-2641, Vol. 31, no 1, p. 103-112Article in journal (Refereed) Published
Abstract [en]

Traditionally, pedagogical research has been child centered, where materialities often have been considered as objects and tools. However, in recent posthuman research, attempts have been made to consider human materiality combinations to have impact on pedagogical activities in preschool, but to a large extent music as an issue has been neglected. Therefore, the aim of this research study is to discuss pedagogical quality and knowledge content in music activities in preschool by focusing on combinations of human and materiality subjects as “cyborgs.” Particularly, this is essential for preschool, teacher education, and research, contributing alternative understandings of learning settings. A theoretical framework emanates from posthumanist theories, where the authors apply methodological concepts used in their earlier work to study music activities. The empirical material was produced in Spring 2013. The analysis of video observations identifies two different characters of a cyborg, the guitar-human, and the CD human having quite different impacts on the music activities. Nevertheless, they have in common that they create intensities with the children, where entanglements between human and materiality become the activity. Finally, the cyborgs are discussed, where issues and dilemmas related to pedagogical quality, knowledge content, agency, and competence are addressed.

Place, publisher, year, edition, pages
Philadelphia, PA: Routledge, 2017
Keywords
Cyborg, music activity, posthumanism, preschool
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-30741 (URN)10.1080/02568543.2016.1250020 (DOI)000396589600008 ()2-s2.0-85008395837 (Scopus ID)
Available from: 2016-04-13 Created: 2016-04-13 Last updated: 2017-11-30Bibliographically approved
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Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0965-8805

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