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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
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
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
Thornberg, F. (2015). Kompetens i klassrumsbedömning – en studie av lärares reflektioner om videodokumenterad undervisning. (Licentiate dissertation). Göteborg: Göteborgs universitet
Open this publication in new window or tab >>Kompetens i klassrumsbedömning – en studie av lärares reflektioner om videodokumenterad undervisning
2015 (Swedish)Licentiate thesis, monograph (Other academic)
Abstract [en]

There is a tendency to view teachers´ assessment literacy from a deficit perspective, and teachers existing practices are rarely used as a source of knowledge about assessment. Instead of treating teachers as being to some extent experts on assessment, the domain of assessment literacy is primarily represented by viewing researchers as “experts”. In this study teachers´ assessment literacy is approached from an asset perspective. The knowledge and skills that teachers possess can contribute to the description and understanding of classroom assessment literacy.

The overall aim of the study is to develop knowledge about teachers’ classroom assessment literacy. Studying teachers' collective reflections about assessment, in relation to video-recorded teaching situations, is used to approach the question of what classroom assessment and assessment literacy actually mean. Three primary schools and eleven teachers, heterogeneous regarding age, sex, education and experience, are involved in the study. 

The results indicate three themes to describe teachers´ classroom assessment literacy: focus on the intention of assessment, focus on the enactment of assessment and focus on the conclusion of assessment. The study shows that teachers have the competence to conduct and use assessment as an integral part of teaching. An overall conclusion is that assessment literate teachers invite students to share power and responsibility in assessment processes. The three themes can be seen as a process of developing, implementing and using assessments, which requires a holistic approach to learning, teaching and assessment.

Place, publisher, year, edition, pages
Göteborg: Göteborgs universitet, 2015. p. 153
Keywords
Classroom assessment, assessment literacy, teachers, asset perspective, video stimulated reflections, thematic analysis
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hh:diva-28393 (URN)
Presentation
2015-04-07, Q308, Högskolan i Halmstad, Halmstad, 09:00 (Swedish)
Opponent
Supervisors
Note

With a summary in English

Available from: 2015-06-05 Created: 2015-06-03 Last updated: 2017-07-20Bibliographically approved
Thornberg, F. (2014). NO-lärares reflektioner om klassrumsbedömning: en studie av filmad undervisning. In: : . Paper presented at FND 2014 – Forskning i naturvetenskapernas didaktik - Modeller och representationer i naturvetenskaplig undervisning, Karlstad, Sverige, 5-6 november, 2014.
Open this publication in new window or tab >>NO-lärares reflektioner om klassrumsbedömning: en studie av filmad undervisning
2014 (Swedish)Conference paper, Oral presentation with published abstract (Refereed) [Artistic work]
Abstract [sv]

Syfte och frågeställning

Studiens övergripande syfte är att utveckla kunskap om NO-lärares bedömningspraktik och den kompetens som lärare besitter för att genomföra klassrumsbedömningar. Att studera lärares kollektiva reflektioner om bedömning i relation till filmade undervisningssituationer kan vara ett sätt att nalkas frågan om vad klassrumsbedömning och bedömningskompetens egentligen innebär, inte minst i relation till den kommunikation och den återkoppling som rimligtvis ingår i all undervisning. Lärande och undervisning kan beskrivas som komplexa processer som samverkar med varandra via bedömning och feedback. För att få tillgång till bästa möjliga information om undervisning och lärande krävs lärare med kompetens att genomföra och använda klassrumsbedömningar av hög kvalitet. Det innebär en riktning där lärares utsagor och existerande bedömningspraktik används som en värdefull källa till kunskap om bedömning. Mot bakgrund av forskningsprojektets övergripande syfte ställs följande forskningsfråga:

  • Hur kan kompetens i klassrumsbedömning beskrivas och förstås?

Metodologi/design

Tre skolor är involverade i studien och vid varje skola filmas en lärare vid tre tillfällen. I början, i mitten och i slutet av ett naturvetenskapligt arbetsområde. Efter varje tillfälle genomförs video-stimulated-reflection (VSR) tillsammans med läraren, hans eller hennes kollegor samt forskaren. Studien relaterar, på ett övergripande plan till pragmatiska och sociokulturella perspektiv med fokus på de förutsättningar och processer som ger utrymme för lärande. Utgångspunkt tas i att erfarenheter ligger till grund för systematisk reflektion som i sin tur kan leda till reflektivt handlande.

Analys och resultat

I studien genomfördes tematisk analys och begreppet ”tema” i tematisk analys kan placeras på ramverksnivå vilket innebär att den kan användas på olika former av data och inte bara inom vissa specifika forskningsmetoder. Studiens resultat visar att lärares bedömningskompetens kan beskrivas och förstås genom tre teman benämnda: 1. Fokus på bedömningens intention. 2. Fokus på bedömningens realisation. 3. Fokus på bedömningens konklusion.

Keywords
Bedömningskompetens, NO-undervisning, lärare, video-stimulated-reflections
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-28391 (URN)
Conference
FND 2014 – Forskning i naturvetenskapernas didaktik - Modeller och representationer i naturvetenskaplig undervisning, Karlstad, Sverige, 5-6 november, 2014
Available from: 2015-06-03 Created: 2015-06-03 Last updated: 2015-11-03Bibliographically approved
Thornberg, F. (2013). Teachers´ assessment practice: A study of the relationship between teaching and assessment. In: The 41st Annual Congress of the Nordic Educational Research Association: Disruptions and eruptions as opportunities for transforming education: Abstract book. Paper presented at 41st NERA Nordic Conference on Educational Research, Reykjavík, Iceland, March 7-9, 2013 (pp. 178-178).
Open this publication in new window or tab >>Teachers´ assessment practice: A study of the relationship between teaching and assessment
2013 (English)In: The 41st Annual Congress of the Nordic Educational Research Association: Disruptions and eruptions as opportunities for transforming education: Abstract book, 2013, p. 178-178Conference paper, Oral presentation with published abstract (Refereed) [Artistic work]
Abstract [en]

Aim

The study's overall aim is to develop knowledge about teachers assessment practice. Studying teachers' collective reflections on videotaped teaching situations in order to see what and how they choose to reflect on teaching / assessment may be one way to approach the overall question about what assessment actually is, specifically in relation to the communication and feedback as part of any (reasonable) teaching. In light of the research project's overall aim, the study is guided by the following question:

• How is assessment represented in teachers reflections about teaching?

Methodology/research design

Three schools are involved in the study and at each school one teacher is videotaped on three different occasions. In the beginning-, in the middle- and in the final stage of a work area. After each occasion a video-stimulated reflection session (VSR) takes place with the teacher, his or her collegues and the researcher. The theoretical framework is inspired by pragmatic and sociocultural perspectives. The study´s point of departure is the schoolpractice and elaborate teachers learning through the experiences and reflective conversations which lead to new issues and new actions. When teachers reflect together over videotaped teaching sequences the study´s design provide conditions for a close relationship between reflection and action. Furthermore the study relates to sociocultural epistemology, seeing learning and knowing as social, distributed, situated in a context, and mediated by cultural artifacts.

Findings and expected findings

How assessment as teaching and teaching as assessment can be described is a preliminary finding in the study. A non-dichotomous relation between teaching and assessment and between summative and formative assessment can be discussed using the following concepts in a teaching-assessment process: communication regarding knowledge expressions, summative evaluation, feedback, formative use and assessment of learning. The model is tentative and represents a work in progress.

Keywords
Assessment, teaching, teachers, science, video-stimulated-reflections
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-28390 (URN)
Conference
41st NERA Nordic Conference on Educational Research, Reykjavík, Iceland, March 7-9, 2013
Available from: 2015-06-03 Created: 2015-06-03 Last updated: 2017-04-18Bibliographically approved
Wennergren, A.-C. & Thornberg, F. (2011). Assessment for learning: Student’s understanding and teachers competence. In: : . Paper presented at NERA's 39th congress in Jyväskylä in March 2011 (pp. 4464-4464).
Open this publication in new window or tab >>Assessment for learning: Student’s understanding and teachers competence
2011 (English)Conference paper, Published paper (Refereed)
Abstract [en]

Aim

The overall aim of this action research project is to increase teachers’ assessment competence and students’ understanding of written assessment. The participating special school is part of the Swedish compulsory school system and the study includes year 6-9. The purpose of the first and present sub-study was to analyze how students’ understanding of written assessments be related to assessment for learning.

 

Methodology/research design

In focus of the study was a special educational setting with small classes (7-8 students) and special education teachers. As a part of the planning phase, 29 students were asked to describe their understanding of written assessments in three different subjects and furthermore discuss their descriptions in follow-up interviews. The theoretical framework was Vygotsky’s theories of learning. The two-step analysis first focused on individuals’ understanding and then the zone of proximal development (zpd) was used as an analytical tool.

 

Findings and expected findings

In the first analysis three categories were found. Thus students’ understandings were related to: subject matter knowledge, generic skills and attitudes. The findings of the second analysis indicated that written assessment often lacked formative features and cannot be seen as learning in the ZPD. A categorical perspective was used in practice since difficulties with schoolwork were seen as problems of the individual student and the actions were directed towards the student.

 

The second sub-study, in progress, shows trends that developing assessments competence requires rethinking and applying new principles of assessments for learning. Rethinking one’s own conception of knowledge and learning might foster conflicts between teacher as a coach and teacher as a judge – in the US mentioned as “the assessment crisis”.

 

Keywords
school improvement, assessment for learning, zpd, scaffolding, special education
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-16786 (URN)
Conference
NERA's 39th congress in Jyväskylä in March 2011
Available from: 2011-12-19 Created: 2011-12-19 Last updated: 2015-08-21Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4475-3042

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