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Identified journals, number of articles and year of publication. 7 .
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The Education Act from 2010 states that education in Sweden ought to be based on scientific knowledge and proven experience. The aim of this study is to explore practice-near school research published by Swedish researchers in the wake of the Education Act with the focus on the participation of teachers in research. As a background, the internation...
Contexts in source publication
Context 1
... articles that finally became part of our material are those that present projects that describe an interaction with school practice in some part of the research process. The data selection resulted in 92 articles distributed over 19 journals, see Table 1. ...Context 2
... the categories where teachers are not directly involved and where the study is conducted outside classroom practice, 25 studies in total, the study objects are theory, study material or curricula, or Table 3. Study design and distribution over school years. Year 0-3 Year 4-6 Year 7-9 Year 10-12 All years action research, DBR and research circle 6 2 1 3 effect study and comparative study 3 1 1 1 intervention 13 7 2 4 learning study 25 5 9 5 6 observation, field study 28 5 7 9 6 1 questionnaire, interview 19 2 1 7 8 1 text study 10 1 1 2 5 1 others (explorative design research, think aloud) 2 1 1 106 21 21 22 28 3 study objects that have been investigated through observations or interviews outside the classroom. However, since the authors of the articles use concepts related to practicenear research and describe the studies as being close to practice, the articles are included in the material. ...Context 3
... Co-authors Study outside classroom practice 15 Teachers are not involved in the study 10 Teachers conduct their ordinary teaching 16 Teachers conduct teaching planned by researchers 23 ForskUL:4 Teachers plan teaching together with researchers 15 ForskUL:3 Teachers plan teaching together with researchers and teachers take part in analysis 12 ForskUL:11 Teachers take part in research circle 1 development as well as a possibility for them to influence their working conditions, and thus be emancipatory. The collaboration is characterised by trust, developed over time, in the researchers' and practitioners' different competencies, and is an example of the "third space" that Prøitz et al. (2020) call for. ...Similar publications
The current sounds of our world are under threat of disappearing. Undergraduate students and interdisciplinary university teams are at the forefront of generating collaborative research opportunities to create community awareness of biodiversity loss and conservation practices. Recent conservation research has focused on how local communities can b...
Background
Decisions about life-sustaining therapy (LST) in the intensive care unit (ICU) depend on predictions of survival as well as the expected functional capacity and self-perceived quality of life after discharge, especially in very old patients. However, prognostication for individual patients in this cohort is hampered by substantial uncert...
Background
Interdisciplinary collaboration among academic pharmacists is crucial for enhancing scientific research, discovering new drugs and modifying existing ones, besides solving pharmaceutical problems. This study aimed to explore the perception and experience of academic pharmacists regarding research collaboration.
Methods
A qualitative stu...
The study aims to develop and validate a predictive model for effectively predicting in-hospital mortality in patients admitted to the intensive care unit due to Gastrointestinal bleeding (GIB). A retrospective cohort study was conducted, including data from patients in the Electronic Intensive Care Unit Collaborative Research Database (eICU-CRD) a...
Polycrystalline diamond compact (PDC) bits, which are widely used in oil and gas well drilling, have begun to be used in geothermal well drilling. Mitsubishi Materials Corporation, K. Maikai Co., Ltd, and National Institute of Advanced Industrial Science and Technology started collaborative research project commissioned by Japan Organization for Me...
Citations
... Denna breda expertis som tillsammans skapat modellen, en ny kunskapsprodukt, korrelerar med idén om att professionerna har ett gemensamt kunskapsintresse. Ett tredje hybridrum skapades (Magnusson & Malmström, 2022) där alla deltagare delar det epistemologiska intresset i att utveckla och stödja förskoledidaktik för hållbarhet. I detta experimentella rum deltar alla, men positionerna växelverkar under samarbetet (Joffredo-Le Brun et al., 2018). ...
To empower the young generation to bring about sustainability change is imperative. Living in Anthropocene requires new forms of teaching for sustainability in order to achieve such paradigm shift in regard to sustainability. We build on John Dewey’s educational idea ‘democracy as a way of life’, a pragmatic orientation which is in alignment with civic education conceptualized as ‘learning as participation’. The research project makes use of didactic modelling, a cyclical process where empirical results and theoretical knowledge have been processed by preschool teachers, principals, and researchers, in close collaboration. A new action-oriented model for teaching sustainability was developed and contains the following: A purpose continuous with an authentic sustainability problem; Children participating in processes that include creativity, deliberation and critical evaluation. These aspects are all embedded in an approach of preschool didactics. In addition, by incorporating children’s voices all along the course of action, an agency process is formed, and consequently, an expanded action repertoire for sustainability is achieved.
... Based on those initial conversations with Chilean universities, but mostly through the work done by this project's participants, I can conclude that there is great potential for community-based, participatory research and that this should occupy a critical place in researchers' future efforts. Here we can learn from the work done by Ap Sion et al. (2023) in Welsh schools, Chen (2022) with adult education practitioners in England, and Malmström (2023) in Sweden and their collaborative project with teachers as co-researchers; their efforts converge in attempting to democratize research by increasing competencies, eliciting equitable contributions and focusing on research as a generative activity that draws from this collaboration. Chilean trainee teachers are already involved in small-scale Action Research studies as part of their graduation requirements for Education majors on a teaching pathway; therefore, expanding AR into PAR and CPAR would be a logical, coherent expansion and development. ...
This paper provides a detailed account of a participatory action research project carried out with trainee teachers in Chile. Two participant cohorts embarked upon a research study seeking to identify instances of violence and exclusion in their classrooms. Such exploration was conducted through a series of participatory workshops that explored the link between violence and inequality, as well as how nonviolent approaches might assist in fostering more inclusive learning environments. Both participatory action research (PAR) and workshops as a research methodology constitute novel approaches within the Chilean context, where a large number of studies interrogating issues of inequality and classroom violence are of a descriptive rather than empirical nature. Consequently, this paper gives a rationale for using PAR in the first place, then provides a detailed account of how each iteration was designed, the changes that were made in between and the degree of participation achieved with each cohort. Further, the paper makes an argument for a wider use of PAR as a method that strives for social justice and equity in education, while at the same time exploring its advantages, common critiques, and the challenges encountered during the study. Finally, and in light of what transpired in this study, this paper posits that workshops constitute a sustainable participatory research method that provides space for collaboration, creativity, and self-inquiry, while considering several improvements and modifications for future studies.
... The dominance can be about deciding the content for facilitation and taking ownership of what is going to be improved by facilitation (e.g. Magnusson & Malmström, 2022). Prøitz et al. (2021) identified such dominance in collaborative research, highlighting the importance of creating a third space for collaboration where researchers and participants from schools can collaborate on equal terms. ...
... Prøitz et al. (2021) identified such dominance in collaborative research, highlighting the importance of creating a third space for collaboration where researchers and participants from schools can collaborate on equal terms. Magnusson and Malmström (2022), who have studied collaborative research in Sweden, indicate that such spaces are seldom created. They state that short time horizons and a lack of opportunities for school staff to reflect on and discuss, for example, the teaching they carry out in collaborative projects, contribute to lack of agency. ...
... Kuijpers et al., 2019). The study exemplifies the dominance of external facilitators in collaboration, a dominance that has a negative impact on improvement (Magnusson & Malmström, 2022;Nehez, 2022). Additionally, it complements previous research by showing how such dominance prevents school improvement, namely by preventing appropriation of the potential of different resources. ...
This article explores external facilitation for school improvement; more specifically, it examines the practical work of external facilitators. It is based on a Swedish case in which facilitators at the Swedish National Agency for Education support low-performing schools. The article aims to develop knowledge about how external facilitators in their practical work both promote and prevent developed understanding and improvement capacity. Based on observations and documents, facilitators’ endeavours and critical situations in their work to support school improvement are identified. The findings show five different endeavours to promote development of understanding and improvement capacity. However, they also show how taking ownership, simplification, and model focus, three of five identified recurring critical situations, prevent such development. The conclusion is that there are several aspects for external facilitators to balance to promote school improvement and turn around low-performing schools. When planning for external facilitation, it is important to consider how the facilitators’ practical work can be adapted to the local contexts of those who are facilitated in order to promote their ownership of the processes. Without balance and adaptation, external facilitation can lead to deprofessionalisation instead of development of improvement capacity.
... Since the late 1990s, the Swedish government has taken several measures to strengthen teachers' research capacities, including reforms to introduce research-based teacher education, establish national postgraduate schools for teachers, earmark funding for research related to the teaching practice, and create positions for teachers with Ph.D.s (Arreman, 2008;Bergmark & Hansson, 2021). Since 2010, the Education Act stipulates that education should be based on research and proven experience (Magnusson & Malmström, 2023). The ULF initiative draws on these prior policies to strengthen teachers' research capacities. ...
... The characterization of connections in terms of human and non-human actors and location and intensity helps to conceive of practice-based research when trying to imagine a teaching situation that does not yet exist. The involvement of researchers and teachers in practice-based research projects is not a new phenomenon (Björklund & Palmer, 2023), but in most cases the human actors, researchers and teachers, are emphasized and how they add to collective knowledge with their different competencies and experiences (e.g., Björklund & Palmer, 2023;Magnusson & Malmström, 2022). Much less attention, however, is placed at the role of non-human actors. ...
We study the connections among different "actors"-human as well as non-human-to document and understand an inquiry group's movement toward designing and implementing Algebraic Wicked Problems (AWPs). AWPs combine both algebraic and environmental ideas. The inquiry group consists of Swedish teachers, teacher students and a researcher teacher educator. Since AWPs have not been explored yet in teaching, it has taken a long process to imagine and trying to formulate them. Our focus on the network of connections among actors has helped to trace aspects of this long process. It has also helped identifying specific non-human actors that constitute the network such as diagrams and materials. Our analysis suggests that the process of imagining something that does not yet exist in itself also can becomes an actor.
... Moreover practice-near research in the Nordic context have been found to have five different anticipatory narratives entailing practice-near research (1) for ensuring a school based on 'scientific knowledge and proven experience', (2) as a cure of educational research of little relevance, (3) for increasing teaching efficiency, (4) for making teacher education research-based, and (5) for increasing attractiveness of the teaching profession. In a review of articles based on practice-near research in Nordic countries, the field appeared highly diverse in terms of theories, methodologies and the involvement of practitioners (Magnusson & Malmström, 2023). Specifically, regarding the involvement of practitioners, there were three distinct categories. ...
The overarching aim of this thesis is to contribute to the understanding of research-practice partnerships (RPPs). Specifically, focus is on the infrastructure that is set in place to facilitate organisational learning. It has been argued that RPPs are particularly promising in addressing the research-practice gap and achieving educational improvement. However, there are several challenges in structuring RPPs. Hence, there is a need for more knowledge concerning how this can be done. To respond to this call and address the aim of the thesis, I explore the dynamics of engaging in RPPs in two major ways. Firstly, I investigate a large-scale Swedish RPP with over 300 participants across three universities, eight municipalities and one private school authority. This provides an opportunity to address calls for research that is conducted from an external position by collecting video-recorded observations. Secondly, the thesis includes data from two systematic literature reviews mapping the field in relation to participant roles and research use. These reviews provide information on RPPs from an increasing amount of research describing the dynamics of RPPs which facilitates conclusions on the synthesised material. The result of this thesis maps the intricacy of RPP dynamics. These frameworks respectively map the intricacies of (1) boundaries, (2) discourses and positioning of actors, (3) roles and (4) research use as related to RPPs. These results are then used to extend our understanding of RPPs by contributing to an RPP framework proposed by Farrell et al. (2022). In summary, this thesis contributes (1) useful frameworks for reflecting on RPP structures and work and (2) extensive categorisations of different dimensions of RPPs, extending our understanding.
... Over the past several decades, political initiatives have been implemented to encourage teachers to engage in practice-related research (Magnusson & Malmström, 2023). ...
... As of 2010, there is a legal requirement that education in Sweden should be based on research and proven experience (Bergmark & Hansson, 2021). To further stimulate research-based education, the Swedish Institute for Educational Research, which produces systematic reviews and funds practice-based research on teaching and learning, was established in 2015 (Magnusson & Malmström, 2023). ...
... I studien gjord av Magnusson & Malmström (2022) Även om Learning studies är den mest förekommande metoden finns det naturligtvis variation då forskningsfrågan är avgörande för val av teori och metod. Det finns de som använder sig av interventionsstudier (till exempel artikel 2, 84) och några använder sig även av kontrollgrupper (artikel 60, 69). ...
... De senare finns men är i mindretal. Samtidigt kan understrykas att ForskUL är enligt Magnusson & Malmström (2022) den tidskrift (med peer-review förfarande) där lärare är medförfattare i större utsträckning än i andra tidskrifter. ...
Forskning om undervisning och lärande har bjudit in Elisabet Nihlfors att skriva en översikt av de artiklar som har publicerats under åren 2013 till 2022. Sammanfattning: Reflektionerna och framtidsspaningen i denna artikel utgår dels från de 90 artiklar som getts ut i ForskULs de senaste tio åren dels de redaktionella texter som finns i varje utgåva. De presenterade forskningsresultaten ger en rik bild av de kunskaper, relevanta för lärares yrkesutövning och professionsutveckling som finns att tillgå. Samtidigt väcks frågor om vad det är vi inte vet, och vad som krävs för den fortsatta utvecklingen inom området. Det kan gälla förutsättningar som möjliggör långsiktighet och uthållighet, forskning som är jämförande och kritisk. Tillgången till aktuella sammanställningar av forskningsfronten, miljöer som underlättar mång- och tvärvetenskapliga studier i både teori och praktik och så vidare. Framtidsspaningen tar sin utgångspunkt i några historiska nedslag, tidskriftens fackliga rötter som leder till konstaterandet att behovet av lärardriven forskning är stort, att samverkan inom och mellan discipliner och professioner är angeläget för att öka kvaliteten på undervisning, utbildning och bildning. Betydelsen av att göra skillnad.
... Den här studien intresserar sig för vilka typer av kunskapsprodukter som genereras i det som enligt ovan skulle kunna benämnas som praktiknära partikularistisk forskning. Även om svensk praktiknära forskning har visats domineras av ett intresse för undervisning med fokus på elever och lärare och elevers och lärares förståelse, så utgår den också från en bredd av teorier, metoder och forskningsintressen (Magnusson & Malmström, 2022). Det är alltså inte självklart vilka slags forskningsresultat -eller kunskapsproduktersådan forskning kan generera och i vilka avseenden den praktiknära ämnesdidaktiska forskningen svarar mot lärares professionella objekt. ...
... Kategorin Metodologiska redskap är inte specifik för praktiknära forskning utan kan ses som en oundgänglig del av all forskningsverksamhet. För att utveckla ny kunskap och nya former av kunskap behöver det inom varje forskningsfält bedrivas någon form av metodologisk innovation. DISKUSSION I denna studie har analys genomförts av artiklar genererade ur praktiknära undervisningsutvecklande forskning där lärare och forskare tillsammans, symmetriskt och komplementärt deltagit i en forskargrupp (jfr Nihlfors, 2020;Kelchtermans, 2021;Magnusson & Malmström, 2022). De analyserade studiernas sammanhang kan således sägas exemplifiera det Jarl och Taube (2020) kallar organiserade partnerskap mellan lärare och forskare. ...
Denna studie fokuserar hur praktiknära forskning kan bidra till att utveckla lärarprofessionens kunskapsbas; genom att undersöka vilka slags kunskapspro-dukter som genereras i didaktisk undervisningsutvecklande forskning där lärare och forskare arbetar tillsammans. Datamaterialet består av vetenskapligt publice-rade artiklar från forskningsmiljön Stockholm Teaching & Learning Studies (STLS). Genom en innehållsanalys har fyra (i−iv) kategorier av kunskapsprodukter identi-fierats: (i) Beskrivningar av kunnanden, (ii) Undervisningsdesign, (iii) Didaktiska exempel och (iv) Metodologiska redskap. Beskrivningar av kunnanden synliggör vad som kännetecknar kunnanden inom olika ämnesområden. Undervisningsdesign preciserar relationer mellan undervisningens utformning och elevers lärande. Didaktiska exempel innefattar rika beskrivningar av undervisning och elevers lärande som grund för didaktisk reflektion. Metodologiska redskap fokuserar på att kombinera och pröva metoder för planering och analys av undervisning. Resultatet kan ses som en typologi över vilka olika slags kunskaper som praktiknära forskning kan bidra med.
In recent years, there have been several important efforts made to encourage collaborative research between teachers and researchers. Expectations for the outcomes of such research are notably high. This position paper draws on theories of collaborative research to analyse the roles, relations, and positions in a collaborative research project we participated in. The project group, comprising schoolteachers and teacher educators specializing in Swedish as a school subject, aimed to study and generate knowledge about the subject Swedish from their combined perspective. Our findings indicate that over time, the roles, relations, and positions evolved to became more equitable. This evolution led to the creation of ‘a third space’. We argue that time is crucial in collaborative research characterized by equality to make such a third space possible.
