Lill Langelotz - Academia.edu (original) (raw)

Papers by Lill Langelotz

Academic Leading with a Focus on Student LearningFew people would deny that universities are beco... more Academic Leading with a Focus on Student LearningFew people would deny that universities are becoming increasingly complex educational environments due to significant changes in the nature of acade ...

This abstract is part of symposium 'Pedagogy, Education and Praxis: A ten-year progress repor... more This abstract is part of symposium 'Pedagogy, Education and Praxis: A ten-year progress report from an international research network'Drawing on the work of Pedagogy Education and Praxis (PEP) rese ...

Studien, som ingar i SKOLFORSK-projektet belyser de fragor larare staller relaterat till sin prof... more Studien, som ingar i SKOLFORSK-projektet belyser de fragor larare staller relaterat till sin profession och praktik samt undersoker om och pa vilka vis fragestallningarna kan spegla sin tid. Vidare diskuteras resultatet i relation till exempelvis utbildningspolitiskt inflytande. Studien har delats in i tva delstudier. I delstudie 1 har 101 avhandlingar granskats och kategoriserats utefter respektive avhandlingsstudies fragestallningar och fokus. I delstudie 2 har tva fokusgruppsamtal genomforts med fokus pa de fragor och utvecklingsmojligheter som larare uttrycker som viktiga. For att fanga fragestallningarna over tid har ett totalurval gjorts vilket innebar att samtliga 101 avhandlingar som producerats vid tre forskarskolor mellan aren 2001 och 2014 ingar i studien. Fokusgruppsamtal har genomforts med 13 yrkesverksamma larare. Materialet som ligger till grund for analyserna ar texter av tva slag. For delstudie ett ar det publicerade texter i vetenskapliga avhandlingar medan det i d...

Avhandling i pedagogiskt arbete; fragestallning, amne och praktiknara forskning? Mellan aren 2001... more Avhandling i pedagogiskt arbete; fragestallning, amne och praktiknara forskning? Mellan aren 2001-2014 producerades 101 avhandlingar i tva nationella och en lokal forskarskola (Ronnerman & Lang ...

Journal of Praxis in Higher Education, 2020

This is a self-archived version of an original article. This version may differ from the original... more This is a self-archived version of an original article. This version may differ from the original in pagination and typographic details.

Pedagogy, Education, and Praxis in Critical Times, 2020

Bernstein (1971) claims that a curriculum defines what valid knowledge is. A question to be asked... more Bernstein (1971) claims that a curriculum defines what valid knowledge is. A question to be asked in accordance with this then is: what is defined as “valid knowledge” in the teacher education curriculum in Sweden? The governmental bill of 1999/2000:135 states that teacher education will educate teachers to encounter a multicultural school and a society characterized by diversity. What traces of multiculturalism are visible in the curriculum? What perspectives on multiculturalism might teachers of tomorrow thereby receive in their education? The purpose of our study has been to uncover multicultural discourses in the course syllabi in “the general area of education”, AUO, in teacher education. In the study, 177 course syllabi from 22 universities in Sweden were scrutinized. Multiculturalism, according to our interpretation, is not only a question of ethnicity and nationality or religion but also of class. One of our main results has shown that the multicultural discourse is formed on the basis of a monocultural perspective, i e Swedish and middleclass. Culture, irrespective of being about class or ethnicity, is “talked about” as a feature belonging to the Other both on an individual and collective level. Previous research into educational contexts reveals similar findings (for example Gundara, 2005; Lahdenpera, 1997; Sjogren, 2001). Our findings also show that the multicultural discourse is characterized by deficits. In syllabi, issues of ethnicity/nationality and multilingualism are expressed as if they were issues of functional disorder. Pupils when being categorized as “not Swedish”, for example, are seen as having certain characteristics that will disenable them from learning. Their culture affects the pupils’ capacity for learning and teacher students have to learn about the Others’ background. In what follows an introduction to teacher education in Sweden, a presentation of how this study was carried out and a closer analysis of its results will be provided. The concluding section will include a short discussion of the possible pedagogical consequences that this may entail.

Lost in Practice, 2014

The authors of this chapter share a research interest in teachers’ continuing professional develo... more The authors of this chapter share a research interest in teachers’ continuing professional development (CPD). They are both active as teachers in university courses and they participate in various collaborative research projects within schools. The chapter draws on such a collaboration with a Swedish secondary school, involving a teacher team encouraged by the principal to participate in peer group mentoring (PGM), which can been seen as a specific kind of continuing professional development. In this CPD the teachers used a constrained and well-structured nine-step model of PGM.

Studies in Continuing Education, 2021

Taking a practice perspective, this article explores how built spaces within the university can i... more Taking a practice perspective, this article explores how built spaces within the university can impact on, and enable, practices of everyday professional learning amongst university educators. The discussion draws on analysis, informed by the theory of practice architectures, of interviews with six academics at a Swedish university. Three main themes emerged in the analysis as significant for the enablement of educators' professional learning practices within the physical university: spontaneity, authentic relationships, and embodied interactions. Because the interviews were conducted during the coronavirus pandemic, when most academics were required to work remotely, the analysis offers a comparison between affordances of certain built spaces for professional learning compared to online spaces. We consider what opportunities for professional learning might be missed if the academic community continues to be separated from campus.

Academic Leading with a Focus on Student LearningFew people would deny that universities are beco... more Academic Leading with a Focus on Student LearningFew people would deny that universities are becoming increasingly complex educational environments due to significant changes in the nature of acade ...

This abstract is part of symposium 'Pedagogy, Education and Praxis: A ten-year progress repor... more This abstract is part of symposium 'Pedagogy, Education and Praxis: A ten-year progress report from an international research network'Drawing on the work of Pedagogy Education and Praxis (PEP) rese ...

Studien, som ingar i SKOLFORSK-projektet belyser de fragor larare staller relaterat till sin prof... more Studien, som ingar i SKOLFORSK-projektet belyser de fragor larare staller relaterat till sin profession och praktik samt undersoker om och pa vilka vis fragestallningarna kan spegla sin tid. Vidare diskuteras resultatet i relation till exempelvis utbildningspolitiskt inflytande. Studien har delats in i tva delstudier. I delstudie 1 har 101 avhandlingar granskats och kategoriserats utefter respektive avhandlingsstudies fragestallningar och fokus. I delstudie 2 har tva fokusgruppsamtal genomforts med fokus pa de fragor och utvecklingsmojligheter som larare uttrycker som viktiga. For att fanga fragestallningarna over tid har ett totalurval gjorts vilket innebar att samtliga 101 avhandlingar som producerats vid tre forskarskolor mellan aren 2001 och 2014 ingar i studien. Fokusgruppsamtal har genomforts med 13 yrkesverksamma larare. Materialet som ligger till grund for analyserna ar texter av tva slag. For delstudie ett ar det publicerade texter i vetenskapliga avhandlingar medan det i d...

Avhandling i pedagogiskt arbete; fragestallning, amne och praktiknara forskning? Mellan aren 2001... more Avhandling i pedagogiskt arbete; fragestallning, amne och praktiknara forskning? Mellan aren 2001-2014 producerades 101 avhandlingar i tva nationella och en lokal forskarskola (Ronnerman & Lang ...

Journal of Praxis in Higher Education, 2020

This is a self-archived version of an original article. This version may differ from the original... more This is a self-archived version of an original article. This version may differ from the original in pagination and typographic details.

Pedagogy, Education, and Praxis in Critical Times, 2020

Bernstein (1971) claims that a curriculum defines what valid knowledge is. A question to be asked... more Bernstein (1971) claims that a curriculum defines what valid knowledge is. A question to be asked in accordance with this then is: what is defined as “valid knowledge” in the teacher education curriculum in Sweden? The governmental bill of 1999/2000:135 states that teacher education will educate teachers to encounter a multicultural school and a society characterized by diversity. What traces of multiculturalism are visible in the curriculum? What perspectives on multiculturalism might teachers of tomorrow thereby receive in their education? The purpose of our study has been to uncover multicultural discourses in the course syllabi in “the general area of education”, AUO, in teacher education. In the study, 177 course syllabi from 22 universities in Sweden were scrutinized. Multiculturalism, according to our interpretation, is not only a question of ethnicity and nationality or religion but also of class. One of our main results has shown that the multicultural discourse is formed on the basis of a monocultural perspective, i e Swedish and middleclass. Culture, irrespective of being about class or ethnicity, is “talked about” as a feature belonging to the Other both on an individual and collective level. Previous research into educational contexts reveals similar findings (for example Gundara, 2005; Lahdenpera, 1997; Sjogren, 2001). Our findings also show that the multicultural discourse is characterized by deficits. In syllabi, issues of ethnicity/nationality and multilingualism are expressed as if they were issues of functional disorder. Pupils when being categorized as “not Swedish”, for example, are seen as having certain characteristics that will disenable them from learning. Their culture affects the pupils’ capacity for learning and teacher students have to learn about the Others’ background. In what follows an introduction to teacher education in Sweden, a presentation of how this study was carried out and a closer analysis of its results will be provided. The concluding section will include a short discussion of the possible pedagogical consequences that this may entail.

Lost in Practice, 2014

The authors of this chapter share a research interest in teachers’ continuing professional develo... more The authors of this chapter share a research interest in teachers’ continuing professional development (CPD). They are both active as teachers in university courses and they participate in various collaborative research projects within schools. The chapter draws on such a collaboration with a Swedish secondary school, involving a teacher team encouraged by the principal to participate in peer group mentoring (PGM), which can been seen as a specific kind of continuing professional development. In this CPD the teachers used a constrained and well-structured nine-step model of PGM.

Studies in Continuing Education, 2021

Taking a practice perspective, this article explores how built spaces within the university can i... more Taking a practice perspective, this article explores how built spaces within the university can impact on, and enable, practices of everyday professional learning amongst university educators. The discussion draws on analysis, informed by the theory of practice architectures, of interviews with six academics at a Swedish university. Three main themes emerged in the analysis as significant for the enablement of educators' professional learning practices within the physical university: spontaneity, authentic relationships, and embodied interactions. Because the interviews were conducted during the coronavirus pandemic, when most academics were required to work remotely, the analysis offers a comparison between affordances of certain built spaces for professional learning compared to online spaces. We consider what opportunities for professional learning might be missed if the academic community continues to be separated from campus.