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Samtal som metod - En studie om samtalsgrupper som utvecklingsmetod i en svensk skolkontext

Bernhardsson Wåhlin, Anna LU and Lindal, Madeleine LU (2014) PSPT02 20141
Department of Psychology
Abstract (Swedish)
I föreliggande psykologexamensuppsats kombinerades kvalitativa och kvantitativa metoder i syfte att explorativt undersöka innehållet i pedagogers samtalsgrupper samt för att utforska samtalsledarens roll. Studien utformades i samråd med utbildningsförvaltningen i den studerade kommunen. Åtta samtalsgrupper deltog i en observationsundersökning. Ett strukturerat observationsschema, IPA, användes för att registrera och analysera samtalsledarens beteende under mötena. Nio huvudteman identifierades med tematisk analys: 1) Formalia, 2) Beskrivning, reflektion, feedback kring metod och teori, 3) Elevfokus, 4) Påverkan på lärarens arbetssituation, 5) Förutsättningar, 6) Hinder, 7) Ämnen utanför BFL, 8) Reflektion kring projektet, och slutligen 9)... (More)
I föreliggande psykologexamensuppsats kombinerades kvalitativa och kvantitativa metoder i syfte att explorativt undersöka innehållet i pedagogers samtalsgrupper samt för att utforska samtalsledarens roll. Studien utformades i samråd med utbildningsförvaltningen i den studerade kommunen. Åtta samtalsgrupper deltog i en observationsundersökning. Ett strukturerat observationsschema, IPA, användes för att registrera och analysera samtalsledarens beteende under mötena. Nio huvudteman identifierades med tematisk analys: 1) Formalia, 2) Beskrivning, reflektion, feedback kring metod och teori, 3) Elevfokus, 4) Påverkan på lärarens arbetssituation, 5) Förutsättningar, 6) Hinder, 7) Ämnen utanför BFL, 8) Reflektion kring projektet, och slutligen 9) Övrigt. Initial analys av observationerna användes för att ta fram en enkät som skickades elektroniskt till 2120 pedagoger i den aktuella kommunen. Enkätfrågorna undersökte vilka ämnen samtalsgruppernas möten behandlar samt vilka uppgifter som anses tillhöra samtalsledarrollen. I resultatet, från både enkät och observation, framkom det att mötena innehåller de samtalsämnen som de är avsedda för. Beskrivning, reflektion och feedback kring teori och metoder som ska eller har testats ansågs av både samtalsledare och pedagoger utgöra en stor del av mötena. Därtill framkom det att samtalsledaren har ett flertal uppgifter förenade med sin roll vilken verkar både uppgifts- och socioemotionellt inriktat. Pedagogerna ansåg att samtalsledarens viktigaste uppgift var att uppmärksamma alla i gruppen och att hålla dagordningen. Resultatet diskuteras utifrån rådande teorier rörande implementeringsarbete och samtalsledares roll varvid hinder och möjligheter i arbetet identifieras. (Less)
Abstract
In the presented Master’s Thesis qualitative and quantitative methods were combined in order to, with an explorative approach, examine the content of the Teacher Learning Communities (TLC) and to examine the role of the facilitator. The study was developed in agreement with the Department of Education in the participating municipality. Eight TLCs were observed. A structured observation chart, IPA, was used to record and analyze the facilitator’s activity during the meetings. In addition nine main themes were identified using thematic analysis: 1) Formal, 2) Description, reflection, feedback about the method and theory, 3) Student focus, 4) The effect on the teacher's job situation, 5) Requirements, 6) Barriers, 7) Topics outside BFL, 8)... (More)
In the presented Master’s Thesis qualitative and quantitative methods were combined in order to, with an explorative approach, examine the content of the Teacher Learning Communities (TLC) and to examine the role of the facilitator. The study was developed in agreement with the Department of Education in the participating municipality. Eight TLCs were observed. A structured observation chart, IPA, was used to record and analyze the facilitator’s activity during the meetings. In addition nine main themes were identified using thematic analysis: 1) Formal, 2) Description, reflection, feedback about the method and theory, 3) Student focus, 4) The effect on the teacher's job situation, 5) Requirements, 6) Barriers, 7) Topics outside BFL, 8) Reflection on the project, and finally 9) Supplementary. An electronic survey, based on an analysis of the observations, was sent to approximately 2120 teachers including questions about what the TLC meeting contains and questions related to the facilitator’s job. Both teachers and facilitators considered description, reflection and feedback about the methods that is to be tested or has been tested, to dominate the meetings. Furthermore, it appeared that the facilitator has a number of tasks associated with their role and during the observations the facilitator appeared both task and socio- emotionally oriented. The main tasks the facilitator had were to keep the agenda and to notice everyone in the group and make sure that they all participate. The results are discussed on the basis of current theories about implementation and facilitators whereby we identify barriers and opportunities within this work. Results from both questionnaire and observation showed that the TLCs discussed what was intended. (Less)
Please use this url to cite or link to this publication:
author
Bernhardsson Wåhlin, Anna LU and Lindal, Madeleine LU
supervisor
organization
course
PSPT02 20141
year
type
H3 - Professional qualifications (4 Years - )
subject
keywords
samtalsgrupper, kollegialt lärande, Bedömning för lärande, implementeringsarbete, samtalsledare, skola, Facilitator, formative assessment, implementation, Teacher Learning Communities (TLC), School
language
Swedish
id
4457716
date added to LUP
2014-06-05 15:30:42
date last changed
2014-06-05 15:30:42
@misc{4457716,
  abstract     = {{In the presented Master’s Thesis qualitative and quantitative methods were combined in order to, with an explorative approach, examine the content of the Teacher Learning Communities (TLC) and to examine the role of the facilitator. The study was developed in agreement with the Department of Education in the participating municipality. Eight TLCs were observed. A structured observation chart, IPA, was used to record and analyze the facilitator’s activity during the meetings. In addition nine main themes were identified using thematic analysis: 1) Formal, 2) Description, reflection, feedback about the method and theory, 3) Student focus, 4) The effect on the teacher's job situation, 5) Requirements, 6) Barriers, 7) Topics outside BFL, 8) Reflection on the project, and finally 9) Supplementary. An electronic survey, based on an analysis of the observations, was sent to approximately 2120 teachers including questions about what the TLC meeting contains and questions related to the facilitator’s job. Both teachers and facilitators considered description, reflection and feedback about the methods that is to be tested or has been tested, to dominate the meetings. Furthermore, it appeared that the facilitator has a number of tasks associated with their role and during the observations the facilitator appeared both task and socio- emotionally oriented. The main tasks the facilitator had were to keep the agenda and to notice everyone in the group and make sure that they all participate. The results are discussed on the basis of current theories about implementation and facilitators whereby we identify barriers and opportunities within this work. Results from both questionnaire and observation showed that the TLCs discussed what was intended.}},
  author       = {{Bernhardsson Wåhlin, Anna and Lindal, Madeleine}},
  language     = {{swe}},
  note         = {{Student Paper}},
  title        = {{Samtal som metod - En studie om samtalsgrupper som utvecklingsmetod i en svensk skolkontext}},
  year         = {{2014}},
}