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Österlind, Marie-LouiseORCID iD iconorcid.org/0000-0001-6285-9994
Publications (10 of 28) Show all publications
Österlind, M.-L. (2016). Being a “good” or “good enough teacher”: a longitudinal constructivist teacher project. In: : . Paper presented at "A new spirit in PCP: linking people, ideas & dreams" XIIIth European Personal Construct Association Conference,Galzignano Terme, Padua, Italy, July 7 - 10, 2016.
Open this publication in new window or tab >>Being a “good” or “good enough teacher”: a longitudinal constructivist teacher project
2016 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Teachers are the most important school based factor for students’ learning outcomes (Santoro, Reid, Mayer & Singh, 2012). Teachers are also central to school improvement efforts (OECD, 2005). Teachers’ options to work in accordance with their professional ideals are of significant importance to their health and wellbeing (Hultell, 2011).

In this project Swedish teacher teams reflected over their work during a three-year period. Time shortage caused by technical problems, staff-shortage and extensive administrative workload hampered their opportunities to do a good job, causing stress, guilt and dissatisfaction. The group process was appreciated since it allowed the in depth exploration of aspects of the teachers’ work and professional role.

This indicates that constructivist projects where teachers can share meanings of the concepts “good” teaching and being a “good” or a “good enough” teacher can help them balancing diverging concepts such as “effective knowledge delivery” and “relations and care for pupils ”.

Keywords
Teacher work, group interviews, personal construct psychology
National Category
Social Sciences
Identifiers
urn:nbn:se:hkr:diva-15727 (URN)
Conference
"A new spirit in PCP: linking people, ideas & dreams" XIIIth European Personal Construct Association Conference,Galzignano Terme, Padua, Italy, July 7 - 10, 2016
Projects
Villkor för lärararbetets organisering - - möjligheter att göra kvalitetsdrivande lärararbete som en aspekt av psykosocial arbetsmiljö.
Funder
AFA Insurance, 120324
Available from: 2016-08-15 Created: 2016-08-15 Last updated: 2016-10-20Bibliographically approved
Österlind, M.-L. (2016). Diary-in-group method: A constructivist participative group technique (1ed.). In: Pam Denicolo (Ed.), Constructivist approaches and research methods: A practical guide to exploring personal meanings (pp. 178-180). London: Sage Publications
Open this publication in new window or tab >>Diary-in-group method: A constructivist participative group technique
2016 (English)In: Constructivist approaches and research methods: A practical guide to exploring personal meanings / [ed] Pam Denicolo, London: Sage Publications, 2016, 1, p. 178-180Chapter in book (Other academic)
Place, publisher, year, edition, pages
London: Sage Publications, 2016 Edition: 1
National Category
Social Sciences
Identifiers
urn:nbn:se:hkr:diva-16160 (URN)978-1-4739-3030-8 (ISBN)
Available from: 2016-10-09 Created: 2016-10-09 Last updated: 2016-10-10Bibliographically approved
Österlind, M.-L. (2015). Construing teachers’ quality work: a team perspective. In: PCP at 60: past, present and future. Paper presented at "PCP at 60: Past, Present and Future" 21st International Congress on Personal Construct Psychology, University of Hertfordshire, Hatfield, UK, 15th to 17th July 2015.
Open this publication in new window or tab >>Construing teachers’ quality work: a team perspective
2015 (English)In: PCP at 60: past, present and future, 2015Conference paper, Oral presentation with published abstract (Refereed)
National Category
Social Sciences
Identifiers
urn:nbn:se:hkr:diva-15523 (URN)
Conference
"PCP at 60: Past, Present and Future" 21st International Congress on Personal Construct Psychology, University of Hertfordshire, Hatfield, UK, 15th to 17th July 2015
Funder
AFA Insurance
Available from: 2016-06-16 Created: 2016-06-16 Last updated: 2016-12-07Bibliographically approved
Österlind, M.-L. (2014). Construing teachers’ quality work: a principal view. In: Tommy Isidorsson (Ed.), The 7th Nordic Working Life Conference - Threats and Possibilities Facing Nordic Working Life: Book of Abstracts and Programme. Paper presented at The 7th Nordic Working Life Conference, Göteborg, Sweden, June 11-13 2014 (pp. 187). Göteborg
Open this publication in new window or tab >>Construing teachers’ quality work: a principal view
2014 (English)In: The 7th Nordic Working Life Conference - Threats and Possibilities Facing Nordic Working Life: Book of Abstracts and Programme / [ed] Tommy Isidorsson, Göteborg, 2014, p. 187-Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Teachers are the most important school based factor for students’ learning outcomes and educational success. Whereas teachers’ pro-spects of enhancing their students’ development and study results, are significant for their work satisfaction and wellbeing. This suggests that the endorsement of quality teaching will improve student results and teacher wellbeing. Many teachers have difficulties performing in accordance to their professional standards, sick rates are alarmingly high, and several teachers leave the profession. This calls for a re-search approach where teachers’ prospects of performing quality teaching, are related to their options to perform quality-driven profes-sional teacher work, i.e. the work performed to support quality teach-ing. Such an approach take into account factors related to local school leadership, and the organisation of teacher work. This paper aims to bring together teachers’ and principals’ perspectives on quality-driven professional teacher work, in order to gain new knowledge and give implications for praxis. The principals and teachers construe teachers’ options to perform quality-driven professional work in relation to the implementation of a new curriculum and a new grading system, quali-ty certification processes and an ongoing work hour project, and to some extent also to the teachers’ personality and ambitions. The teachers’ also mention factors related to local oranisation processes, and the relations to pupils and fellow teachers. 

Place, publisher, year, edition, pages
Göteborg: , 2014
National Category
Psychology
Identifiers
urn:nbn:se:hkr:diva-13114 (URN)ISBN 978-91-981195-5-8 (ISBN)
Conference
The 7th Nordic Working Life Conference, Göteborg, Sweden, June 11-13 2014
Projects
Villkor för lärararbetets organisering
Funder
AFA Insurance
Available from: 2014-10-14 Created: 2014-10-14 Last updated: 2016-04-01Bibliographically approved
Österlind, M.-L. (2014). Is there a perfect match?: Construing and re‐construing leadership, quality and professional development in a social care organisation . In: Refresh your constructs!: Constructive alternativism in education, psychological care and democracy. Paper presented at European Personal Construct Association. XII biennial conference. Brno – Praha, Czech Republic. 20-23 June 2014. (pp. 24-25).
Open this publication in new window or tab >>Is there a perfect match?: Construing and re‐construing leadership, quality and professional development in a social care organisation
2014 (English)In: Refresh your constructs!: Constructive alternativism in education, psychological care and democracy, 2014, p. 24-25Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Social care organisations provide services vital to the care recipients’ health and wellbeing.

The qualified work tasks performed in these organisations are performed and often led by professionals with considerable professional jurisdiction, such as nurses and physiotherapists.

This paper discuss the effects of an organisational change process in a social care organisation, from the professionals’ and the managers’ perspectives.

From the professional point of view, the team organisation, designed to meet requirements for increased efficiency and quality, had brought on several contra productive effects.

These professions, formerly organised in specialist units, were assigned to several teams and therefore required to report to several managers.

Both managers and professionals found unclear managerial roles and jurisdictional conflicts bothersome.

The professional groups feared that loss of peer-group and managerial support would lead to de‐professionalisation.

Their perceived remedies were scheduled meetings with all staff categories, and increased options to develop their professional knowledge.

National Category
Psychology
Identifiers
urn:nbn:se:hkr:diva-13112 (URN)
Conference
European Personal Construct Association. XII biennial conference. Brno – Praha, Czech Republic. 20-23 June 2014.
Funder
AFA Insurance
Available from: 2014-10-14 Created: 2014-10-14 Last updated: 2016-04-01Bibliographically approved
Österlind, M.-L. (2014). “What have you bee up to today?”: construing and re-construing head teacher’s work and role. In: Refresh your constructs!: constructive alternativism in education, psychological care and democracy. Paper presented at European Personal Construct Association. XII biennial conference. Brno – Praha, Czech Republic. 20-23 June 2014..
Open this publication in new window or tab >>“What have you bee up to today?”: construing and re-construing head teacher’s work and role
2014 (English)In: Refresh your constructs!: constructive alternativism in education, psychological care and democracy, 2014Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Head teachers are expected to be pedagogic leaders who support their teachers’ professional development in order to improve long term teaching quality and goal achievement. Research shows that many heads perform a multitude of administrative and hands-on tasks, while trying to balance diverging and sometimes incomprehensive objectives and expectations.

This paper reports from a project where six Swedish head teachers reflected over their tasks and role, using the diary- in-group-method.

The results show how the participants construe their role in relation to their complex and multifaceted work situation, and to their personal and professional ambitions. They all seem to have a personal approach to their role, which allow them to balance the contrasting demands and to accomplish a personal equilibrium.

The participants appreciated the research process, which provided individual reflection on the diverse tasks that filled their days, and collegial feedback and reflection on important aspects of their professional role.

National Category
Social Sciences Psychology
Identifiers
urn:nbn:se:hkr:diva-13111 (URN)
Conference
European Personal Construct Association. XII biennial conference. Brno – Praha, Czech Republic. 20-23 June 2014.
Projects
Villkor för lärararbetets organisering
Funder
AFA Insurance
Available from: 2014-10-14 Created: 2014-10-14 Last updated: 2016-04-01Bibliographically approved
Österlind, M.-L. (2013). Att gestalta och omgestalta sitt ledarskap: verksamhetsnära chefer inom kommunal omsorgsverksamhet reflekterar över chefsroll och arbetets innehåll. (Doctoral dissertation). Lund: Institutionen för psykologi, Lunds universitet
Open this publication in new window or tab >>Att gestalta och omgestalta sitt ledarskap: verksamhetsnära chefer inom kommunal omsorgsverksamhet reflekterar över chefsroll och arbetets innehåll
2013 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The present doctoral thesis aimed to explore what it means to be a first-level manages in a Swedish municipal social care administration, seen from the managers’ perspective. The empirical data derives from a participative, constructivist project which intended to contribute to new practice-based knowledge and to the learning and development of the participating managers. The participating managers reflected over their work and their managerial role by the use of a combination of repertory grid interviews, personal diaries and group discussions. Qualitative descriptive phenomenological analyses of the extensive material painted a vivid and nuanced picture of their work situation and professional role. In Paper I the project and the used methods were described in detail. Short extracts of data illustrated the potential of the general approach of combining constructivist techniques in participative and action oriented projects. The first brief results illustrated by “A day in a team manager’s working life” and by three “leadership dilemmas”: The spider in the web; The border patrol; and The open door, presented a picture of the managers’ complex work situation and how they were stimulated to address the problems arising. Paper II showed the many facets of social care management, where six “faces” portrayed the complex managerial role. The results indicated that managers in this and other welfare organizations need to construe and re-construe their managerial role in order to balance the contrasting demands on their role, thereby ac-complishing a personal equilibrium. Paper III further explored the managers' leadership role ideal, grounded in the concept of care. Several aspects of the managers' work situation resulted, on their own or in conjunction, in difficul-ties fulfilling their caring leadership ideal. These difficulties of which the managers spoke were arranged into three distinct patterns: problems, dilemmas and paradoxes. The results gave insight of the nature of these difficulties, the implications which these might have on the managers, their staff and the delivery of service, and the discussed remedies. Taken together the results raises new questions about municipal managers’ abilities and possibilities to handle ideals and requirements which are difficult to consoli-date particularly in times or resource scarcity. Is it possible to be an at the same time caring and efficient manager? How can mangers’ options to handle the complexity of modern welfare organisations be strengthened?

Place, publisher, year, edition, pages
Lund: Institutionen för psykologi, Lunds universitet, 2013. p. 72
Keywords
leadership, Social care, role, worksituation, dilemmas, constructivist, phenomenology
National Category
Psychology
Identifiers
urn:nbn:se:hkr:diva-10384 (URN)ISBN: 978-91-7473-451-5 (ISBN)
Public defence
Aulan hus 7, Högskolan Kristianstad, Kristianstad (Swedish)
Opponent
Supervisors
Available from: 2013-04-16 Created: 2013-04-15 Last updated: 2016-04-01Bibliographically approved
Aili, C. & Österlind, M.-L. (2013). Construing and re-construing quality driven teacher work. In: : . Paper presented at ISATT 16th Biennial Conference on Teacher and Teaching, Exellence of teachers? Practice, Policy, Research. Ghent, July 1-5, 2013..
Open this publication in new window or tab >>Construing and re-construing quality driven teacher work
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
Teacher work, mulitmethods
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-10784 (URN)
Conference
ISATT 16th Biennial Conference on Teacher and Teaching, Exellence of teachers? Practice, Policy, Research. Ghent, July 1-5, 2013.
Funder
AFA Insurance
Available from: 2013-07-16 Created: 2013-07-16 Last updated: 2016-04-01Bibliographically approved
Österlind, M.-L. (2013). Diary-in-Group method: contributions to new practice-based knowledge and to the learning and development of the participants. SAGE Research Methods
Open this publication in new window or tab >>Diary-in-Group method: contributions to new practice-based knowledge and to the learning and development of the participants
2013 (English)In: SAGE Research MethodsArticle in journal (Refereed) Published
Abstract [en]

This case describes the Diary-in-Group method (personal diary notations combined with group sessions) as used in a participative and action-oriented project which intended to contribute to new practice-based knowledge on what it means to be a first-level manager in a Swedish municipal social care administration, and to the learning and development of the participating managers. The project's methodological framework derived from personal construct psychology and phenomenology. The method generated a large amount of data which were analysed using a qualitative descriptive phenomenological approach. The analyses aimed to give voice to the impromptu views and opinions of the managers, thereby contributing to an understanding of the complexity of the managers' organisation and work situation as well as of how this was reflected in their experiences in which various aspects collided. The results raised new questions about municipal managers' ability to handle ideals and requirements which are difficult to consolidate, particularly in times or resource scarcity. In this case, the Diary-in-Group method and its function, and the quality and relevance of the results, are discussed in relation to the project aims.

Keywords
constructivism, diary, group sessions, management, participative research, phenomenology, social care
National Category
Social Sciences
Identifiers
urn:nbn:se:hkr:diva-12308 (URN)10.4135/978144627305014531367 (DOI)
Available from: 2014-07-02 Created: 2014-07-02 Last updated: 2016-04-01Bibliographically approved
Aili, C. & Österlind, M.-L. (2013). How do teachers think quality? Poster presented at 16th Biennial Conference on Teachers and Teaching July 1-5, 2013 - Ghent, Belgium. In: : . Paper presented at 16th Biennial Conference on Teachers and Teaching July 1-5, 2013 - Ghent, Belgium.
Open this publication in new window or tab >>How do teachers think quality? Poster presented at 16th Biennial Conference on Teachers and Teaching July 1-5, 2013 - Ghent, Belgium
2013 (English)Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

How do teachers think quality? This question is important since the teaching profession seems to be characterized by constant work intensification (Sarfatti-Larson, 1980). Repeated research show a steady increase in the number of tasks teachers are expected to perform (Apple 1989, Faber 1991, Hargreaves 1994, Day 2000, Grundy & Bonser 2000, Sutton 2007, Day & Gu 2007, Aili & Brante 2007, Chang 2009, Steen-Olsen & Eikseth, 2010). Teachers must therefore constantly prioritize between competing tasks and (to the extent they are pursuing quality of teaching) the question that arises is - how do they construct  realtions between tasks that are performed before the lesson and the teaching quality.

In this paper we present an explorative study of how teacher formulate themselves about their daily work tasks in relation to the quality of their teaching. 60 teachers were invited to answer a semi structured web-questionnaire about work tasks they had perform during the day, once a day during two weeks. They were asked to choose two tasks that, from their perspective, had impact on the quality of their teaching in the nearest future. In addition to this they were asked to give each task a name, describe its content and under which circumstances it had been performed, and to specify in which way the task had impact on the teaching nearby. The material includes total 325 respectively 12 received questionnaires.

The analysis focus is on teachers’ meaning-making of what quality is, and the relation between the work before teaching and the outcome of the teaching. A grounded content analysis was performed. The seven tasks identified by the teacher teams in the second questionnaire were analyzed in conjunction with a random sample of answers from the individual questionnaire regarding the same tasks. These tasks are labeled by the teachers name for the work task: Work with individual development plans, Planning of next day’s teaching, Planning of thematic work, Planning a school cinema visit, Production of material and Pupils’ choice.

Some categories for the type of quality impact the teachers report have been construed such as for example “Absolute conditions” for links to a work task to the teaching such as the necessity to have ordered the groceries  before a lesson in cooking or ordered a bus for the transport to a school cinema visit. Another example is “Quality in a presentation” for links between high concentration works such as putting pedagogical considerations into a specific content. The way the teachers construe the reasons for tasks being important to quality are discussed in relation to earlier research about teachers’ professional language, characterization of teacher work, and teacher thinking.

 

Aili, C. & Brante, G,. (2007). Qualifying Teacher Work: Everyday Work as Basis For the Autonomy of the Teaching Profession. Teachers & Teaching, 13 (3), pp. 287-306.

Apple, M., (1989). Teachers and texts. New York: Routledge & Keegan.

Chang, M-L., (2009). An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers. Educational Psychology Review 21 (3), pp. 193-218.

Day, C., (2000). Stories of change and professional development: The costs of commitment, In C. Day, A. Fernandez, T. Hauge & J. Møller (Eds). The life and work of teachers. International perspectives in changing times. London: Falmer Press.

Day, C. & Gu, Q., (2010). The New Lives of Teachers, London: Routledge.

Farber, B., (1991). Crisis in Education: Stress and Burnout in The American Teacher. San Francisco: Jossey-Bass.

Grundy, S. & Bronser, S., (2000). The New Work Order and Australian Schools, In: C. Day, A. Fernandez, T. Hauge & J. Møller (Eds). The life and work of teachers. International perspectives in changing times. London: Falmer Press.

Hargreaves, A., (1994). Changing teachers, changing times. Teachers’ work and culture in postmodern age. London: Cassell.

Sarfatti-Larson, M,. (1980) The Rise of Professionalism: A Sociological Analysis},University of California Press.

Steen-Olsen, T. & Eikseth, A., (2010). The Power of Time: Teachers' Working Day--Negotiating Autonomy and Control. European Educational Research Journal, 9(2), pp. 284-295.

Sutton, R., (2007). Teachers’ Anger, Frustration, and Self-regulation. In P. Schutz & R. Pekrun. (Eds), Emotions in Education. pp. 259-274. San Diego: Elsevier.

National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-10899 (URN)
Conference
16th Biennial Conference on Teachers and Teaching July 1-5, 2013 - Ghent, Belgium
Projects
Villkor för lärararbetets organisering - möjligheter att göra kvlitetsdrivande lärararbete som en aspekt av psykosocial arbetsmiljö
Funder
AFA Insurance
Note

Projektet finansieras av AFA-försäkringar, Högskolan Kristianstad och de medverkande kommunerna.

Available from: 2013-08-12 Created: 2013-08-12 Last updated: 2017-05-08Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6285-9994

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