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Lena GeijerUniversitetslektor

Om mig

As a senior lecturer in the Department of Education I am involved in teaching on various courses at the basic and advanced levels of education. I am also actively involved in educational development efforts aiming to innovate teacher education at Stockholm University and at the Royal Institute of Technology. My research interest focuses on the dialogic aspects of learning and communication, and my work within this area has primarily been aimed at investigating the dialogic interplay between different professional groups addressing questions concerning skills and competencies in their respective professional fields. I am currently involved in a number of collaborative research efforts exploring, for instance, student teachers' conceptions of professionalism in the teaching profession (together with Max Scheja and colleagues at the Karolinska Institutet),

Research activity

As part of my work within the department I am also involved in various research collaborations. My research interest focuses on dialogic and communicative aspects of learning in higher education and working life. My research approach can be described in terms of dialogic action research, where focus group discussions between different professional groups highlight differences and similarities in professional discourse used in these professional groups.

Over the years I have been involved in a number of collaborative research efforts, aimed at investigating learning and teaching in both school and higher education. These research efforts has involved, and still involve, close collaboration with colleages at Stockholm University, the National Defence College, the Royal Institute of Technology, Karolinska Institutet, and the University of Birmingham, UK. More recently, I have been actively involved in a project, in collaboration with Åbo Academy, to investigate from a dialogic point of view, the Swedish-speaking Finnish perceptions of, and expectations on teachers.  

New publications

Geijer, L. (2018) På väg in i yrket - att utveckla sitt lärarskap - tre steg. (red. Insulander & Selander), Att bli lärare. Sthlm: Liber.

Geijer, L. (2017) Samtal om dyslexiarbete över professionsgränser "Didaktik i omvandlingens tid - text, representation och design". Liber ISBN 9789147122523

If you would like to know more about my research, please feel free to contact me (for contact details, see above).

Publikationer

I urval från Stockholms universitets publikationsdatabas

  • Dilaogue at the boundaries

    2014. Lena Geijer. Dialogue at the boundaries

    Konferens

    Dialogues are the base of teaching and learning. Although neither Bakhtin nor Voloshinov were concerned with pedagogy, their contributions on dialogue can offer new insights into the problems of teaching and learning. Focus-group conversations over time might be a good illustration of the phenomenon. 

    From the theoretical perspectives of Bakhtin and Voloshinov, and their followers (cf Rommetveit, 1979; Holquist, 1990; Wertsch, 1998), the present paper has considered some important notions of dialogism, such as, I, you, self, other, intersubjectivity, alterity, dialogicality, and genre. In addition to these variables the notions of mastery, appropriation and identity have been considered when analyzing focus-group conversations over time.

                    Focus group studies on dyslexia involving different professionals have shown that teaching and learning go hand in hand. Initially the conversations about dyslexia showed upon alterity between the participants. The medical professionals, initially, spoke about the pathological apart of dyslexia, using a medical genre, while the teachers, using a pedagogical genre, spoke about the classroom situation of dyslectic children. But over time, intersubjectivity between them became obvious. This also manifested by an increased use of dialogicality, which was shown by responses such as:

    Ph: Ah I see understanding each child´s dyslexia in a pedagogical context (…) interesting (…) we just end up diagnosing a lack of ability, let´s hear more (…)

    Teach: (…) but I am more aware of the child on the playing and learning premisses(…)

                     

    On the way of creating an intersubjectivity situation definition of the topic of dyslexia, the material showed that the different professional groups started to master the others´ apprehension of the topic. Not until the end of the focus group conversations had they appropriated the different professionals’ views on dyslexia.

    During this process the I became filled with the voices of the other, creating a self, which also changed the identity of the different professionals. They became professionals of dyslexia, not only from one discipline but from a merging of several disciplines.

    A Bakhtinian dialogical approach to focus group conversations opens up for a new methodology of investigation teaching and learning.

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