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Lena GeijerUniversitetslektor

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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  • Primary school teachers’ perception of digital transformation and their teaching role

    2024. Stefan Stenbom, Lena Geijer. Scandinavian Journal of Educational Research

    Artikel

    Digitalization is expected to have a broad impact on different aspects of everyday life, including primary education. By delving into the experiences and insights of primary school teachers, this study aims to explore and understand the conditions for the digital transformation of primary education from a long-term perspective. Between 2019 and 2022, four focus group discussions were conducted with primary school teachers to assess their perceptions of teachers’ everyday lives, the essential factors governing transformation in schools, and their professional roles from a twenty-year perspective. The focus groups were analyzed using reflexive thematic analysis, resulting in three themes with twelve subthemes. Findings indicate that teachers anticipate digitalization transforming education, leading to more personalized and interdisciplinary experiences while focusing on social relationships, with teachers as community facilitators. Substantial support through technology access, comprehensive training, and leadership is crucial to harness the potential of digital advancements.

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  • What's in a Grade? Teacher Candidates' Experiences of Grading in Higher Education: A Phenomenographic Study

    2021. Cormac McGrath, Ylva Ståhle, Lena Geijer. Education Sciences 11 (8)

    Artikel

    This study explores teacher candidates' experiences of grading in higher education. A phenomenographic approach was adopted and four qualitatively different categories were identified. Grading was experienced as: self-identification, motivation, personal interpretation and academic enculturation. The results indicate that teacher candidates accept existing grading systems but have difficulty interpreting and explaining them, illustrating areas of importance in teacher education and argues that if teacher candidates do not perceive genuine differences in the performance of assessing by grade descriptors, there is a risk that they may develop an insufficient understanding of grading practices.

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  • What’s in a Grade? Teacher Candidates’ Experiences of Grading in Higher Education: A Phenomenographic Study

    2021. Cormac McGrath, Ylva Ståhle, Lena Geijer. Education Sciences 11 (8), 422-422

    Artikel

    Abstract: This study explores teacher candidates’ experiences of grading in higher education. Aphenomenographic approach was adopted and four qualitatively different categories were identified.Grading was experienced as: self-identification, motivation, personal interpretation and academicenculturation. The results indicate that teacher candidates accept existing grading systems but havedifficulty interpreting and explaining them, illustrating areas of importance in teacher educationand argues that if teacher candidates do not perceive genuine differences in the performance ofassessing by grade descriptors, there is a risk that they may develop an insufficient understanding ofgrading practices.Keywords: grading; grade descriptors; phenomenography; teacher education

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  • Samtal för samverkan: En studie av transprofessionell kommunikation och kompetensutveckling om läs- och skrivsvårigheter/dyslexi

    2003. Lena Geijer.

    Avhandling (Dok)

    The purpose of the present thesis is to study whether and how professionals from such different areas as medicine, preschool and school develop and reorganize, through inter-disciplinary focus group discussions, their competence regarding reading-and-writing difficulties/dyslexia.

    The theoretical framework is based on sociocultural theory of mediated action, focusing on notions such as alterity, intersubjectivity, dialogicality, mastery, appropriation, practical consciousness and discursive consciousness.

    The data consists of participant field observations, seven individual interviews and fifteen focus group interviews, as well as narratives and written documents concerning collaboration between pre-schools and schools. The method relates to ethnographic and action research.

    The data is collected over three years. The interviews are audio-recorded and transcribed as close to oral language as possible.

    The data is analysed with regard to alterity, intersubjectivity, dialogicality, mastery and appropriation, and with regard to professional languages, professional boundaries and domains of responsibility as well as competencies.

    The results from the individual interviews show that each participant’s conception of dyslexia is closely attached to her or his own field of pracitice. The focus group results show that, over time, the participants changed their conception of dyslexia, and their way of communicating about dyslexia. And, that they thereby deepened their competence on the issue.

    The written documents show a similar development during the focus group discussions. From hastily scrawled notes they developed into computerised, and well-structured plans of actions for supporting children of special needs. Both the spoken and written data show that inter-disciplinary co-operation leads to the development of inter-disciplinary competence, and a change in organising reading and writing for children of preschool and school.

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