Profiles

Lisa Österling

Lisa Österling

Forskarstuderande, adjunkt

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Arbetar vid Institutionen för matematikämnets och naturvetenskapsämnenas didaktik
Telefon 08-120 766 17
E-post lisa.osterling@mnd.su.se
Besöksadress Svante Arrheniusväg 20 A, E-huset, Arrheniuslab
Rum P 408
Postadress Institutionen för matematikämnets och naturvetenskapsämnenas didaktik 106 91 Stockholm

Om mig

Jag arbetar sedan 2011 som adjunkt i matematikämnets didaktik på Stockholms universitet. I mars 2021 lade jag fram min avhandling, Desires for mathematics teachers and their knowledge, om matematiklärarutbildning och VFU.  Problemet jag vill belysa är att lärarutbildningen inte är så tillgänglig den skulle kunna vara. Till exempel är de konceptuella kunskaperna ganska osynliga och därmed otillgängliga. Dessutom visar sig bilden av den gode läraren utgå från att studenterna har en ganska homogen bakgrund, vilket inte stämmer överens med den mångfald som finns inom matematiklärarutbildningen. 

Nu kommer jag fortsätta min forskning inom TRACE-projektet, där jag tittar på hur lärarstudenternas undervisning utvecklas de första åren i yrket.

Jag har medverkat som författare i matematiklyftet, modulerna Språk i matematik och Samband och förändring. Jag föreläser också vid handledarutbildningar för matematiklyftet.

I min undervisning är jag inspirerad av hur både språk, kommunikation och ett inkluderande samarbete med och mellan studenter är en viktig del. Jag är också intresserad av hur IT-verktyg, till exempel GeoGebra, kan vara en del av en sådan kommunikativ undervisning.
 

Undervisning

Jag undervisar i matematikämnets didaktik på ämneslärarprogrammet, KPU och CL-programmet. Jag undervisar också kurser i analys och bedömning för lärarlyftet.

Dessutom är jag kursansvarig för VFU-kurser, och gör många lektionsbesök och trepartssamtal under studenternas VFU. Dessutom handleder jag självständiga arbeten på både grundnivå och magisternivå. 

Jag månar om att göra min undervisning tillgänglig, både språkligt men också genom tillgång till såväl akademisk som tillämpad kunskap för lärare. 

Projekt

Under perioden HT2018-HT2020 leder jag projektet "Verksamhetsnära lärarutbildning", ett samverkansprojekt mellan Täby kommun och MND, som fått såväl rektorsmedel för att utveckla undervisning som samverkansmedel för att ta fram en modell.

Jag deltog i övningsskoleprojektet som kontaktperson för Myrsjöskolan i Nacka och Åva Gymnasium i Täby.

Jag har lett projekt inom "Future learn" år 2012-2013, där vi utvecklat IT-innehållet i lärarutbildingen.

Jag är författare till flera texter inom modulen "Språk i matematik" inom skolverkets matematiklyft.

Forskning

Jag är disputerad inom matematikämnets didaktik. Mitt forskningsområde är lärarutbildning i matematik, och jag är särskilt intresserad av vilka teorier som blir synliga i lärarutbildningen, framförallt inom matematikdidaktik, och vilken möjlighet matematiklärarstudenter har att skapa kopplingar mellan teori och praktik i sin VFU.

Mitt doktorandprojekt knyter an till ett större projekt, TRACE, om att spåra lärarutbildningen i praktiken.

Jag har ocskå deltagit i den svenska delen av "The WiFi-project", ett internationellt projekt som syftar till att ta reda på mer om vad elever tycker är viktigt när de lär sig matematik. Projektet har sin teoretiska grund i Mathematical Values.

 

 

 

 

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • 2018. Lisa Österling, Iben Christiansen. Proceedings of the 42nd Conferenceof the International Groupfor the Psychology of Mathematics Education, 443-450

    The starting point for this review are questions on the empirical base for theorganization of practicum. Selecting peer reviewed, empirically based articles for2001-2017, with a focus on mathematics teacher education and the practicum, resultedin the inclusion of 51 articles for review. Exploring the outcomes and student teachers’experiences of practicum suggested that responsibility for teaching together withsupport from mentors, university lecturers, university coursework, peers or prompts touse a theoretical framework improves learning outcomes in practicum, and the lengthof time in a school context does not do so on its own.

  • 2019. Annica Andersson, Lisa Österling. Values and Valuing in Mathematics Education, 69-88

    This chapter reports and problematizes relationships between the expected democratic actions as part of the politically expected democratically inclusion of students’ wishes and concerns; and students’ valuing of mathematical activities in mathematics classrooms, departing from the Swedish results from a large-scale quantitative cross-cultural survey. We asked what are the conflicts between most valued activities by Swedish students and the valuing of democratic actions. The quantitative study showed that students value “knowing the times tables” and “teachers’ explanations” and “correctness” over explorative, communicational and collaborative activities. We discuss the cultural and historical reasons behind these results and argue that we must understand the valuing of times tables or teachers’ explanations as an expression of enculturated and therefore culturally valued actions in mathematics classrooms, where this enculturation takes place not only in school, but in conversations with parents, grandparents, in media and in children’s books. We also argue that the conflict between the political expectations of democratic participation and actions, and the invitation to students to influence teaching on the one hand, and on the other hand students use of this influence through valuing teacher explaining, mastering times tables and understanding why the answer is incorrect, rather conserve a mathematics teaching organised around values as objectism and control than through openness and rationalism.

  • 2019. Iben Maj Christiansen, Lisa Österling, Kicki Skog. Research Papers in Education

    ‘Good teaching’ remains disputed, but few studies have empirically studied variations in views of good teaching as reflected in teacher education. This study performed a content analysis of criteria for student teacher lesson observations stated in protocols from universities in six countries. Similarities across the protocols were the absence of images of the charismatic and the technical-professional teacher, and the dearth of teleological aspects. The degree to which protocols reflected a knowledge base, had clear implementation requirements, valued reasoned judgement, and valued transformation of content varied. On the basis of this range of images of the desired teacher, we suggest four categories of teacher images: the knowledgeable teacher, the knowledge-transforming teacher, the efficient teacher, and the constantly improving teacher, and further discuss the possibility of an inspired teacher.

  • 2021. Lisa Österling. Scandinavian Journal of Educational Research

    The present study adds to an ongoing debate about third spaces in teacher education, spaces where theory and practice come together. One third space is constituted by the written tasks from practicum. Yet research has shown only modest emphasis on theory in such tasks. Tasks from two versions of a programme are used to represent two different positions on linking theory and practice. The tasks were therefore analysed with respect to the demarcation of conceptual objects as well as practice-based contexts. The findings indicate a difference with respect to the demarcation of conceptual objects, especially concepts relating to mathematics and mathematics education. This is seen as indicative of the reduced encouragement of linking theory and practice. 

  • 2021. Lisa Österling (et al.).

    This dissertation is driven by questions about images of desired teachers, privileged teacher knowledge, and access to knowledge in teacher education. My position is that images of particular teachers restrict access to teacher education, while visible knowledge increases epistemic access. 

    A particular focus is practicum, where images of desired teachers and privileged knowledge are negotiated between the three arenas of school, university, and policy. Four papers are included, and each paper is a separate study.

    Two studies engage images of desired teachers. The first study engages lesson observation protocols from the practicum part of teacher education in six countries. The result is four different images of desired teachers: the knowledgeable, the knowledge-transforming, the efficient, and the constantly-improving teacher. The second study is an analysis of Swedish policy reports prepared for political decisions on teacher education, at a national level. The analysis targets mathematics knowledge and mathematics teachers as constructed in the reform. The images of desired teachers constructed in policy were the born, the interested, the knowledgeable, and the skilful teacher. The privileged mathematical knowledge was skills and facts. 

    The next two studies engage privileged knowledge. The third study uses practicum tasks from two programmes in the same institution, and engages an analysis of a third space, where the practice-based context and conceptual objects can integrate. The result is that the visibility of conceptual knowledge, and particularly mathematical knowledge, decreased from the former to the more recent programme, and the third space for theory and practice to integrate, diminished. The fourth study is an analysis of mentor conversations in the school arena, focusing on de-ritualising prompts in teaching. Mentors were found to privilege learners’ agentive participation in learning mathematics and hence the production of narratives and flexible routines.

    In the studies, the images of desired teachers and privileged knowledge are compared across arenas. The image of the knowledgeable teacher and the image of the efficient teacher who successfully obtains goals, permeated all arenas. There were four differences: one, the images of born, interested, and skilful teachers were visible only in the policy arena; two, the privileged mathematical knowledge in policy was skills and facts to be memorised, while for mentors in schools, learner participation in mathematics discourse was privileged; three, the third space was not generated in practicum tasks, whereas the complex joint labour in teaching and learning mathematics was foregrounded by mentors; four, the image of the constantly improving teacher was found only in the practicum instruments of teacher education.

    Although the image of a knowledgeable teacher was visible across the arenas, a disagreement on privileged knowledge was found. Student teachers are asked to self-improve, but are at the same time made responsible for recognising invisible knowledge. I claim that more can be done in mathematics teacher education to promote visible knowledge in practicum, and thereby increase epistemic access. I also claim that the image of the born teacher is based on normalisations which are often irrelevant for appraising teachers.

  • 2018. Lisa Österling, Iben Maj Christiansen. Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education, 443-450

    The starting point for this review are questions on the empirical base for the organization of practicum.  Selecting peer reviewed, empirically based articles for 2001- 2017, with a focus on mathematics teacher education and the practicum, resulted in the inclusion of 51 articles for review. Exploring the outcomes and student teachers’ experiences of practicum suggested that responsibility for teaching together with support from mentors, university lecturers, university coursework, peers or prompts to use a theoretical framework improves learning outcomes in practicum, and the length of time in a school context does not do so on its own.

Visa alla publikationer av Lisa Österling vid Stockholms universitet

Senast uppdaterad: 30 mars 2021

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