Ledarskap, professionellt lärande och undervisningsförbättring

Obligatorisk litteratur

Andersson, E. (2024). Hur kan lärare och elever förbättra utbildningen tillsammans? Demokratisk skolförbättring och betydelsen av lärares kollektiva vanor. Forskning & forandring, 7(1), 26-48. (23 s) https://doi.org/10.23865/fof.v7.5446

Andersson, E., Rudsberg, K., Sundhäll, M. & Teledahl, A. (2022). Kollegialt lärande för skol- och undervisningsförbättring – ett helhetsperspektiv. Studentlitteratur. (300 s)

Blossing, U., & Ertesvåg, S. K. (2011). An individual learning belief and its impact on schools’ improvement work - An Individual versus a Social Learning Perspective. Education Inquiry, 2(1), 153–171. (19 s) https://doi.org/10.3402/edui.v2i1.21970

Blossing, U., & Jerdborg, S. (2025). Praktikgemenskaper i skolutveckling och undervisning. Socialt lärande i skolor. Studentlitteratur. (250 s)

Blossing, U., Nyen, T., Söderström, Å., & Hagen Tønder, A. (2014). Local Drivers for Improvement Capacity: Six Types of School Organisations (2015.). Springer International Publishing AG. KAPITEL 1 och 2 (26 s) https://doi.org/10.1007/978-3-319-12724-8

Emstad, A. B., Birkeland, I. K. & Robinson, V. M. J. (2021). Lärande ledarskap – att leda professionell utveckling i skolan. Lärarförlaget. (200 s)

Harris, A., & Jones, M. S. (2017). Disciplined collaboration and inquiry: evaluating the impact of professional learning. Journal of Professional Capital and Community, 2(4), 200–214. (14 s) https://doi.org/10.1108/JPCC-05-2017-0011

Hirsh, Å., Liljenberg, M., & Jahnke, J. (2014). Systematisk FoU-samverkan som expansivt lärande (s. 14-37). Ifous rapportserie 2024:1. (24 s) https://ifous.se/wp-content/uploads/2024/05/fokus-undervisning-rapport-240528.pdf

Hirsh, Å., Nilholm, C., Roman, H., Forsberg, E., & Sundberg, D. (2020). Reviews of teaching methods – which fundamental issues are identified? Education Inquiry, 13(1), 1–20. (20 s) https://doi.org/10.1080/20004508.2020.1839232

Hirsh, Å., & Olin, A. (2025). Skolutveckling i teori och praktik (Andra upplagan). Gleerups. (350 s)

Jerdborg, S. (2023). School Leader Education as a Driving Force for Personal Development in Terms of Orientation, Reflection, Exploration, and Interplay. Research in Educational Administration & Leadership, 8(1), 1–41. (41 s) https://doi.org/10.30828/real.1191793

Kennedy, A. (2014). Understanding continuing professional development: the need for theory to impact on policy and practice. Professional Development in Education, 40(5), 688–697. (10 s) https://doi.org/10.1080/19415257.2014.955122

Kirsten, N., & Carlbaum, S. (2020). Kompetensutveckling för professionella lärare?: Introduktionen av kollegialt lärande i svensk skola. Pedagogisk forskning i Sverige, 25(1), 7-34. (27 s) https://doi.org/10.15626/pfs25.01.01

Langelotz, L., & Beach, D. (2024). Global education reform and the Swedish CPD market: restricted professional learning and the power of ideology. Professional Learning and Development. 50(3), 564-578. (15s) https://doi.org/10.1080/19415257.2024.2306997

Nadim, A., & Singh, P. (2019). Leading change for success: embracing resistance. European Business Review, 31(4), 512–523. (12 s) https://doi.org/10.1108/EBR-06-2018-0119

Priestley, M., Edwards, R., Priestley, A., & Miller, K. (2012). Teacher Agency in Curriculum Making: Agents of Change and Spaces for Manoeuvre. Curriculum Inquiry, 42(2), 191–214. (24 s) https://doi.org/10.1111/j.1467-873X.2012.00588.x

Robinson, V. M. J. (2010). From instructional leadership to leadership capabilities: Empirical findings and methodological challenges. Leadership and Policy in Schools, 9(1), 1–26. (26 s) https://doi.org/10.1080/15700760903026748

Solheim, K., Ertesvåg, S. K., & Dalhaug Berg, G. (2018). How teachers can improve their classroom interaction with students: New findings from teachers themselves. Journal of Educational Change, 19(4), 511–538. (28 s) https://doi.org/10.1007/s10833-018-9333-4

Stoll, L. (2009). Capacity building for school improvement or creating capacity for learning? A changing landscape. Journal of Educational Change, 10(2–3), 115–127. (13 s) https://doi.org/10.1007/s10833-009-9104-3

Sülau, V., Nehez, J., & Olin Almqvist, A. (2024). Learning leading - responsiveness in leading professional learning. Professional Development in Education, 50(3), 551–563. (13 s) https://doi.org/10.1080/19415257.2024.2337774

Teledahl, A., Andersson, E., Harvey, F., Rudsberg, K., & Sundhäll, M. (2024). Teachers’ collective habits as critical for establishing collegial learning. Professional Development in Education, 1–15. (15 s) https://doi.org/10.1080/19415257.2024.2413116

Öhman, J. (2014). Om didaktikens möjligheter - ett pragmatiskt perspektiv. Utbildning Och Demokrati, 23(3), 33–52. (20 s) https://doi.org/10.48059/uod.v23i3.1023

Obligatorisk valbar litteratur

Litteratur som väljs i samråd med kursens lärare. (ca 300 s.)