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Lundberg, A. & de Leeuw, R. R. (2024). Introducing and discussing the virtual special issue on using Q methodology in higher education. International Journal of Educational Research Open, 6, Article ID 100301.
Open this publication in new window or tab >>Introducing and discussing the virtual special issue on using Q methodology in higher education
2024 (English)In: International Journal of Educational Research Open, ISSN 2666-3740, Vol. 6, article id 100301Article in journal (Refereed) Published
Abstract [en]

This is the editorial paper for the virtual special issue “Using Q methodology in higher education: Opportunities and challenges”, consisting of nine original research studies from different international contexts. In addition to presenting novel findings, contributors were invited to discuss the following two questions at the center of the special issue call: In what sense has Q methodology served as a fitting approach to investigate subjectivity in higher education? What methodological opportunities and challenges arise with Q methodology in higher education settings? This editorial provides an overview and discussion of the various justifications mentioned for Q methodology. Furthermore, it collates the opportunities and challenges contributors discuss in relation to their studies using this almost 90-year-old methodological approach. The editorial paper concludes with recommendations for future Q methodological studies in higher education and beyond.

Place, publisher, year, edition, pages
Elsevier, 2024
Keywords
Q methodology, Higher education, Subjectivity, Pedagogical applications
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-63810 (URN)10.1016/j.ijedro.2023.100301 (DOI)2-s2.0-85176395539 (Scopus ID)
Available from: 2023-11-22 Created: 2023-11-22 Last updated: 2024-03-06Bibliographically approved
Collberg, P., Lindh, C. & Lundberg, A. (2024). Rektorers syn på nyutexaminerade lärare. Malmö, Sverige: Malmö universitet
Open this publication in new window or tab >>Rektorers syn på nyutexaminerade lärare
2024 (Swedish)Report (Other academic)
Abstract [sv]

Lärares yrkesinträde är en krävande process och ses oftast som en utmanande tid. Syftet med forskningsprojektet, som är finansierat av Malmö universitet, Lunds universitet och Högskolan i Kristianstad, är att bättre förstå det eventuella glappet mellan den kompetens som lärarutbildningen ger och de faktiska krav som läraryrket ställer. 

I rapporten presenteras tre Q-metodologiska delstudier om hur rektorer i förskola, grundskola och gymnasieskola karakteriserar nyutexaminerade lärare. Ur projektets delstudier framkommer behovet av en synvända på nyutexaminerades möte med yrkespraktiken. Bland annat föreslår projektet att se lärares yrkesinträde som en egen fas i lärares professionsutveckling och att erkänna den som en fortsättning på deras grundutbildning. 

Place, publisher, year, edition, pages
Malmö, Sverige: Malmö universitet, 2024. p. 101
Keywords
teacher education, newly qualified teachers, competence, principals, Q methodology, preschool, lärarutbildning, mentorskap, kompetensutveckling, Q metoden, förskola, grundskola, gymnasium
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-64833 (URN)10.24834/isbn.9789178774432 (DOI)978-91-7877-442-5 (ISBN)978-91-7877-443-2 (ISBN)
Available from: 2024-01-05 Created: 2024-01-05 Last updated: 2024-01-09Bibliographically approved
Camenzuli, R., Lundberg, A. & Gauci, P. (2023). Collective teachers' beliefs about multilingualism in Maltese primary education. International Journal of Bilingual Education and Bilingualism, 26(4), 379-394
Open this publication in new window or tab >>Collective teachers' beliefs about multilingualism in Maltese primary education
2023 (English)In: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522, Vol. 26, no 4, p. 379-394Article in journal (Refereed) Published
Abstract [en]

Traditionally bilingual Maltese school populations are increasingly linguistically diverse, due to intensified migration flows. To shed light on central issues to be addressed by policy makers, school administrators, researchers and teacher trainers, collective beliefs of Maltese primary school teachers regarding their conceptual understanding and pedagogical actions concerning multilingualism are investigated. Through the application of Q methodology and focus group interviews, data from twenty-one in-service teachers from six different colleges were collected. Using inverted factor analysis, three factors were extracted for each of the components (understanding and pedagogy). Detailed narratives for each group of collective teachers' beliefs were described and supplemented with teachers' validating comments. Findings indicate that having a positive understanding of multilingualism does not necessarily imply positive pedagogical beliefs and vice versa. In Malta's inherently bilingual education system, teachers tend to accept and welcome children's languages in their classrooms and encourage the learning of additional languages. However, possibly due to a lack of adequate training on the subject, there is scepticism regarding whether and how to effectively draw on multilingualism in the classroom. Additionally, the need arises for more teacher autonomy and agency to make decisions regarding classroom language practices, and for a more comprehensive Maltese national language education policy.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
Teachers' beliefs, Q methodology, multilingualism, Malta, primary school education, translanguaging
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-55093 (URN)10.1080/13670050.2022.2114787 (DOI)000847777900001 ()2-s2.0-85137122140 (Scopus ID)
Available from: 2022-09-28 Created: 2022-09-28 Last updated: 2023-07-04Bibliographically approved
Ali, K., Du, X. & Lundberg, A. (2023). Does problem-based learning facilitate enactment of learner agency in undergraduate dental curricula? A Q study. European journal of dental education, 27(4), 823-832
Open this publication in new window or tab >>Does problem-based learning facilitate enactment of learner agency in undergraduate dental curricula? A Q study
2023 (English)In: European journal of dental education, ISSN 1396-5883, E-ISSN 1600-0579, Vol. 27, no 4, p. 823-832Article in journal (Refereed) Published
Abstract [en]

INTRODUCTION: Addressing a literature gap on leaner agency in health profession education, this study explores students' perceptions on which aspects of a problem-based learning (PBL) environment cradle their leaner agency enactment.

METHODS: Thirty-eight students from a newly established undergraduate dental medicine programme in Qatar participated in the study. Q methodology was adopted to collect and analyse data both qualitatively and quantitatively. A 40-statement Q-set was established based on a proposed conceptual framework of learner agency in PBL, including three dimensions-intrapersonal, behavioural and environmental.

RESULTS: Q methodological factor analysis identified four significantly different student viewpoints, which underscored participants' enactment of learner agency addressing the intrapersonal, behavioural and environmental dimensions of the conceptual framework. Despite differences in opinion regarding sources of learner agency, the four student viewpoints unanimously underscore the importance of PBL facilitators' expertise to nurture and develop agency amongst undergraduate students. Post-sorting qualitative data further confirmed the quantitative analysis. Time constraints and workload were identified as the main challenges by the participants.

CONCLUSIONS: This study explored enactment of learner agency as perceived by undergraduate dental students in a PBL curriculum. The findings of this study provide new insights into participants' subjective understanding of learner agency in a PBL curriculum in dentistry. Structured support is needed for students having no prior PBL experiences to develop their learner agency at both intrapersonal and behavioural (self-regulated learning) dimensions, and to ensure they interact with their learning environment proactively.

Place, publisher, year, edition, pages
John Wiley & Sons, 2023
Keywords
Q methodology, early year dental curriculum, learner agency, problem-based learning
National Category
Pedagogy Dentistry
Identifiers
urn:nbn:se:mau:diva-56159 (URN)10.1111/eje.12872 (DOI)000884102900001 ()36349742 (PubMedID)2-s2.0-85142217335 (Scopus ID)
Available from: 2022-11-22 Created: 2022-11-22 Last updated: 2023-11-13Bibliographically approved
Chaaban, Y., Du, X., Lundberg, A. & Abu-Tineh, A. (2023). Education Stakeholders' Viewpoints about an ESD Competency Framework: Q Methodology Research. Sustainability, 15(3), Article ID 1787.
Open this publication in new window or tab >>Education Stakeholders' Viewpoints about an ESD Competency Framework: Q Methodology Research
2023 (English)In: Sustainability, E-ISSN 2071-1050, Vol. 15, no 3, article id 1787Article in journal (Refereed) Published
Abstract [en]

Teachers are considered key drivers of the education for sustainable development (ESD) agenda. They play a critical role in ensuring the attainment of sustainability goals, yet require early opportunities to acquire the necessary knowledge, skills, and attitudes, which will enable them to foster ESD. Therefore, this study documented the development and evaluation of a framework consisting of the core competencies that pre-service teachers need to achieve ESD in Qatar. Framed by complexity theory, the competency framework was developed into a Q-sample, which was then evaluated by multiple education stakeholders, including teacher educators, professional development specialists, ministry specialists, and teachers. The results of the Q-analysis indicated six diverse viewpoints and revealed a lack of overarching consensus statements among the viewpoints. Several statements were also considered controversial as different participants revealed contrasting views in regard to their importance for pre-service teachers. Implications for practice using the competency framework as a dynamic communication and reflection blueprint for implementing ESD are discussed.

Place, publisher, year, edition, pages
MDPI, 2023
Keywords
competencies, ESD, SDG, complexity theory, pre-service teachers, Q methodology, Qatar
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-58729 (URN)10.3390/su15031787 (DOI)000930135100001 ()2-s2.0-85148008932 (Scopus ID)
Available from: 2023-03-20 Created: 2023-03-20 Last updated: 2023-07-05Bibliographically approved
Lundberg, A. & Suter, R. (2023). Ett internationellt och kritiskt perspektiv. In: Martin Stigmar (Ed.), Inkluderande högre utbildning: breddad rekrytering, breddat deltagande och studentaktivt lärande (pp. 271-279). Studentlitteratur AB
Open this publication in new window or tab >>Ett internationellt och kritiskt perspektiv
2023 (Swedish)In: Inkluderande högre utbildning: breddad rekrytering, breddat deltagande och studentaktivt lärande / [ed] Martin Stigmar, Studentlitteratur AB, 2023, p. 271-279Chapter in book (Other academic)
Place, publisher, year, edition, pages
Studentlitteratur AB, 2023
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-63811 (URN)9789144158839 (ISBN)
Available from: 2023-11-22 Created: 2023-11-22 Last updated: 2023-11-24Bibliographically approved
Lyngdorf, N. E., Du, X. & Lundberg, A. (2023). First-year engineering students' learner agency sources in a systemic PBL environment: a Q study. European Journal of Engineering Education, 48(6), 1130-1147
Open this publication in new window or tab >>First-year engineering students' learner agency sources in a systemic PBL environment: a Q study
2023 (English)In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 48, no 6, p. 1130-1147Article in journal (Refereed) Published
Abstract [en]

Problem-based learning (PBL) has been implemented with different levels of success in first-year engineering education in response to the rapidly growing requirements for a higher degree of learner agency in graduates. This study is contextualised in a systemic problem-based learning environment and explores the sources of first-year engineering students' learner agency development in relation to the main features and skillsets of PBL, such as teamwork, student-centredness, problem orientation and project organisation. Q methodology was employed, including both qualitative and quantitative data collection and analysis based on a 39-statement Q sample and 102 valid Q sorts. The Q analysis identified four statistically distinct viewpoints on the key sources of learner agency for students: (1) Team dynamism and self-directed learning within the project team, (2) Trust and peer support within the project team, (3) Individual efforts at career readiness and (4) Team efforts at project management. The findings highlight the potential of PBL for offering more and better pedagogical support for first-year engineering students in developing learner agency.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
First-year engineering education, learner agency, systemic PBL, Denmark, Q methodology, >
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-61890 (URN)10.1080/03043797.2023.2233427 (DOI)001025785600001 ()2-s2.0-85164740368 (Scopus ID)
Available from: 2023-08-16 Created: 2023-08-16 Last updated: 2024-01-05Bibliographically approved
Drachmann, N., Haukås, Å. & Lundberg, A. (2023). Identifying pluralistic approaches in language subjects in Denmark, Norway, and Sweden - A comparative curriculum analysis. Language, Culture and Curriculum, 36(3), 327-342
Open this publication in new window or tab >>Identifying pluralistic approaches in language subjects in Denmark, Norway, and Sweden - A comparative curriculum analysis
2023 (English)In: Language, Culture and Curriculum, ISSN 0790-8318, E-ISSN 1747-7573, Vol. 36, no 3, p. 327-342Article in journal (Refereed) Published
Abstract [en]

In Scandinavia, plurilingualism has been embraced as an important goal in language curricula. However, research shows that teachers struggle to understand what plurilingualism is and how it can be implemented. To address this lack of clarity, we analysed the curricula for the three main language subjects of schooling in Denmark, Norway, and Sweden with the purpose of identifying which pluralistic approaches can be found in them. We based our analysis on the three main approaches described in The Framework of Reference for Pluralistic Approaches to Languages and Cultures: integrated didactic approach (IDA), intercomprehension between related languages (ICRL) and eveil aux langues (EAL). We found several similarities across the Scandinavian countries, but also some major differences, suggesting that plurilingual education in these countries will likely have different learning outcomes for the students. For example, IDA is lacking in the Swedish curriculum, and the goals for ICRL are more ambitious in Denmark than in the other countries. Furthermore, Norway and Sweden include national minority languages in their pluralistic approaches, whereas no attention is given to language diversity in regions with close political bonds to Denmark, such as the Faroe Islands, Iceland, and Greenland.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
Plurilingualism, plurilingual education, language subjects, language policy, primary and lower secondary education, Scandinavia
National Category
Specific Languages
Identifiers
urn:nbn:se:mau:diva-58346 (URN)10.1080/07908318.2022.2156528 (DOI)000918365100001 ()2-s2.0-85147304440 (Scopus ID)
Available from: 2023-02-24 Created: 2023-02-24 Last updated: 2023-10-18Bibliographically approved
Chaaban, Y., Sawalhi, R. & Lundberg, A. (2023). Middle leaders’ sensemaking of their leadership practices in response to educational disruption: A Q-methodology study. Educational Management Administration & Leadership
Open this publication in new window or tab >>Middle leaders’ sensemaking of their leadership practices in response to educational disruption: A Q-methodology study
2023 (English)In: Educational Management Administration & Leadership, ISSN 1741-1432, E-ISSN 1741-1440Article in journal (Refereed) Epub ahead of print
Abstract [en]

Middle leaders were required to navigate the complexities of educational disruption and respond to internal and external demands throughout the pandemic. This shifting educational context necessitated a sensemaking process to better understand and act on the issues which gave rise to ambiguities in their school environment. This study investigated the sensemaking processes employed by 27 middle leaders from 20 government schools in Qatar, at a time when COVID- related restrictions had been lifted and face-to-face learning had resumed. To collect and analyze data, Q-methodology was applied. A 34-statement Q-sample was developed based on a proposed conceptual framework of sensemaking during times of disruption which included three dimen- sions: intrapersonal, relational, and institutional. Q-factor analysis revealed two significantly differ- ent viewpoints regarding how participants enacted certain practices in response to educational disruption. These were (1) sensemaking as a relational endeavor and (2) sensemaking as an agentic endeavor. The two viewpoints differed in sources of sensemaking and its mechanisms. Sensemaking offered a useful theoretical construct as it revealed middle leaders’ perceptions and enactments, and their struggles in maintaining a balance between structure and agency. The study has implica- tions for middle leadership policy and practices in times of educational disruption and beyond, with its distinctive methodological and contextual contributions. 

Place, publisher, year, edition, pages
Sage Publications, 2023
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-63809 (URN)10.1177/17411432231152357 (DOI)000922460100001 ()2-s2.0-85147151192 (Scopus ID)
Available from: 2023-11-22 Created: 2023-11-22 Last updated: 2024-04-11Bibliographically approved
Lundberg, A., Collberg, P. & Lindh, C. (2023). Principals’ views about new teachers’ competence: a Q study in Sweden. In: EARLI 23: Book of abstracts. Paper presented at The 20th Biennial EARLI Conference for Research on Learning and Instruction 22 - 26 August 2023 Thessaloniki, Greece: Education as a hope in uncertain times - the Aristotle University of Thessaloniki, the University of Macedonia Greece, Thessaloniki, Grekland.
Open this publication in new window or tab >>Principals’ views about new teachers’ competence: a Q study in Sweden
2023 (English)In: EARLI 23: Book of abstracts, 2023Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The transition from pre-service education to in-service teaching can result in a reality shock. Negative experiences might lead to new teachers suffering from ill-being and leaving the profession. This contributes to a teacher shortage, which is currently lingering in various countries. This study aims to contribute to a better understanding of a possible gap between newly qualified teachers’ professional competence and the profession’s requirements. Data is drawn from school principals’ participation in a Q methodological study in Sweden. They were sampled because of their critical role in teachers’ transition into their professional practice. Results show some consensus regarding new teachers’ ability to plan teaching, offer pupils different ways of expressing their knowledge and work with digital tools. In addition, principals are skeptical if new teachers can competently deal with pupils with special needs, or parents in difficult conversations. The analysis also yields a range of disagreements among principals and illustrates the complexity of the subject matter. The study accentuates the importance of distinguishing between formal and actual teacher competence. While new teachers are regarded as competent in the theoretical and even practical aspects of their professional activity, they struggle with the real and situated enactment of their plans. The study presents suggestions for future research and evidence-based recommendations for policy and practice.

National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-63812 (URN)
Conference
The 20th Biennial EARLI Conference for Research on Learning and Instruction 22 - 26 August 2023 Thessaloniki, Greece: Education as a hope in uncertain times - the Aristotle University of Thessaloniki, the University of Macedonia Greece, Thessaloniki, Grekland
Available from: 2023-11-22 Created: 2023-11-22 Last updated: 2024-02-22Bibliographically approved
Projects
The Corona Crash Course: Covid-19 and digitalisation, implications for higher education teaching and learning; Malmö University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-8555-6398

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