Inger Eriksson

Re‐Interpreting Teaching: A Divided Task in Self‐Regulated Teaching Practices

The article concerns the increased use of self‐regulated teaching in Swedish schools, where teachers perceive self‐regulated teaching as an ideal way of organising schoolwork. Students make their own plans concerning time, content, grades and their own learning. What and how to learn is no longer a question for the teacher only. If self‐regulated teaching is institutionalised, there is good cause to reinterpret the concept of teaching. Based on data from a longitudinal study, this new teaching practice and its consequences is discussed. For the analysis, activity theory has been used. Self‐regulated teaching is realised by a division of labour between teacher and students. Main results are that issues of comprehensiveness and equity are at risk in radical self‐regulated teaching.

Enriching ‘learning activity’ with ‘epistemic practices’ - enhancing students’ epistemic agency and authority

This article is an unchanged, re-published version of: Inger Eriksson & Viveca Lindberg, ‘Enriching learning activities with epistemic practices – enhancing students’ epistemic agency and authority’, with Maja Elmgren, Maria Folke-Fichtelius, Stina Hallsén, Henrik Román (2016), Att ta utbildningens komplexitet på allvar. En vänskrift till Eva Forsberg, Uppsala Universitet: Uppsala Studies in Education 138.

Skola utan timplan – om lärares tolkning av uppdraget i en mål- och resultatstyrd skola

The issue of this article is the direction of the Swedish compulsory school. The article is based upon the results of a longitudinal study of four schools participating in a trial initiated by the Swedish government, where they are allowed to work without national time regulations. What regulates school activity when there is no timetable that prescribes the amount of time for each subject? What are the consequences of the abolition of a regulation like this? To what extent can the abolition of the timetable contribute to new ways of interpreting the object for the school? The consequences for the task of the school, to offer an equal education for all, are also discussed. The results show that what directs how the activities in school are planned and carried through is the teachers’ striving for all students to achieve the grade ”passed’. According to the teachers, the abolition of the timetable improves the opportunities for this. An equal education is interpreted as all students achieving the grade ”passed’.