Change search
ReferencesLink to record
Permanent link

Direct link
Pedagogiken i tiden: Om framväxten av nya undervisningsformer under tidigt 2000-tal – exemplet Kunskapsskolan
Stockholm University, Faculty of Social Sciences, Department of Education.
Responsible organisation
2006 (Swedish)Doctoral thesis, monograph (Other academic)Alternative title
Pedagogy of today : On the development of new teaching methods during the early 2000´s. A case study of Kunskapsskolan (English)
Abstract [en]

The study concerns the new educational activities that emerge within the deregulated school system at the beginning of the 21st century. Which ideas guide the work? How is the activity formed? What does one hope to achieve? The aim of the thesis is to explore these educational practices in one of the larges independent schools in Sweden – Kunskapsskolan.

The study was based upon a sociocultural perspective on learning and on twenty situated interviews with seven principals. Tools central for the activity in Kunskapsskolan were used as basis for the interviews. A qualitative analysis has been used; one of the methods for analysis applied is phenomenography.

The study shows how the school, with the help of centrally developed tools, organised the teaching and the environments for learning that were implemented in all schools of the company. Individually organised teaching is the foundation for all teaching, where the students are expected to be self-regulated and self-correcting and use the tools provided for their learning. With regards to the students’ learning, the teachers’ role is mainly related to individual tutorial conversations. Thereby the tools intended to create freedom and control for the students, also create problems and obstacles. Students who do not learn to use the tools have difficulties in managing their studies.

The new tools also affect the teachers’ work. In comparison with other schools, the teachers are expected to submit to the educational model and a centrally controlled planning. The teaching is centrally planned in subject specific stages or subject integrated courses. Teachers can influence the central planning by working collaboratively in teacher teams but not individually. The main commission of the teachers is to follow the educational model decided by the company.

In comparison with the traditional school, both teachers and students are given new roles. When learning is individually organised for the students, the teachers are expected to develop their knowledge collectively. According to the results, both students and teachers have different approaches to the system – they can submit to the system or approach it in a more independent and reflective way.

Place, publisher, year, edition, pages
Stockholm: HLS Förlag, 2006. , 174 p.
Studies in educational sciences, ISSN 1400-478X ; 84
Keyword [en]
individually organised teaching, self-regulated students, centrally steered teaching, independent schools, company schools
National Category
URN: urn:nbn:se:su:diva-1041ISBN: 91-7656-612-9OAI: diva2:189283
Public defence
2006-06-02, Konradsbergsaulan, Lärarhögskolan, hus K, Konradsbergsgatan 7A, Stockholm, 10:00 (English)
Available from: 2009-03-21 Created: 2007-01-23 Last updated: 2016-06-21Bibliographically approved

Open Access in DiVA

fulltext(1031 kB)1029 downloads
File information
File name FULLTEXT01.pdfFile size 1031 kBChecksum SHA-512
Type fulltextMimetype application/pdf

Other links

Till förlagets hemsida

Search in DiVA

By author/editor
Ståhle, Ylva
By organisation
Department of Education

Search outside of DiVA

GoogleGoogle Scholar
Total: 1029 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 2625 hits
ReferencesLink to record
Permanent link

Direct link