Även en god skolverksamhet önskar ibland nya intryck, metoder och tekniker från andra verksamheter eller från forskningsrön. Forskare och lärare kan mötas i sin strävan efter en skola för alla, genom införande av nya pedagogiska innovationer. Pedagogiska innovationer är det nya stoff som kan införas för att förändra och förbättra den nuvarande verksamheten. Lärare är nyckelpersoner för förändring i klassrummen. Deras tankar, åsikter och upplevelser vid införande och genomförande av en förändring i skolan behöver därför vara en ledstjärna i förändringsprocessen. För att innovationerna ska passa in i den befintliga verksamheten behöver den upplevas ha en god kontextuell passform. Den kontextuella passformen kommer i detta kapitel belysas ur ett lärarperspektiv med fokus på praktisk, filosofisk och kunskapsmässig passform. Insikter inom detta område kan hjälpa och guida lärare och skolledare när de ska planera, genomföra och stödja en hållbar utveckling av sin verksamhet.

This study aimed to investigate the perceived collective teacher efficacy, teacher attitudes to inclusion of students with special educational needs, and the relationship between the constructs in a sample of Swedish teachers. The participants were 930 teachers involved in the Inclusive Behavioural Support in Schools implementation programme. The teachers answered the two questionnaires: The Teacher Attitudes to Inclusion Scale Swedish version (TAIS-Sw) and the Collective Teacher Efficacy Scale (CTES). The questionnaires were analysed and adapted to fit the sample adequately. This exploration identified a three-factor model for TAIS-Sw that is suitable for the data. The three latent variables related to classroom management, perception of the positive effects of inclusion for all students, and objections towards segregated special education. For CTES, a two-factor model showed a good fit for the data. The latent variables were related to aspects of teachers’ competence, including belief in competency and skills to teach all students. The questionnaires identified positive expressions of collective teacher efficacy but more hesitant attitudes to inclusion. Structural equation modelling was used to investigate the relationship between the constructs of collective teacher efficacy and attitudes to inclusion, revealing a small positive relationship. Further investigations could help identify factors supporting successful inclusive practices.

The Determinants of Implementation Behavior Questionnaire for school settings (DIBQ-S) was administered to examine questionnaire internal structure evidence and ascertain 127 Swedish school staff’s perceived barriers to and facilitators of implementing the Inclusive Behavioral Support in Schools program. Using confirmatory factor analysis, we tested a 3-factor model (capability, opportunity, motivation) corresponding to the Theoretical Domain Framework and the COM-B system. Measurement of motivation was suboptimal, but a 2-factor model exclusively retaining capability and opportunity had fair fit. The questionnaire showed overall fair internal structure evidence. Facilitators related primarily to motivation, whereas potential barriers related to capability, opportunity, and motivation. Teachers working in early school years perceived higher opportunity and capability than teachers working in later school years. School staff in the implementation team perceived higher opportunity than other school staff. The DIBQ-S could support school implementations by ensuring that the process feels coherent, manageable, and meaningful for frontline implementers. 

Implementation of evidence-based innovations in school bridges the gap between research and practice. During implementation, barriers and facilitators for progression and sustainability may arise. When teachers are consulted about their perceptions during the process, various factors can be identified that influence the initiation, execution, and sustainability of innovation implementation.

This thesis investigated teachers’ perceptions of the barriers and facilitators in implementing innovations for inclusive education in Swedish schools. Using implementation frameworks and questionnaires, teachers’ perceptions of implementation factors were captured at different stages of implementation in three distinct projects.

Study I used group interviews at three time points over a six month period to investigate six preschool class teachers’ perceptions of the implementation of cooperative learning. The Theoretical Domains Framework was used for deductive thematic analysis. Both barriers and facilitators were identified at each time point. However, an overall positive progression was observed, with initial barriers being overcome as the implementation progressed.

Study II investigated the perceptions of 127 teachers and school staff after the implementation of the Inclusive Behavioural Support in Schools programme. The Determinants of Implementation Behaviour Questionnaire for School settings was used to assess teachers’ perceived barriers and facilitators regarding this innovation and its implementation. The questionnaire was also tested for theoretical and internal fit. Facilitators included the absence of negative emotions, intentions to continue using the innovation, and the fit between the innovation and the teacher’s professional identity. Barriers included using the innovation under sub-optimal conditions, a lack of positive reinforcement, and an unsupportive socio-political context. Additionally, the study found significant differences in perceptions between teachers in earlier and later school years, as well as between implementation group members and non-members.

Study III surveyed 930 teachers at the start of the implementation of the programme Inclusive Behavioural Support in Schools, concerning two constructs: collective teacher efficacy and teacher attitudes toward the inclusion of students with special educational needs. These constructs were measured using the Collective Teacher Efficacy Scale and the Teacher Attitudes to Inclusion Scale. The scales were evaluated for sample fit and a small but significant positive relationship between the constructs was found.

The thesis demonstrated how the Theoretical Domains Framework and the Capability, Opportunity, Motivation – Behaviour (COM-B) system could be used to identify important factors affecting implementation, both as an analytical framework and as framework for a questionnaire for the school setting.

Overall, the thesis identified perceptions and attitudes related to the importance of providing structural and social implementation support, ensuring a practical and philosophical fit between innovation and teacher perceptions, and providing opportunities for teachers to build individual and collegial confidence and efficacy in using innovations for inclusive education. Taking teachers’ perceptions into account during preparation and progression can promote an implementation that is perceived as relevant, effective, enjoyable, and useful for all teachers.

This study investigated time as a factor of implementation. The implementation in focus was a six-month implementation project of a new didactic practice (theme-based cooperative learning) in two kindergarten classrooms in one Swedish school during the spring of 2021. The six kindergarten teachers participated in group interviews before, during, and after the implementation project. The Theoretical Domains Framework (Atkins et al., 2017) guided deductive sorting of the expressed barriers and facilitators at each time-point into domains and sub-categories. Analysis of the change of expressions at the different time-points found time to be an important factor for the implementation project. Time acted primarily as a facilitator, giving both teachers, students, and the school as a whole time to ease into the change in practice. The downside of time was that it enabled change in many ways, with teachers leaving for other schools or receiving new curriculum guidelines. The study highlights the importance of considering the factor of time in implementation projects, with time being necessary for change, constantly changing conditions for actions, and persistently perceived as being insufficient by teachers. 

The aim of the research is to investigate teachers’ experiences of implementation processes during the introduction of organizational change or school intervention programs. In this study, the aim is to compare the findings of two studies investigating expressed barriers and facilitators by school staff in two distinct implementation projects in Swedish school settings. The Theoretical Domains Framework (TDF; Atkins et al., 2017) is applied as a theoretical guide. 

The first study covers a six-month implementation project of a new didactic practice (theme-based cooperative learning, CL) in two kindergarten classrooms at one Swedish school. The kindergarten teachers (N=6) were interviewed in three group interviews; before, during, and after the implementation of the project. Using thematic analysis, barriers and facilitators were identified throughout the project (Fohlin et al., 2021). The second study examines a research project of a framework aimed at positive school climate and reducing negative behaviors (IBIS, Nylén et al., 2021).  School staff (N=127) from 11 schools (kindergarten to grade nine) who participated in the project responded to the survey Determinants of Implementation Behavior Questionnaire in School settings (DIBQs), a 91 items questionnaire that investigated teachers’ perceptions of barriers and facilitators in working with the program. The questionnaire was statistically evaluated with confirmatory factor analysis for model fit, as well as evaluated for descriptive statistics presenting potential barriers and facilitators.

The results showed that these implementation projects seemed to have similarities, with overall positive expressions towards the implementation process. Facilitators expressed in both studies include increased collegial support when engaged in the project and the projects having a contextual fit. Factors posing as potential barriers for both studies were issues with time and the skill of performing an adaptation of the project content at instances of lack of time, unmotivated students, or lacking collegial support. Some differences could be related to the project contents, as the two projects targeted different issues. For example, school staff in IBIS reported weak positive feedback from students and colleagues whereas the CL group reported strong positive feedback from students, colleagues, and parents.

This study highlights factors to consider when performing implementations in Swedish school settings. It presents the use of TDF as a guide in both qualitative and quantitative educational implementations, an innovative approach in the Nordic setting.

References

Atkins, L., Francis, J., Islam, R., O’Connor, D., Patey, A., Ivers, N., Foy, R., Duncan, E. M., Colquhoun, H., Grimshaw, J. M., Lawton, R., & Michie, S. (2017). A guide to using the Theoretical Domains Framework of behaviour change to investigate implementation problems. Implementation Science, 12. https://doi.org/10.1186/s13012-017-0605-9

Fohlin, L., Sedem, M., & Allodi, M. W. (2021). Teachers’ experiences of facilitators and barriers to implement theme-based cooperative learning in a Swedish context. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.663846

Nylén, K., Karlberg, M., Klang, N., & Ogden, T. (2021). Knowledge and Will: An Explorative Study on the Implementation of School-Wide Positive Behavior Support in Sweden. Frontiers in Psychology, 12(618099). https://doi.org/10.3389/fpsyg.2021.618099

Implementing Evidence-Based Practice (EBP) in school settings can be challenging. This case study presents barriers and facilitators expressed by kindergarten teachers (N = 6) during the implementation of a theme-based cooperative learning project over the course of a semester. During three group interviews, at the start, mid-point, and end, the teachers expressed their thoughts and experiences about the project. The Theoretical Domains Framework (TDF) was used to identify and analyze barriers and facilitators throughout the project. The importance of organizational investment, collegial connection and collaboration, the pedagogical fit of the EBP, and plans for long-term change were highlighted as beneficial factors for successful implementation in this case study.

In Sweden, the decentralisation of the educational system has led to a difference in educational quality among schools. The curriculum for early childhood education (ECE) in Sweden states that education should build on relevant research. In order to implement research-based practices in the ECE setting, it is relevant to take account of teachers’ impressions on the implementation of such processes. Their experiences may affect their willingness to use the practices.

The overall aim of the wider study is to identify facilitators and barriers in the implementation of innovative pedagogical methods in ECE. In particular, the aim of the study presented here is to identify facilitators and barriers expressed by kindergarten teachers before, during and after the implementation process of a pedagogical program, based on the framework of cooperative learning. The aim is also to investigate whether the implementation had an influence on the educational practice, according to the teachers. The study is an independent evaluation of a program implementation introduced in a school during spring 2019.  

The project uses the Theoretical domains framework (TDF) as a theoretical framework in the data analysis (Atkins et al., 2017) and the conceptual framework from Domitrovich et al. (2008) to describe the impact of facilitators and barriers in the implementation.

The teacher team (N=6) working in two kindergarten classes adopted a school development program that introduced theme-based pedagogy and cooperative learning. The aim of the program was to increase the general well-being of the children and to create a more democratic and multifaceted social environment in the classrooms. The teachers received training and feedback consisting of six sessions over six months.

Three group interviews with the teachers were conducted by the first author, who was not involved in the training. The interviews occurred at start, in the middle, and at the end of the implementation process. The preliminary analysis found barriers and facilitators for successful implementation and ongoing work with the programs, for example resources, support, motivation and knowledge. There seemed to be an increase in the number of facilitators over time and an increase of positive emotions and opinions about the use of the pedagogical program over time. The teachers reported some changes in the pedagogical practice.

This study is part of first author’s PhD thesis in the Research School in Special Education on Early Interventions in Early Childhood Education (Swedish Research Council 2017-03683).