Ulrika Bergmark
Biographic Data
| ID | 5398193 |
|---|---|
| NAME | Ulrika Bergmark |
| GIVEN NAMES | Ulrika |
| FAMILY NAME | Bergmark |
| SIGNATURE | BERGMARK U |
| AFFILIATIONS | Luleå University of Technology |
| ORCID | 0000-0002-7952-5111 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Value creation through teacher–researcher collaboration in action research
This study is part of a larger action research (AR) project aimed at improving students’ engagement with fiction and reading skills in Swedish and Swedish as a second language. In this paper, a theoretical framework of value creation in social learning spaces is used to critically explore teachers’ professional learning and experienced value in AR in literature teaching. In total, 15 teachers from primary, secondary and upper secondary schools pa…
Leading with care
Mentoring is a central aspect of action research processes and raises ethical issues concerning roles and responsibilities, particularly when teachers and researchers collaborate. The purpose of the study is to explore mentoring and the roles of mentors in action research from an ethical stance. The theoretical basis is the philosophy of care ethics developed by the American educational philosopher, Nel Noddings. Participants in the study include…
Coherence and fragmentation
The role of action research in teachers’ efforts to develop research-based education in Sweden
This paper analyzes teachers’ motivations and expectations when engaging in action research and relates these to the process outcomes and to the broader evidence movement in education. The theoretical framework builds on research on motivations for teaching and engaging in action research. The empirical data consisted of 50 written teacher reflections completed on two occasions within the action research and teachers’ oral presentations using Pow…
Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice
The aim of the study is to discursively identify student teachers’ perceptions of the teaching profession early in their education and their motives for this career choice. Students wrote a letter sharing thoughts on why they want to become a teacher, how they regard the teaching profession and if someone inspired them in their career choice. The empirical data consists of 259 student texts from three Swedish teacher education programmes. The stu…
Re-considering the ontoepistemology of student engagement in higher education
The aim of this article is to reconsider and explore the ontoepistemology of student engagement in higher education as part of a democratic education, going beyond neo-liberal groundings. This is urgent as the concept of student engagement seems to be taken for granted and used uncritically in higher education. In addition, higher education is affected by, and under pressure from, different global and societal forces, which raises questions about…
Improving the School Environment from a Student Perspective
Managerial documents for the national school system in Sweden have emphasised taking students’ voices as a starting point in forming education, and several previous studies have indicated the benefits of giving students opportunities to participate in school. This study aimed to explore students’ reflections on what they would do if they were to decide how to make school the best place for learning. A total of 200 students aged 11 to 15 years fro…
Developing an ethical school through appreciating practice? Students’ lived experience of ethical situations in school
In meetings between people in school our values are shown through, for example, our actions, our speech and body language. These meetings can be regarded as ethical situations, which can arouse strong emotional reactions that ordinary, everyday situations usually do not do. The aim of this paper is to illuminate, interpret and discuss students' lived experiences of ethical situations in their school. The participants in the study were students in…
Improving the School Environment from a Student Perspective
Managerial documents for the national school system in Sweden have emphasised taking students’ voices as a starting point in forming education, and several previous studies have indicated the benefits of giving students opportunities to participate in school. This study aimed to explore students’ reflections on what they would do if they were to decide how to make school the best place for learning. A total of 200 students aged 11 to 15 years fro…
Developing an ethical school through appreciating practice? Students’ lived experience of ethical situations in school
In meetings between people in school our values are shown through, for example, our actions, our speech and body language. These meetings can be regarded as ethical situations, which can arouse strong emotional reactions that ordinary, everyday situations usually do not do. The aim of this paper is to illuminate, interpret and discuss students' lived experiences of ethical situations in their school. The participants in the study were students in…
Improving the School Environment from a Student Perspective
Managerial documents for the national school system in Sweden have emphasised taking students’ voices as a starting point in forming education, and several previous studies have indicated the benefits of giving students opportunities to participate in school. This study aimed to explore students’ reflections on what they would do if they were to decide how to make school the best place for learning. A total of 200 students aged 11 to 15 years fro…
Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice
The aim of the study is to discursively identify student teachers’ perceptions of the teaching profession early in their education and their motives for this career choice. Students wrote a letter sharing thoughts on why they want to become a teacher, how they regard the teaching profession and if someone inspired them in their career choice. The empirical data consists of 259 student texts from three Swedish teacher education programmes. The stu…
Re-considering the ontoepistemology of student engagement in higher education
The aim of this article is to reconsider and explore the ontoepistemology of student engagement in higher education as part of a democratic education, going beyond neo-liberal groundings. This is urgent as the concept of student engagement seems to be taken for granted and used uncritically in higher education. In addition, higher education is affected by, and under pressure from, different global and societal forces, which raises questions about…
The role of action research in teachers’ efforts to develop research-based education in Sweden
This paper analyzes teachers’ motivations and expectations when engaging in action research and relates these to the process outcomes and to the broader evidence movement in education. The theoretical framework builds on research on motivations for teaching and engaging in action research. The empirical data consisted of 50 written teacher reflections completed on two occasions within the action research and teachers’ oral presentations using Pow…
Coherence and fragmentation
Leading with care
Mentoring is a central aspect of action research processes and raises ethical issues concerning roles and responsibilities, particularly when teachers and researchers collaborate. The purpose of the study is to explore mentoring and the roles of mentors in action research from an ethical stance. The theoretical basis is the philosophy of care ethics developed by the American educational philosopher, Nel Noddings. Participants in the study include…
Value creation through teacher–researcher collaboration in action research
This study is part of a larger action research (AR) project aimed at improving students’ engagement with fiction and reading skills in Swedish and Swedish as a second language. In this paper, a theoretical framework of value creation in social learning spaces is used to critically explore teachers’ professional learning and experienced value in AR in literature teaching. In total, 15 teachers from primary, secondary and upper secondary schools pa…
Pedagogy (6 works) · Teacher Education and Leadership Studies (6 works) · Psychology (5 works) · Sociology (5 works) · Qualitative research (4 works) · Action research (3 works) · Empirical research (3 works) · Mathematics education (3 works) · Social science (3 works) · Teacher education (3 works)