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  • 1.
    Löfgren, Horst
    et al.
    Malmö högskola.
    Malm, BirgitteMalmö högskola.
    Bridging the fields of drama and conflict management: Empowering students to handle conflicts through school-based programmes2005Collection (editor) (Other academic)
  • 2.
    Malm, Birgitte
    Malmö högskola.
    Authenticity in teachers' lives and work: Some philosophical and empirical considerations2008In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 52, no 4, p. 373-386Article in journal (Refereed)
    Abstract [en]

    In this article the concept of authenticity is explored within an educational context, using examples from the lives and work of teachers to illustrate the many qualities, dimensions and complexities involved in striving to be true to oneself. In educational settings authenticity has been aligned with personal commitment, meaningful contexts, realistic intentions, respect for students and on-going professional development. In essence, general fulfilment is attained when values pertaining to teachers’ personal and professional selves are in unison; when ‘‘what I am’’ and ‘‘what I do’’ are as true to ones nature as they can possibly be. By recognising and acknowledging authenticity as a personal process of engagement, manifested in teachers’ lives and work, we may acquire a deeper understanding of the kinds of practices and pedagogical encounters that enhance, or even limit, student and teacher development.

  • 3.
    Malm, Birgitte
    Malmö högskola.
    Constructing professional identities: Montessori teachers' voices and visions2004In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 48, no 4, p. 397-412Article in journal (Refereed)
    Abstract [en]

    In this study, occupational life histories of Montessori teachers in Sweden have been constructed in collaboration with a group of them. Data exploration and analysis have included journals, interviews, written reflections and conversations. Of interest has been to shed light on underlying values, ways in which professional roles reflect personal values and teachers’ reflections on the present and future perspectives of Montessori education. Life histories make it possible for each individual teacher to be presented in the light of his/her own personal attributes and unique qualities as well as in relation to a wider (historical, cultural) context. The overall aim has been to come to a better understanding of what it means to be a Montessori teacher, by getting a group of Montessori teachers to reflect on their lives and work. Valuable insights have been gained concerning the changing roles of teachers in contemporary educational settings.

  • 4.
    Malm, Birgitte
    Malmö högskola.
    En helhetssyn på lärarkompetens2011In: Det goda lärandet: En antologi om liberal arts education / [ed] A. Burman & P. Mehrens, Studentlitteratur AB, 2011, p. 133-146Chapter in book (Other academic)
  • 5.
    Malm, Birgitte
    Malmö högskola.
    Exploring gender and subjectivity in Narrative Research2011In: Narrative Works: issues, investigations & interventions, ISSN 1925-0622, Vol. 1, no 2, p. 1-15Article in journal (Other academic)
    Abstract [en]

    In this article, Anna’s occupational life history has been chosen to illustrate one woman’s personal and professional struggle for purpose and identity. Subjective construction is an on-going process and roles and identities are in a constant flux of coping with the tensions between continuity and change. By partaking of private as well as professional experiences, strategies used to maintain Anna’s personal integrity in changeable and often demanding contexts become clearer. Based on interviews, reflections, and discussions, Anna’s story provides authentic insights into the ways in which one teacher has learnt to cope with the demands and challenges in her life.

  • 6.
    Malm, Birgitte
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    "It's All about Relationships": Enhancing Authentic Learning Processes in Teacher Education2018In: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 17, no 1, p. 48-63Article in journal (Refereed)
    Abstract [en]

    In this article, the significance and consequences of enhancing authentic learning processes within undergraduate teacher education are discussed, inspired by American (liberal arts) contemporary practices. Liberal education can be defined as a higher education that is a cultivation of the whole human being for the functions of citizenship and life in general. In essence, a successful liberal arts programme will be characterized by close student-faculty relationships, small classes, excellent teaching, individual instruction, empathetic advising and personal attention. Nineteen faculty members at a liberal arts college were interviewed about their understanding and experiences of what a liberal arts education entails, how they perceive of the relationship between teaching and research and what in their daily work motivates them. Sentiments expressed included over-commitment and a heavy workload, as well as professional autonomy, meaningful engagement and profound caring and concern for students. Results emphasize the need to reflect on how undergraduate programmes should or need to be constructed and implemented - taking into account the importance of dialogue, feedback and reflection - if the aim is to create competent democratic citizens to be scholars and leaders of the future. 

  • 7.
    Malm, Birgitte
    Malmö högskola.
    Personal reflections on professional practice: A portrayal of Nora2008In: NZ Journal of Teachers' Work, ISSN 1176-6662, E-ISSN 1176-6662, Vol. 5, no 2, p. 79-92Article in journal (Refereed)
  • 8.
    Malm, Birgitte
    Malmö högskola.
    Towards a new professionalism: enhancing personal and professional development in teacher education2009In: Journal of Education for Teaching, ISSN 0260-7476, E-ISSN 1360-0540, Vol. 35, no 1, p. 77-91Article in journal (Refereed)
    Abstract [en]

    The diversity and complexity of the post-modern era places new and important challenges on teacher education. The crucial role that personal dispositions have for professional learning needs to be better understood and acknowledged. Teacher training programmes need to focus more on objectives such as promoting conflict literacy, self-awareness, empathy, leadership and collaborative skills, i.e. taking into account not only the cognitive but also the social and emotional aspects of human development. In this article, Swedish lecturers’ descriptions of what they consider to be competences and qualities necessary for future teachers constitute the starting point for a wider discussion on the decisive role of beliefs and emotions in being and becoming a teacher. Issues raised here should be able to contribute to a better understanding of what it means to be a teacher and, consequently, result in improvements in the planning of teacher training programmes.

  • 9. Malm, Birgitte
    Understanding what it means to be a Montessori teacher: Teachers' reflections on their lives and work2003Doctoral thesis, monograph (Other academic)
  • 10.
    Malm, Birgitte
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    "We Need to Give the Profession Something that No One Else Can": Swedish Student Teachers' Perceptions and Experiences of their Preschool Teacher Training Programme2017In: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 16, no 9, p. 73-87Article in journal (Refereed)
    Abstract [en]

    Current research points towards preschool and qualitative pedagogical relationships as being determined and formed by a close link between care and teaching. An Early Childhood Education should lead not only towards the acquisition of knowledge within specific areas but should also enhance the  personal development of student teachers. New and creative competences need to be developed to cope with increasingly complex, changing and diversified learning environments. The crucial questions are: How well does contemporary Teacher Education prepare student teachers for their future role? Do students feel that their teacher-training programme has sufficiently prepared them for their profession? This study comprises Swedish student teachers’ perceptions and experiences of their Early Childhood Education. Data is based on 181 written evaluations by final year student teachers. Results are discussed using a theoretical framework based on the sociological concept of an “educational contract” comprising three different levels of negotiation: students’ education and their current workforce; students and their teacher training programme; students, teachers and learning in any given educational situation

  • 11.
    Malm, Birgitte
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    The view from Sweden2018In: Research Intelligence, ISSN 0307-9023, Vol. 136, p. 30-30Article in journal (Other academic)
  • 12.
    Malm, Birgitte
    et al.
    Malmö högskola.
    Löfgren, Horst
    Malmö högskola.
    Empowering students to handle conflicts through the use of drama2007In: Journal of Peace Education, ISSN 1740-0201, E-ISSN 1740-021X, Vol. 4, no 1, p. 1-20Article in journal (Refereed)
    Abstract [en]

    DRACON (DRAma for CONflict management) is an interdisciplinary and comparative action research project aimed at improving conflict handling among adolescent schoolchildren through the use of educational drama. The main purpose of our research has been to develop an integrated programme using conflict management as the theory and practice, and drama as the pedagogy, in order to empower students through an integrated, school-based programme to manage their own conflict experiences in all aspects of their lives. In our studies we have used different forms of selfreported data, such as questionnaires, diaries and questions requiring problem solving. Interviews with students and their teachers as well as observations have been used; drama exercises have also been video-recorded for further analysis. While students found it difficult to articulate their understanding of conflicts verbally, their engagement in the reconstruction of conflicts disclosed their grasp of the components of a conflict clearly enough. Peer teaching was found to be an effective method of teaching about conflict management. Results within DRACON have shown promising results with regard to empowering students to manage their own conflicts.

  • 13.
    Malm, Birgitte
    et al.
    Malmö högskola.
    Löfgren, Horst
    Malmö högskola.
    Teacher competence and students' conflict handling strategies2006In: Research in education (Manchester), ISSN 0034-5237, E-ISSN 2050-4608, Vol. 76, no 1, p. 62-73Article in journal (Refereed)
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