Prøveforelesning - Master i undervisningsvitenskap Terje André Bringeland v/ ILP

Tittel på avhandlingen: 
‘PISA effects’ on Norwegian education. A critical realist perspective

Prøveforelesningstekst:
"An elaborative discussion of theoretical concepts and frameworks that already exist in the research field: Why are these insufficient?"

Avhandlingen er tilgjengelig her. 

Disputasen holdes kl. 12.00 på samme sted.

Prøveforelesningen vil foregå på engelsk, mens disputasen vil være på norsk/dansk. 

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Populærvitenskapelig sammendrag av avhandlingen:
The objective of the thesis is to examine, from a critical realist perspective and by using Margaret Archer’s conceptual framework, possible effects that the Programme for International Student Assessment (PISA) test has on the Norwegian education system and on school personnel. The intention has been to reconceptualise the notion of ‘PISA effects’ both at the systemic (macro) and individual (micro) level.

The thesis is based on a total of five cases (art. I = 1, art. II = 1, art. III = 3) that represent entities at different levels: the national education system (the macro-level); an individual mathematics teacher (the micro-level); and school leaders (micro-level). Two of the articles employ qualitative methodology (art. I and art. III), while article II employs both a qualitative and quantitative methodology, i.e., method triangulation. The data consist of relevant policy documents and secondary literature (art. I), and semi-structured interviews (art. II, art. III) with a mathematics teacher (n=1) and three school leaders (n=3), the former in combination with a Likert scale measuring modes of reflexivity.

My investigation of educational reforms and other state interventions for two decades, since the beginning of the 1990s, before and after the PISA–shock (art. I) indicated that basic system characteristics, internal structures, and processes in the system, were maintained. Contrary to what some previous research has claimed, the PISA shock did not fundamentally change the Norwegian educational system. This analysis employs Archer’s definition of educational systems, centralized and decentralized, her specification of internal structures and processes in state educational systems, and her model of morphogenetic cycles.

The four micro-level case studies presented in article II and III, employ Archer’s concepts reflexivity and reflexive modes, which can explain differences among school personnel (teachers and school leaders) in how they react to the PISA test. The use of reflexivity and reflexive modes as analytical concepts enables the alignment of teaching staffs’ personal concerns and values with their reactions to the PISA test and shows how agents mediate the effects of external systemic structures.

Picking up on Xavier Pons quest for a new theoretical framework for the study of PISA effects, which could establish it as a ‘normal science’, I argue that critical realism and Archer’s conceptual framework satisfies his basic requirements, i.e., ontological realism, epistemic relativism, and judgemental rationality.

Veiledere:
Hovedveileder professor emerita Tone Skinningsrud, UiT Norges arktiske universitet
Biveileder førsteamanuensis Jens Breivik, UiT Norges arktiske universitet

Bedømmelseskomité
Første opponent professor ph.d. Christian Ydesen. Aalborg universitet.
Andre opponent førsteamanuensis ph.d. Lene Nyhus. Høgskolen i Innlandet.
Leder av komiteen professor dr.art Mariann Solberg. UiT Norges arktiske universitet.

Disputasleder
Instituttleder Siw Skrøvset, Institutt for lærerutdanning og pedagogikk

De som ønsker å opponere ex. auditorio kan sende epost til disputasleder Siw Skrøvset (siw.skrovset@uit.no) innen kl. 14:00 på disputasdagen.