Welcome

Liisa Uusimaki (Ph.D)

"To succeed, we must first believe that we can" Michael Korda

Liisa Uusimaki (Ph.D) is an inspirational educator with expertise in pedagogical and educational leadership. She has spent the past 15 years working in the higher education sector in both Sweden and Australia.
She is recognized for her commitment to inclusive, and high-quality Student Teaching and Learning at all levels of education by the University of Gothenburg, Sweden receiving the prestigious award of Excellent Teacher in 2018.

Learning is at the heart of what I do as an Educator and Researcher. Education is an antidote to ignorance, racism, and intolerance and is crucial to the well-being and survival of our species and planet. Regardless of our work, we need continuously to learn to understand and make sense of why things are the way they are in our world.

As a human being and as an educator, I believe our purpose is about empowering and inspiring each other to be the best we can be. This does not mean we must agree but to be open to listening to different ways of thinking and being, who knows, we may even find ourselves on the same page...

Liisa's areas of expertise include Internationalization, Educational Leadership, Inclusion, Mentoring, and Collaboration from a Relational Cultural perspective, which has allowed for international speaking engagements in Europe and Australia.

Liisa is the host and producer of the podcast Sånt är livet i Sverige! or That's Life in Sweden! https://luusimaki.podbean.com

Through the podcast series, you will hear about the personal journeys of some of the most amazing Swedish and International, leaders, educators, researchers, and authors. These brilliant and generous professionals that I have had the privilege to speak with have experience working in both the public and private sectors, (e.g. government, education, health care, business, or community). What they all share is a common passion, commitment, and love for their work that make each episode truly a unique listening experience. I welcome and invite you along on this exciting learning journey.

"What would life be if we had no courage to attempt anything?" Vincent van Gogh

Relational Cultural Theory (RCT) – Supervision / Mentoring & Professional Development, (Liisa Uusimaki, 2024)

A presentation of a lecture on Relational Cultural Theory in Sweden.

Download FilePDF • 894KB

15Feb

What makes a LEADER?

What makes a leader? are you born to be a leader or can you learn to be a leader? What sort of leadership inspires? are there particular styles, characteristics of preferred leaders? And, is there a difference between men's and women's leadership?

Of course, to even try to answer any of the above questions with a definite correct answer is NOT POSSIBLE. So, a good start might be figuring out an acceptable definition.

Leadership

Leadership is defined as "...the ability of an individual to influence, motivate, and enable others to contribute toward the effectiveness and success of the organizations of which they are members" (Northouse et al, 2004, p. 15).

This definition is broad, allowing for leaders to emerge in various contexts. However, it does not specify the type of leadership style employed by individuals. For example,

Transformational Leadership: Leaders inspire and motivate followers by fostering innovation, creativity, and a shared vision. They encourage personal growth and development among their team members. Examples include Steve Jobs and Mahatma Gandhi.
Transactional Leadership: Leaders focus on exchanges between leaders and followers, emphasizing rewards for good performance and corrective actions for poor performance. They rely on clear structures and goals. Examples include Jack Welch and Vince Lombardi.
Servant Leadership: Leaders prioritize the well-being and development of their team members. They focus on serving others rather than being served and aim to empower individuals to reach their full potential. Examples include Mother Teresa and Nelson Mandela.
Democratic Leadership: Leaders involve team members in decision-making processes, valuing their input and collaboration. They encourage open communication and seek consensus when making decisions. Examples include Abraham Lincoln and Angela Merkel.
Autocratic Leadership: Leaders make decisions independently with little or no input from others. They have full control over their team and expect obedience and compliance. Examples include Henry Ford and Joseph Stalin.
Laissez-Faire Leadership: Leaders provide minimal guidance and intervention, allowing team members to have maximum freedom in decision-making and problem-solving. They trust their team members to take initiative and manage their own tasks. Examples include Google's early founders, Larry Page and Sergey Brin.

These are just a few examples, and leaders may exhibit a combination of these styles depending on the situation and context.

Women's Leadership

Women's leadership refers to the practice and expression of leadership qualities and capabilities by individuals who identify as women. It encompasses the unique perspectives, experiences, and approaches that women bring to leadership roles and positions of influence. Women's leadership involves empowering and advocating for women's voices, contributions, and advancement in various domains, including business, politics, academia, and community organizations. It often emphasizes collaboration, inclusivity, empathy, and the promotion of diversity and gender equality. Women's leadership is not limited to specific leadership styles but encompasses a diverse range of approaches that reflect the strengths, skills, and values of women leaders.

Women have traditionally faced barriers to leadership positions, but in recent years, there has been a push to increase the number of women in leadership roles and to recognize and value the contributions of women leaders.

There are many organizations, initiatives, and resources dedicated to supporting and promoting women's leadership, including training and development programs, networking events, and mentorship opportunities.

Inspirational Leader

An inspirational leader is someone who understands the importance of empowerment and motivation of their employees to support them in achieving organizational goals and making a positive impact on the organizational culture. These leaders are able to communicate a persuasive vision and create a sense of purpose that unites employees. They also demonstrate passion, enthusiasm, and commitment, which can be contagious to those around them.

Inspirational leaders are caring, they are able to connect with others on an emotional level and create a positive and supportive work culture. They recognize and value the unique strengths and contributions of team members and create opportunities for them to grow and develop. They also empower team members to take ownership of their work and make decisions, which increases motivation and engagement.

Inspirational leaders lead by example and demonstrate the behaviors and values they expect from their team. They are willing to take risks, accept consequences, and embrace change, and they encourage others to do the same. Overall, an inspirational leader is someone who is able to inspire and motivate others to achieve their full potential and make a positive impact.

A Kind Leader

A leader who is Kind is both generous and caring. They care for the self and others, this sort of leader can be related to servant leadership. It is really about being friendly, generous, and considerate, without expecting anything in return. And, no, it is not about being weak, or a pushover, and it is absolutely not about ego.

“My wish for you is that you continue. Continue to be who and how you are, to astonish a mean world with your acts of kindness. Continue to allow humor to lighten the burden of your tender heart.” —Maya Angelou.

“I think probably kindness is my number one attribute in a human being. I’ll put it before any of the things like courage or bravery or generosity or anything else.” —Roald Dahl.

An important reminder.

ERASMUS Project 2022-2025

https://www.tuni.fi/fi/ajankohtaista/kestavyysteemainen-osaamismerkkipilotti-kaynnistyi-tredun-opettajat-testaavat-edusta EduSTA Project is a brilliant international collaboration to support Sustainable Future Educators.

Project EduSTA focuses on re- and upskilling VET teachers and Teacher Educators and building a community: “Academy of Educators for Sustainable Future”.

I am so excited to be representing the University of Gothenburg as Project Manager for an International Project titled Educators for a Sustainable Future or EduSTA.

The project brings together five teacher education institutions around Europe (Finland, the Netherlands, Spain, Sweden, and the Czech Republic) to develop a close network with a strong commitment to educating teachers who are willing, able, and competent to transform educational practices and policy to meet the sustainability challenges and ready to combine innovative approaches to use digitalization in teaching and learning.

Teachers’ capabilities to act as active change-makers in the ecological transition and to educate citizens and the workforce to meet future challenges is key to a profound transformation in the green transition. Teachers’ sustainability competencies have been researched widely but a gap remains between research and the actual work of teachers. There is a need to operationalize sustainability competencies: to describe the direct links with everyday tasks such as curriculum development, pedagogical design, and assessment. Thus, the aim of the project is to respond to the urgent need for a sustainably competent workforce focusing on re-and upskilling VET teachers. Together with our colleagues from Higher Education Institutions in Finland, Holland, Spain, and the Czech Republic, the purpose is to collaboratively create open digital badge-driven learning pathways on teachers’ sustainability competencies supported with multimodal learning modules.

The Institutions involved in the project are,

Tampere University of Applied Sciences (TAMK), Finland,
Hanzehogeschool Groningen (Hanze), Holland,
University of Girona (UdG), Spain
The Czech University of Life Sciences Prague (CZU), Czechoslovakia
Department of Education and Special Education, Faculty of Education, Göteborgs Universitet, Sverige (below pic)

HGK Conference 2023PDF • 532KB

The below is a book free to download and developed for Work package 3 for the EduSTA Project.

TEACHER TRAINING FOR EDUCATION FOR SUSTAINABLE DEVELOPMENT (Developing a shared competence framework)PDF • 1793KB

To access the EduSTA Swedish website copy and paste following link to your url, https://www.gu.se/pedagogik-specialpedagogik/academy-for-sustainable-future-educators-edusta-project

EduSTA Meet, Groningen, The Netherlands, Nov 2023

Example Text

ATEE and EduSTA webinar 3 Sept at 15.30 CET

Hi TG-EduSTA team! The program for our September webinar is now ready. You can find the event news (and the registration link) both at our website and in LinkedIn. Please spread the word, thanks! Welcome to join us in EduSTA and ATEE Webinar 3 September 2024 at 15.30–17.30 CET | Academy for Sustainable Future Educators (EduSTA) | Tampere Universities (tuni.fi)

15Feb

6 Principles that GUARANTEE to build SUCCESSFUL & SUSTAINABLE INTERNATIONAL COLLABORATION

Internationalization refers to the process of designing and developing products, services, or systems that can be easily adapted to different cultures, languages, and regions around the world. For example, think about Volvo, IKEA, and H&M can be found in most if not all countries worldwide similar to McDonald's or Pizza Hut. For these products to become successful internationally involves considering cultural and linguistic differences from the outset of the design process, rather than trying to adapt a product or service for a global market after it has been developed. Each of the mentioned products has been able to fit into any culture.

Internationalization is thus central because it allows businesses, organizations, and individuals to reach a wider audience and tap into global markets. It can also help to ensure that products and services are accessible and usable for people from diverse cultures and backgrounds.

The concept of Globalisation and its relationship to Internationalization needs to be briefly explained.

Globalization and internationalization are related concepts that often overlap, but they are not the same.

Globalization refers to the process by which the world is becoming more interconnected and interdependent, with the exchange of goods, services, information technology, and ideas increasing across national borders. It is driven by advances in transportation, communication, and technology, and has led to the emergence of a global economy and the growth of multinational corporations. The growth of the knowledge economy relates to Universities establishing satellite campuses outside of their countries. Benefitting both themselves but also the cities and countries where they are established.

An essential feature of internationalization in higher education is to foster an international spirit of goodwill to promote respect, and tolerance to ensure a peaceful, just, and sustainable world. Unfortunately, the current war in Ukraine and the growth and threat of nationalistic and protectionist forces across the world are threats to peace and democracy. Their aim is to discontinue and divide rather than support relationship-building among human beings, cultures, institutions, and systems. It is this that makes the role of internationalization and international research collaboration so much more urgent.

Collaboration is the act of working with others to achieve a common goal or objective. It involves communication, cooperation, and coordination between team members, and can be an effective way to solve problems, complete tasks, and achieve success. Collaboration can take many forms, including in-person teamwork, virtual team projects, and partnerships between organizations. It can be challenging to collaborate effectively, especially when working with people from different cultures, backgrounds, or locations. However, with the right strategies and approaches, collaboration can lead to greater creativity, productivity, and success.

There are several key principles to follow when collaborating with people from different cultures:

Respect cultural differences: It is important to recognize and respect the cultural differences that exist between you and your colleagues. This includes things like communication styles, social norms, and customs.
Be open-minded: It can be easy to make assumptions about people from different cultures, but it is important to be open-minded and not make judgments based on stereotypes. Instead, try to learn about and understand their perspectives.
Communicate clearly: Clear and effective communication is essential for successful collaboration. Make sure to use language that is simple and easy to understand, and be sure to listen actively to what others have to say.
Be patient: Cultural differences can sometimes lead to misunderstandings or miscommunications. It is important to be patient and take the time to address any issues that may arise.
Seek to understand: When working with people from different cultures, it is important to be curious and seek to understand their perspectives and experiences. This can help to build trust and facilitate collaboration.
Be flexible: Collaborating across cultures often requires a degree of flexibility. Be prepared to adapt to different ways of doing things and be open to trying new approaches.

International Women's Day 8 March

Introduction of the Nordic countries journey towards gender equality

Denmark Sweden Norway Finland and Iceland are countries consistently recognized for their gender equality.

With slogans like "promoting gender equality at work is not only the right thing to do but the smart thing to do". Yes, promoting gender equality at work makes sense especially when aligned to taken for granted benefits like,

subsidised childcare for all,
shared and paid parental leave,
flexible work arrangements
leadership and equal opportunities at work

What needs to be acknowledged is that the Nordic countries collaboration in promoting for gender equality for well over 40 years.

Hence, it is no wonder that the share of women participating in work in the Nordic countries is larger than the global average.

Of course this has not been always the case, and it is actually good to remind oneself of the actual challenges women in the Nordic countries have had to overcome to have gotten this far in comparison to their sisters in other parts of the world.

As with all battles the first battle to overcome for the Nordic women was to be able to vote. Below is the information when each of the Nordic countries granted women the right to vote,

Finland: Finland was one of the first countries in the world to grant women full suffrage. Women in Finland gained the right to vote and run for parliament in 1906, making Finland the first European country to grant women full political rights.
Denmark: Women in Denmark gained the right to vote and run for office in municipal elections in 1908. Full suffrage was granted in 1915.
Iceland: Women in Iceland gained the right to vote in parliamentary elections in 1915. However, it wasn't until 1980 that Iceland elected its first female president, Vigdís Finnbogadóttir, making her the world's first democratically elected female head of state.
Norway: Norwegian women won the right to vote in 1913, but it wasn't until 1918 that they were allowed to stand for election to the Norwegian Parliament (Storting).
Sweden: Women in Sweden gained the right to vote in municipal elections in 1862. Full suffrage was granted in 1919.

Begin granted the vote paved the way to several reforms,

1920s was the era that empowered women's financial independence and laws removed men's guardianship over their wives and allowed women full rights to own property. Unfortunately, as women got married they found themselves not allowed to work since the belief was that this would push men out of the labour market.

1939 Sweden became the first country in Europe to forbid married or engaged women to be fired.

There was however a problem with the joint taxation of spouses which meant that spouses’ incomes were combined and taxes calculated on the basis of the total household income. The taxes were often so high it hardly made sense for the wife to work. In addition, if both spouses worked, they often had to pay for childcare and a domestic worker to take care of the housework.

1971 in Sweden and Denmark with the introduction of individual taxation, changed the problem of joint taxation and created a stronger financial incentive for married women to join the labour force, effectively ending the housewife era.

1960-1970s to meet the severe labour shortages in Sweden, Denmark, Norway and Iceland unmarried or married women were welcomed into the labour force. In Finland women were already working full-time due to the aftermath of World War II

1960-1970s Childcare

1964 Denmark was the first country to legislate for childcare, followed by Finland, Iceland and Sweden in 1973 and Norway in 1975.

1960s social movement was toward social justice, equality and rights. And a big part of this was an ambitious family policy. Nordic family policy has aimed to actively facilitate behaviour change, with an expressed goal of gender equality through increasing women’s participation in the labour market, as well as facilitating an increase in men’s involvement in the care of their children. In short, Nordic family policy has encouraged a sharing of house hold and child-rearing responsibilities between parents, implying a transition away from the traditional pattern where women are expected to carry out these tasks alone. Efforts to change the traditional and stereotypical gender roles at work and at home, as well as changing people’s views of what is masculine and what is feminine, have been an important part of this work.

FEMALE PRIME MINISTERS NORDIC COUNTRIES

Prime Minister of DENMARK - Mette Frederiksen 2019 -

Prime Minister of FINLAND - Sanna Mirella Marin 2019-2023

Prime Minister of Iceland - Katrín Jakobsdóttir 2017 -

Prime Minister of NORWAY - Erna Solberg 2013-2021

Prime Minister of SWEDEN - Eva Magdalena Andersson 2021-2022

REFERENCE:

The Nordic Gender Effect at Work.

https://www.gu.se/sites/default/files/2020-05/The-nordic-gender-effect-at-work.pdf

Australian Learning Designers about Educational Technology (Swinburne University of Technology, Melbourne, Australia, 2022)

I had the privilege to meet with a team of professional learning designers during my time in Melbourne as part of a STINT grant I received from Sweden, and, which resulted in the below 4 video episodes.

This first episode is about the Learning Transformation unit at Swinburne University, the role, and support of the Learning Designer, the Learning Technologist, and the Media Coordinator, and their support to the academic teaching staff. https://www.youtube.com/c/SwinburneCommons/search?query=Liisa%20Uusimaki

Liisa Uusimäki (Associate Professor, University of Gothenburg, Sweden)

Antoinette Gwasira (Manager, Learning Design, Swinburne)

Tash Hobbs (Learning Designer, Learning Transformations Unit, Swinburne)

David Yammouni (Learning Technologist, Learning Transformations Unit, Swinburne)

In this second episode, we discuss changes in teaching and learning due to COVID-19, the impact of the pandemic on academic staff, and the impact of changes in technology on teaching and learning.

The focus of this third episode is a brief discussion about the pros and cons of face-to-face and online teaching as well as the importance of academic staff themselves experiencing online learning.

In this fourth and final episode, the discussion is about how to support and engage teachers or academics in their teaching and learning, and the important role of faculty leadership. The conversation ends with a discussion about the importance of technological advancement.

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For those not familiar with Jane Elliott\u2019s work, she is an internationally known author of the book, A Collar in My Pocket Blue-eyed, Brown-eyed Exercise (2016) based on her work as a third-grade teacher in 1968, Riceville, Iowa, USA.\u00a0\r\n\r\nHear Jane Elliott talk openly and without apologies about her work on RACISM, DIVERSITY, EQUITY, WOMEN\u2019s ISSUES, BULLYING, EDUCATION, and THE CURRENT SITUATION IN THE US. She is a truth-teller extraordinaire and exposes prejudices and bigotry for what it is, \u201can irrational class system based upon purely arbitrary factors. And if you think this does not apply to you. . . you are in for a rude awakening\u201d. (https:\/\/janeelliott.com\/)\r\n\r\nYes, she shares also her thoughts about the difference between a Teacher and an Educator, problems with today's curriculum, teaching dyslexia, and well, so much MORE.\r\n\r\nPLEASE SHARE, DISCUSS, DEBATE, COMMENT, AND ENJOY - Take care and remember to be KIND \/ Liisa\u00a0\r\n\r\nYou find an untold amount of YouTube clips of Jane Elliott. She has been a guest and a speaker in all major talk shows and platforms in the US and abroad. Today, she is continuing being a sought after speaker and shares platforms with many brilliant American academics.\r\n\r\nBook\r\n\r\nElliott, J. (2016). A Collar in My Pocket Blue-eyed, Brown-eyed Exercise. Available Amazon.com.\r\n\r\nElliott, J. (2016). A Collar in My Pocket Blue-eyed, Brown-eyed Exercise (in Sweden) Adlibris.\r\n\r\nSee Jane Elliott's Reading List for Unlearning Prejudice https:\/\/radicalreads.com\/jane-elliott-favorite-books\/\r\n\r\nYou Tube\r\n\r\nAnti-racist educator Jane Elliott blasts white racists for criticizing Black Mermaid, 2022 (28:18min) Roland Martin https:\/\/www.youtube.com\/watch?v=_Ks7I1BnP2g\r\n\r\nNo Such Thing As White &amp;amp; Black People: Jane Elliott Says Drama Persists If We Keep Using Those Terms, 2021 (11.31min) Roland Martin https:\/\/www.youtube.com\/watch?v=LEKNpV5BovE\r\n\r\nJane Elliott's Brown Eye\/Blue Eye Test - University of Northern Iowa 2020 (4:39) https:\/\/www.youtube.com\/watch?v=yTYL7NK8j5Y\r\n\r\nJane Elliott's &amp;quot;Blue Eyes\/Brown Eyes&amp;quot; Anti-Racism Exercise | The Oprah Winfrey Show | OWN, 1992\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=ebPoSMULI5U&amp;amp;t=678s\r\n\r\nA Conversation on Race and Privilege with Angela Davis and Jane Elliott (2018) (1;42;39) https:\/\/www.youtube.com\/watch?v=S0jf8D5WHoo\r\n\r\nAnthony Browder - Nile Valley Contributions to civilization (2013). (1.10.11min)\r\n\r\nhttps:\/\/www.bing.com\/videos\/riverview\/relatedvideo?q=Anthony+Browder+-+Nile+Valley+Contributions+to+civilization+&amp;amp;mid=D6884E98316F44F29C2BD6884E98316F44F29C2B&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_65bb512d4d4d6.jpg"},{"title":"&quot;Jane Caro&quot;&nbsp;-&nbsp;Australian, social commentator, author of The Mother, journalist and Feminist Icon</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_64b38c69945f6.mp3", "howl":null, "pageUrl":"", "cartUrl":"", "more_info":"&quot;&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_65bb518f7e0d0.jpg"},{"title":"Prof Braden Hill - Understanding Equity, Diversity, and Inclusion</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_635bb4000dfd0.mp3", "howl":null, "pageUrl":"/podcasts-international-2022-2024/prof-braden-hill-understanding-equity-diversity-and-inclusion", "cartUrl":"", "more_info":"&quot;In this episode, we meet Professor Braden Hill who is a Nyungar (Wardandi) man from the southwest of Western Australia and who is the Deputy Vice-Chancellor (Students, Equity and Indigenous) at Edith Cowan University in Perth, Western Australia.\r\nHear Braden talk about and explain the meaning of diversity, equity, inclusion, racism, the reason for the acknowledgment of the country, the Uluru statement of the heart, reconciliation, and much more.\r\nThis is a must-hear for leaders, educators, students, and interested individuals absolutely everywhere. Please share widely, discuss, and debate with each other. ENJOY, \r\n\r\nListener comment: 'Equity is not a zero sum game'' What a fabulous interview!!!! Brilliant interview. Informative and essential listening\u2026&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_65bb51e79457c.jpg"},{"title":"Prof Kylie Readman - Equity and Belonging in Australian Higher Education</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_635bb6bdb7858.mp3", "howl":null, "pageUrl":"/podcasts-international-2022-2024/prof-kylie-readman-equity-and-belonging-in-australian-higher-education", "cartUrl":"", "more_info":"&quot;S\u00e5nt \u00c4r livet i Sverige or Thats Life in Sweden ! (PODCAST) Aug 2022\r\nIn today\u2019s episode of S\u00e5nt \u00e4r livet i Sverige or Thats life in Sweden recorded during my visit to Australia I am speaking with Professor Kylie Readman, about her special interest areas, equity, and student and staff wellbeing in Australia.\r\n\r\nKylie is the current Pro Vice-chancellor of Education &amp;amp; Equity at Murdoch University in Perth WA and will be taking up the position of Deputy Vice-Chancellor at Sydney Technology University\u2019s Education and Students in November.\r\nConversations that need to be HEARD, SHARED &amp;amp; DISCUSSED - PLs SHARE WIDELY&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_65bb522d2039d.jpg"},{"title":"Professor John Hattie - The Necessity of Scaling up Educational Expertise</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_635bb7842e5d3.mp3", "howl":null, "pageUrl":"/podcasts-international-2022-2024/professor-john-hattie-the-necessity-of-scaling-up-educational-expertise", "cartUrl":"", "more_info":"&quot;S\u00e5nt \u00c4r livet i Sverige or Thats Life in Sweden ! (PODCAST) June 2022\r\nIn this episode of S\u00e5nt \u00e4r livet i Sverige! or That's Life in Sweden! and recorded in Melbourne, Australia, I am speaking with and world renowned Educator, Researcher &amp;amp; Author Professor John Hattie, especially well-known as the author of the highly influential 2008 book Visible Learning.\r\n\r\nProf Hattie shares his thoughts about his work as chair of Australian Institute for Teaching and School Leadership, teacher education programs, provides some truths about PISA results comparing Australia to Sweden and the real impact of the pandemic on student learning.\r\n\r\nConversations that need to be HEARD, SHARED &amp;amp; DISCUSSED - PLs SHARE WIDELY&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_65bb52675bd94.jpg"},{"title":"Professor Pasi Sahlberg - Australian Education system’s challenges - A question of Equity</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_635bb9777ebb8.mp3", "howl":null, "pageUrl":"/podcasts-international-2022-2024/professor-pasi-sahlberg-australian-education-system-s-challenges-a-question-of-equity", "cartUrl":"", "more_info":"&quot;S\u00e5nt \u00e4r Livet i Sverige ! or That's life in Sweden Podcast, June 2022\r\nIn this episode Professor Pasi Sahlberg, former Director General at the Finland\u2019s Ministry of Education and Culture (CIMO), who also served as a senior education specialist at the World Bank (Washington, DC), lead education specialist at the European Training Foundation (Torino, Italy), and visiting professor of Practice at Harvard University.\r\n\r\nPasi, will share his thoughts about the purpose of schooling and about the education system in Australia, which is &amp;quot;world class but not for all children&amp;quot;. \r\n\r\nPasi is currently calling Australia Home as he is Professor of Education at Southern Cross University in Lismore, NSW, and lives in Lennox Head, NSW, with his wife and two sons.\r\n\r\nFor a complete bio of Professor Pasi Sahlberg's amazing achievements please visit his webpage https:\/\/pasisahlberg.com\/\r\n\r\n                                                    Please share widely and ENJOY!&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_65bb528182282.jpg"},{"title":"Associate Prof Therese Keane - ICT &amp; STEM</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_635bc1e951439.mp3", "howl":null, "pageUrl":"/podcasts-international-2022-2024/associate-prof-therese-keane-ict-stem", "cartUrl":"", "more_info":"&quot;In this episode of S\u00e5nt \u00e4r livet i Sverige or That's life in Sweden June 2022 we are continuing to meet academics and researchers from Melbourne Australia where I am a visiting scholar. Today I am speaking with Associate Professor Therese Keane who is sharing about her fascinating and incredible her journey as an ICT teacher, academic and researcher. Her areas of speciality include, ICT, robotics in education and gender inequalities in STEM based subjects.\r\n\r\nTherese welcomes questions about her work from overseas teachers, researchers and has provided her contact details: linkedin.com\/in\/therese-keane-melbourne\r\n\r\nA project that was mentioned \u2013 Primary and STEM - https:\/\/primaryandstem.online\/\r\n\r\n(Acknowledgement STINT.se)&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_65bb52b287e53.jpg"},{"title":"Natasha Hobbs - Learning Designer (Learning Transformation Unit), Swinburne University of Technology</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_635bc30b99e25.mp3", "howl":null, "pageUrl":"/podcasts-international-2022-2024/natasha-hobbs-learning-designer-learning-transformation-unit-swinburne-university-of-technology", "cartUrl":"", "more_info":"&quot;Today's episode of S\u00e5nt \u00e4r livet or Thats life in Sweden (May 2022)  is recorded in Melbourne, Australia and it is about understanding the role of a Learning Designer in Higher Education.\r\n\r\nI have invited Natasha Hobbs who is an experienced Learning Designer and Higher Education practitioner from The Learning Transformations unit, at the Swinburne University of Technology. Natasha has a particular interest in digital pedagogies and transformative learning experiences.\r\n\r\nOf special importance is the respectful acknowledgement of country and the inclusion of Australian indigenous people provided by Natasha-\r\n\r\nDuring the podcast Natasha mentioned Swinburne\u2019s dedicated page on the Adobe Education Exchange that is continually updated with shareable resources created by Swinburne recipients of the Adobe Innovation Grants. These resources can also be accessed on Swinburne\u2019s Digital Literacies Hub.\r\n\r\nThe series of short podcasts Natasha and her colleagues produced during 2020 called Talking About Teaching can be accessed through Swinburne Commons.&quot;", "image":""},{"title":"Professor Susie Garvis - Reflections of learning in Sweden and returning to Australia during the pandemic</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_635bc4a79d8b7.mp3", "howl":null, "pageUrl":"/podcasts-international-2022-2024/professor-susie-garvis-reflections-of-learning-in-sweden-and-returning-to-australia-during-the-pandemic", "cartUrl":"", "more_info":"&quot;In this episode of S\u00e5nt \u00e4r livet i Sverige I am in Australia March 2022 catching up with colleagues and scholars finding our how life is in Australia.  Professor Susie Garvis is today's guest and will be sharing her experiencing about balancing parenthood with the demands of her work as an international researcher &amp;amp; Department Chair at the School of Education at Swinburne University of Technology, in Melbourne Australia.\r\nSusie has extensive research, teaching and leadership experience in early childhood and teacher education in higher education in Australia and Sweden. \r\n\r\nGarvis, S. (2018). Digital Narratives and Young Children (Chapter 12)S.J. Danby et al. (eds.), Digital Childhoods, International Perspectives on Early Childhood Education and Development 22, https:\/\/doi.org\/10.1007\/978-981-10-6484-5_12&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_65bb53300efbc.jpg"},{"title":"&quot;Patrick Blessinger (IHETL)&quot;&nbsp;-&nbsp;Democracy</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_63b435a695ef9.mp3", "howl":null, "pageUrl":"", "cartUrl":"", "more_info":"&quot;&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_65bb53a2f3e46.jpg"},{"title":"Emeritus Prof Helen Huntly</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_6493bd6d45763.mp3", "howl":null, "pageUrl":"/podcasts-international-2022-2024/emeritus-prof-helen-huntly", "cartUrl":"", "more_info":"&quot;Professor Huntly was with CQUniversity for more than 30 years. She took up her appointment as Provost in late 2016, following her appointment as Deputy Vice-Chancellor (Industry, Vocational Training &amp;amp; Access Education) in 2015. Professor Huntly assumed the role of Vice-President (Academic) after a university restructure in 2020.\r\n\r\nProfessor Huntly contributed to the broader education agenda through many roles, including as Dean, School of Education &amp;amp; the Arts, various senior management roles within Higher Education, and prior to that, as teacher in the vocational and secondary education sectors. As a proud (former) teacher, Professor Huntly recognises the importance of high quality, engaging and reflective learning and teaching practices at all levels of education.\r\n\r\nThroughout her career, Professor Huntly has developed a deep understanding and knowledge of education and training. She is a strong advocate for the provision of learning opportunities for all, particularly in the regions, to help students reach their full potential and contribute to their local communities.\r\n\r\nIn 2017, Professor Huntly was awarded a Medal of the Order of Australia (OAM) for her services to tertiary education in Central Queensland. Her qualifications include a Doctor of Education (CQUniversity 2004), Master of Education Studies (CQUniversity 1999), Bachelor of Education (BCAE1980), and a Diploma of Teaching Health &amp;amp; Physical Education (KGCAE 1980).&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_65bb53df81c52.jpg"},{"title":"Dr Amudha Poobalan, Senior Lecturer in Public Health based at the School of Medicine, Medical Sciences and Nutrition at the University of Aberdeen.</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_6493be6e1c599.mp3", "howl":null, "pageUrl":"/podcasts-international-2022-2024/dr-amudha-poobalan-senior-lecturer-in-public-health-based-at-the-school-of-medicine-medical-sciences-and-nutrition-at-the-university-of-aberdeen", "cartUrl":"", "more_info":"&quot;Amudha is involved in research collaborations nationally and internationally with India, Singapore, Australia, Nigeria, Kenya, Bangladesh and Nepal working with Medical schools, Universities, NGOs, Government and Private Research Foundations.\r\n\r\nA truly fascinating academic whose research is around the epidemiology of Obesity, Diabetes and Cancer, with an interest in the lifestyle and health behaviour changes and its implications during \u2018TRANSITIONS\u2019 such as from adolescence to young adults; economic, demographic and cultural shifts in transitioning countries; and rural to urban transitions.&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_65bb5430978f0.jpg"},{"title":"Professor Abhilasha Singh</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_6493bf18f1f1f.mp3", "howl":null, "pageUrl":"/podcasts-international-2022-2024/professor-abhilasha-singh", "cartUrl":"", "more_info":"&quot;Meet Professor Abhilasha Singh she is a Country Director for IHETL and Vice- President of Academic Affairs at the American University in the Emirates, Dubai. With a distinguished career, Abhilasha has served in many academic administrative positions at various institutions and has been engaged in providing strategic directives at a senior leadership level. Hear her talk about how to meet the challenges relating to Women in leadership in Higher Education, Ageism in Higher Education, AND the role of Higher Education in relation to the ESD Goals.&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_65bb547e9646e.jpg"},{"title":"Dr Birgit Schreiber,</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_6493bf8033819.mp3", "howl":null, "pageUrl":"/podcasts-international-2022-2024/dr-birgit-schreiber", "cartUrl":"", "more_info":"&quot;Dr Birgit Schreiber, the Vice President of the International Association of Student Affairs and Services (IASAS). She has served in senior leadership positions in Universities in South Africa for the past 25 years and has presented papers and key notes at national and international conferences at universities in Europe and the USA. Her publications relate to social justice, student affairs, student engagement and higher education policy. Hear her talk about her research and about the importance of promoting the adoption of the SDGs in higher education, internationalisation, inclusion, and much more.&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_65bb54c56d4e5.jpg"}]}

{"songs":[{"title":"Jarno Leppänen ESD, SD, SDGs and Fashion Professionals</a>", "file":"https://files.cdn-files-a.com/uploads/6946953/normal_66b4c7925e57c.mp3", "howl":null, "pageUrl":"", "cartUrl":"", "more_info":"&quot;&quot;", "image":"https://files.cdn-files-a.com/uploads/6946953/100_66bc744ad0060.jpg"},{"title":"Karin Hellman - Career Changer  Aussie Experience</a>", "file":"https://files.cdn-files-a.com/uploads/6946953/normal_669f8da09c37b.mp3", "howl":null, "pageUrl":"", "cartUrl":"", "more_info":"&quot;&quot;", "image":"https://files.cdn-files-a.com/uploads/6946953/100_669f8f814333e.png"},{"title":"Prof Linda Wedlin - Business studies, Democracy &amp; Academic Freedom in Swedish Higher Education and Business Studies</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_667d7a5b622f0.mp3", "howl":null, "pageUrl":"", "cartUrl":"", "more_info":"&quot;&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_667d7c3c6b1e1.jpg"},{"title":"Prof Gesa Weyhenmeyer - The Impact of Climate Change on our Lake Ecosystems</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_666c5bbdd05d2.mp3", "howl":null, "pageUrl":"", "cartUrl":"", "more_info":"&quot;&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_666c5b3667aca.jpg"},{"title":"Associate Prof Lisa Flower - Live blogging and videoconferencing from courtrooms</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_6672b9b07bb5b.mp3", "howl":null, "pageUrl":"", "cartUrl":"", "more_info":"&quot;&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_6672ba93e21cd.jpg"},{"title":"Carl Heath RISE &amp; Digital and Technological era</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_66701f17dbf37.mp3", "howl":null, "pageUrl":"", "cartUrl":"", "more_info":"&quot;&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_6670221bcfc55.jpg"},{"title":"Mikael Jensen - Leadership and Communication</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_6638f6888d024.mp3", "howl":null, "pageUrl":"", "cartUrl":"", "more_info":"&quot;&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_6638f69032014.png"},{"title":"Agnes Hellström - Peace Activist, Author of Fredsfittan (Peace Pussy)</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_6622400ca4f93.mp3", "howl":null, "pageUrl":"", "cartUrl":"", "more_info":"&quot;&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_6622404bddb70.jpg"},{"title":"Prof Ralph Peeters - Musician, Professor of Urology &amp; Excellent Teacher</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_65e1b06b3c759.mp3", "howl":null, "pageUrl":"", "cartUrl":"", "more_info":"&quot;&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_65e1b1064b68c.jpg"},{"title":"&quot;Prof Li Bennich Bj\u00f6rkman (Skyttean Chair)&quot;&nbsp;-&nbsp;Swedish perspectives on Freedom of Speech, Academic Freedom, PhD students, and NATO</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_65ca11c6dac18.mp3", "howl":null, "pageUrl":"", "cartUrl":"", "more_info":"&quot;&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_65ca1445808cb.png"},{"title":"Associate Prof Anne Farewell - Natural Sciences, Teaching and Researching Antibiotic Resistance</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_66179c21d9ba1.mp3", "howl":null, "pageUrl":"", "cartUrl":"", "more_info":"&quot;&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_66179d6ba1779.jpg"},{"title":"Principal Marika Andersson - Working at Lövgärdesskolan Angered, a segregated area</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_6553fa25d96fe.mp3", "howl":null, "pageUrl":"", "cartUrl":"", "more_info":"&quot;&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_65bb551dd9b14.jpg"},{"title":"Li Bennich-Björkman - Putin, his cronies and the madness of war in Ukraine</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_6493c0157e367.mp3", "howl":null, "pageUrl":"/podcasts-scandinavia-2022-2024/li-bennich-bj%C3%B6rkman-putin-his-cronies-and-the-madness-of-war-in-ukraine", "cartUrl":"", "more_info":"&quot;In this hour-long episode meet and hear Li Bennich-Bj\u00f6rkman, Professor at the Institute for Russian and Eurasian Studies at Uppsala University here in Sweden talk about her experiences in academia. She talks about the challenges facing her fears as she applied in 2007 and became the first female professor at the Department of Government at Uppsala University, and in the following year she became the first woman appointed as Skyttean Professor of Eloquence and Government. This appointment meant that together with her family she was provided with an official residence in the 18th century building called Skytteanum in Uppsala, Sweden, where she still resides today.\r\n\r\nHear her share her thoughts about the madness of the war between Putin and his cronies representing Russia and Ukraine. What will it take for peace to happen between Russian and Ukraine and why is Ukraine important to Russia?\r\n\r\nHer passion for history and especially about the Baltic states is fascinating to listen to. She talks about the importance of NATO and reasons why Ukraine never joined NATO while Baltic countries such as Estonia, Lithuania, and Latvia did already in 2004. She shares her thoughts about why Sweden\u2019s NATO application is still on hold.\r\nShe shares her concern about how Russian propaganda has been found in one of Sweden\u2019s largest newspapers and her concerns about academic freedom here in Sweden.&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_65bb561e51901.jpg"},{"title":"&quot;Isabella L\u00f6vin&quot;&nbsp;-&nbsp;Former Deputy Prime Minister of Sweden about her book Ocean Känslan</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_638c84aa2ced5.mp3", "howl":null, "pageUrl":"", "cartUrl":"", "more_info":"&quot;&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_65bb559192ce7.jpg"},{"title":"Erik Melander - Distorted Masculinity Ideals</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_6493c096827af.mp3", "howl":null, "pageUrl":"/podcasts-scandinavia-2022-2024/erik-melander-distorted-masculinity-ideals", "cartUrl":"", "more_info":"&quot;Meet and Hear Erik Melander, Professor of Peace and Conflict Research and the Director of the Alva Myrdal Centre for Nuclear Disarmament at Uppsala University, Sweden. Erik explains what he refers to as distorted masculinity ideals and war, the relationship between armed violence and patriarchal values, violence against women, young men syndrome, solutions, and much more.&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_65bb5665e4300.jpg"},{"title":"&quot;Sanna Ruhalahti&quot;&nbsp;-&nbsp;Digital Badges</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_638c8800adcef.mp3", "howl":null, "pageUrl":"", "cartUrl":"", "more_info":"&quot;&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_65bb55d093d04.jpg"},{"title":"Prof Bethany Carney Almroth - Sustainability and the environment</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_636567f9281ea.mp3", "howl":null, "pageUrl":"/podcasts-scandinavia-2022-2024/prof-bethany-carney-almroth-sustainability-and-the-environment", "cartUrl":"https://luusimaki.podbean.com/e/professor-bethanie-carney-almroth-sustainability-and-the-environment/", "more_info":"&quot;In this episode, Professor Bethanie Carney Almroth from the Dept. of Biological and Environmental Sciences at the University of Gothenburg shares her thoughts about sustainable development. She shares her research on the effects and consequences of environmental pollution in the marine environment, and about the effects of pollutants in aquatic environments, focusing on microplastic particles, chemicals, and effects on fish.&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_65bb555c7477f.jpg"},{"title":"&quot;Marika Andersson&quot;&nbsp;-&nbsp;My work as School Principal in a Segregated Area in Sweden</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_638c874369bd4.mp3", "howl":null, "pageUrl":"", "cartUrl":"", "more_info":"&quot;&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_65bb55ead3e56.jpg"},{"title":"Hanna Teräs - Micro Credentials, Academy for Sustainable Future Educators (EduSTA)</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_6493c114d682d.mp3", "howl":null, "pageUrl":"/podcasts-scandinavia-2022-2024/hanna-ter%C3%A4s-micro-credentials-academy-for-sustainable-future-educators-edusta", "cartUrl":"", "more_info":"&quot;Hanna Ter\u00e4s has an important role in the European EduSTA project as the expert on development of Micro Credentials.  She has a special interest in digitalization and she is the Principal Lecturer (Digital learning environments) at the School of Professional Teacher Education at Tampere University of Applied Sciences and has a broad background and special interest in authentic learning, adult and professional education, and especially the digitalization of education. She also has experience working at Murdoch and Curtin Universities, in Western Australia.&quot;", "image":"https://images.cdn-files-a.com/uploads/6946953/100_65bb569d622cc.jpg"},{"title":"Carl Heath RISE &amp; Digital and Technological era</a>", "file":"https://static.s123-cdn-static-d.com/uploads/6946953/normal_66701f17dbf37.mp3", "howl":null, "pageUrl":"", "cartUrl":"", "more_info":"&quot;&quot;", "image":""},{"title":"Jarno Leppänen ESD, SD, SDGs and Fashion Professionals</a>", "file":"https://files.cdn-files-a.com/uploads/6946953/normal_66b4c7925e57c.mp3", "howl":null, "pageUrl":"", "cartUrl":"", "more_info":"&quot;&quot;", "image":""}]}

Critical reflection is, " a desire to seek, patience to doubt, fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in order; and hatred for every kind of imposture." Francis Bacon (1605)

Internationalization through Research Collaboration.

Successful international research collaborations are those where positive relationship building, trust, a willingness to learn, and mutual respect are central. In contrast, unsuccessful collaborations are those where the needs of either partner are neglected. The problems with unsuccessful international research collaborations in higher education relate often to poor relationship building, lack of purpose, planning, leadership, and an unwillingness to learn to adapt and to accept new cultures

Haley, A., Kassaye, S., Zerihun, Z., & Uusimäki, L (2022)

ABSTRACT.

Universities engage in international collaboration for a number of reasons. In the global North, which is characterized by wealth and power, universities increasingly use international collaboration for competitiveness and marketization. In contrast, the global South engages in collaboration to strengthen research and build knowledge capacity. Prior studies argue that trust, mutual benefits, and achieving shared understandings and ways of working are important for sustainable collaboration. However, the studies generally examine what makes a “good” collaboration well after collaboration has been initiated. The contribution of this study is therefore to exemplify the relationship-building process between academics from an Ethiopian and Swedish university. The study is based on “cooperative inquiry” and uses data collected in April 2019 from questions composed by each set of academics, which were deliberated during their initial meeting. Their experiences of enablement and constraint in research collaboration and their motivations for pursuing a new collaboration are in focus

Reflections on Learning Experiences of International Students in Sweden

Interestingly while there have been numerous studies reporting on the experiences of international students attending Anglo-Saxon universities, few studies have explored the teaching and learning experiences of international students studying in Sweden, Carol Rodger's (2002) model of four functions of reflections provided a novel way to explore international students’ reflections about their learning experiences in Sweden, especially how these are shown in the following different cycles, of presence, description, analysis and experimentation

Liisa Uusimaki & Susanne Garvis (2021)

ABSTRACT

The purpose of this article is to present a qualitative study exploring a small cohort of nine international students’ in-depth reflections about their teaching and learning experiences studying at a major Swedish University. Interestingly while there have been numerous studies reporting on the experiences of international students attending Anglo-Saxon universities, few studies have explored the teaching and learning experiences of international students studying in Sweden, Carol Rodger's (2002) model of four functions of reflections provided a novel way to explore international students’ reflections about their learning experiences in Sweden, especially how these are shown in the following different cycles, of presence, description, analysis and experimentation. Making sense of international students’ experiences allows us as university lecturers to enhance our of understanding how to better support students in their learning away from their home universities. A qualitative content analysis was employed to the data collected from 3 focus groups. Findings showed that the international students experienced several cultural and contextual differences from that of their home universities. The differences related to course structures, teaching, and learning, as well as the relationship with their Swedish university lecturer(s).

Swedish Final Year Early Childhood Preservice Teachers’Attitudes, Concerns ,and Intentions towards Inclusion

The findings of this study suggest that preservice teachers’ strong self-efficacy beliefs about inclusion lead to positive attitudes and intentions to use inclusive practices in their future teaching. Authentic and inclusive learning experiences during teacher education programs and taught by excellent teacher educators is one way to support preservice teacher confidence building to include all children in the learning journey.

Liisa Uusimaki, Susanne Garvis & Umesh Sharma (2019)

ABSTRACT:

This article explores ninety-seven (n¼97) Swedish Early Childhood (EC) preservice teachers’ attitudes, concerns, and intentions to include children with disabilities in regular classrooms. A six-part self-reporting questionnaire was used to examine participants’ attitudes, concerns, efficacy, and intentions toward inclusion. The results showed that although the Swedish EC preservice teachers in this study expressed ’some’ concern about working with children the results indicated a high degree of teacher efficacy. To determine predictors of participants’ intentions and use of inclusive practices a series of regression analyses were undertaken. Knowledge of local legislation emerged as a significant predictor of participants’ intention scores. Teaching efficacy scores were significant predictors for both intention and use of inclusive practices. The results are discussed in the context of the Swedish idea of ‘a school for all with a focus on the Swedish preschool teacher education program.

Cross-cultural “distance”, “friction” and “flow”: exploring the experiences of pre-service teachers on international practicum

The focus of this paper is to illustrate Australian regional pre-service teachers’ perceptions of an international practicum: their cross-cultural understanding, notions of privilege and teacher/professional identity development

Liisa Uusimaki & Theresa Swirski (2014)

Abstract:

The focus of this paper is to illustrate Australian regional pre-service teachers’ perceptions of an international practicum: their cross-cultural understanding, notions of privilege and teacher/professional identity development. Findings indicate that there were three overlapping dimensions of cross-cultural understanding for pre-service teachers: distance, friction and flow. At times students acknowledged the value of their placement, yet indicated a lack of empathy and engagement with the culture visited. At other times there was clear frustration at the cultural differences, alongside a growth in awareness. The fullest dimension was where pre-service teachers and their students learnt from each other, signalling a sharing towards cross-cultural understanding. Implications of these findings aim to inform how international practicums are designed in the future, as well as signalling directions for further research relating to these border crossings

In favor of mature-aged graduates(MAGs) – tapping the potential for real educational change

This study reports on a small cohort of MAGs’ experiences in a one-year postgraduate teacher education program focusing on middle schooling. Findings from this study suggest MAGs benefit from being part of an innovative workshop program run in parallel with the Graduate Diploma program. Although the Graduate Diploma had provided them with significant challenges, the workshop impacted positively on participants’ emerging middle school teacher identity.

Liisa Uusimaki (2011)

ABSTRACT

Mature-aged graduates (MAGs) are characterized by significant life experience, including career change and an altruistic desire to benefit their prospective students. They are particularly well suited to the middle school environment with its focus on transition and its often complex student needs. Despite this, MAGs are currently underserviced by existing teacher education programs. Their potential to deliver high-quality teaching is often not fully realized. Postgraduate teacher education programs with a middle school focus must develop better ways to support these graduates and harness the unique combination of life/work experiences and the altruism they bring to the teaching profession. This study reports on a small cohort of MAGs’ experiences in a one-year postgraduate teacher education program focusing on middle schooling. Findings from this study suggest MAGs benefit from being part of an innovative workshop program run in parallel with the Graduate Diploma program. Although the Graduate Diploma had provided them with significant challenges, the workshop impacted positively on participants’ emerging middle school teacher identity. Inclusion in the workshop program encouraged fresh reflections about teacher identity and provided a supportive space that enabled their understanding of the importance of middle school teaching

Teaching Primary Years (Chapter)

It is important to remember that you can be the leader that you want to be. Leadership is important for all primary schools and opportunities should be made available to staff and students to take ownership and responsibility for learning within the school. This chapter has provided an overview of the leadership for learning program as one example of effective school leadership. As a future leader, it is important to have continual dialogues with staff, students, and the school community. It is also important to find a leadership style that you are comfortable with and that you feel you can make a strong contribution to the school community with.

Liisa Uusimaki & Susanne Garvis (2019)

When we think of a leader in a primary school, we often think about the principal. While the principal is responsible for the overall running of the school, many people and children contribute to the overall functioning of the school in their various leadership roles. This includes adults and children. Model 1 below highlights the possibilities for leadership in a primary school. Adults take on a variety of leadership roles whether it be as a teacher in the classroom, organizing the school tuckshop, leadership in the parent and citizen organizations within the school, school boards, and many other possibilities. Likewise, primary school students also take on leadership roles whether it be classroom leaders, school leaders, sports leaders, or other types of leadership for primary school students. This chapter will look at some of the roles more closely, starting with the principal.

The purposes of internationalisation – future teachers’ perspectives. - (Haley & Uusimaki, 2024)

ABSTRACT This research investigates the purposes of internationalisation from the perspective of a group of international prospective teachers studying at a Swedish university. The results show that the prospective teachers’ understanding of internationalisation corresponds to three ideologies of internationalisation – idealism, instrumentalism, and educationalism – but there is also evidence of a more complex and multifaceted understanding of internationalisation. We propose that a new internationalisation ideology may be emerging that corresponds to ideas about ‘responsible internationalisation’ and is connected to the COVID-19 pandemic and changing geopolitics. The importance of taking future teachers’ viewpoints into account, as well as a considering changes to global and local educational contexts, is emphasised when formulating internationalisation strategies in teacher education.