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Andreas Bergh

Tjänstetitel: Universitetslektor Organisation: Institutionen för humaniora, utbildnings- och samhällsvetenskap

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Telefon: 019 302175

Rum: F3214

Andreas Bergh

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Om Andreas Bergh

Andreas Bergh is Associate Professor (Docent) and Senior Lecturer of Education at Örebro University. After achieving his PhD in 2010, he worked as a Senior Lecturer at Örebro University and as a Post-doctoral researcher at Uppsala University. Prior to time in the academy, Bergh has worked as teacher and school leader in compulsory school, and as Director of Education at the National Agency for Education. In higher education, he teaches in PhD-courses, teacher education and the national school leadership training programme.

Berghs' area of research is in the field of Curriculum Theory with a specific interest in education policy, issues of quality and the professional roles of teachers and school leaders. He is currently engaged in studies of higher education, teachers’ anti-racist actions and school segregation. In a previous research project, he studied the use of promotion and prevention programmes in school. A research interest that has developed over time, as a result of Bergh's previous research, is how the juridification of education condition teachers' and school leaders' professionalism.

Bergh is on the editorial committee for the research journal Utbildning & Demokrati (Education & Democracy) and a member of the research groups Utbildning och Demokrati (Education and Democracy, Örebro University) and STEP (Studies in Educational Policy and Educational Philosophy, Uppsala University).

Forskargrupper

Publikationer

Artiklar i tidskrifter |  Doktorsavhandlingar |  Kapitel i böcker, del av antologier |  Konferensbidrag |  Rapporter | 

Artiklar i tidskrifter

Rosén, M. , Arneback, E. & Bergh, A. (2020). A conceptual framework for understanding juridification of and in education. Journal of education policy.

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Fremstad, E. , Bergh, A. , Solbrekke, T. D. & Fossland, T. (2020). Deliberative academic development: The potential and challenge of agency. International journal for academic development, 25 (2), 107-120.

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Bergh, A. , Löfdahl Hultman, A. & Englund, T. (2019). Local enactment of the Swedish ‘advanced teacher reform’. Journal of Curriculum Studies, 51 (3), 326-341.

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Sugrue, C. , Solbrekke, T. D. , Bergh, A. , Sutphen, M. & Fossland, T. (2019). University leaders’ talk about institutional missions and academic developers’ contributions. European Educational Research Journal (online), 18 (6), 743-759.

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Bergh, A. & Arneback, E. (2016). Hur villkorar juridifieringen lärarprofessionens arbete med skolans kunskaper och värden?. Utbildning och Demokrati, 25 (1), 11-31.

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Arneback, E. & Bergh, A. (2016). Redaktionellt U&D 25:1. Tema: Juridifieringen av skolan. Utbildning och Demokrati, 25 (1), 3-9.

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Bergh, A. (2012). Kvalitetsbegreppet: en central drivkraft i en förändrad syn på utbildning. Vägval i skolans historia. Tidskrift från Föreningen för svensk undervisningshistoria (1), 3-8.

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Bergh, A. & Arneback, E. (2010). Den paketerade valfriheten: om framtidsvägen för den svenska gymnasieskolan. Nordic Studies in Education, 30 (2), 116-129.

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Doktorsavhandlingar

Kapitel i böcker, del av antologier

Bergh, A. , Solbrekke, T. D. & Wickström, J. (2020). Deliberative communication: Stimulating collective learning?. I: Tone Dyrdal Solbrekke & Ciaran Sugrue, Leading higher education as and for public good: rekindling education as praxis (ss. 92-106). London: Routledge.

Englund, T. & Bergh, A. (2020). Higher education as and for public good: Past, present and possible futures. I: Tone Dyrdal Solbrekke & Ciaran Sugrue, Leading higher education as and for public good: rekindling education as praxis (ss. 37-52). London: Routledge.

Sandvoll, R. , Bergh, A. & Solbrekke, T. D. (2020). Nurturing pedagogical praxis through deliberative communication. I: Tone Dyrdal Solbrekke & Ciaran Sugrue, Leading higher education as and for public good: rekindling education as praxis (ss. 142-156). London: Routledge.

Bergh, A. & Rosén, M. (2019). De villkorade utbildningskvaliteterna. I: Carl Cederberg, Yrkesmänniskan i den kapitaliserade välfärden (ss. 157-178). Huddinge: Södertörns högskola.

Bergh, A. , Pettersson, D. & Solbrekke, T. D. (2019). Governing and professionalism: Challenges and opportunities for policy makers, researchers and practitioners in education. I: Erik Amnå, Nordic Education in a Democratically Troublesome time: Threats and Opportunities: A conference report (ss. 61-64). Örebro: Örebro University.

Bergh, A. & Arneback, E. (2019). Juridification of Swedish education – changing conditions for teachers’ professional work. I: Johannes Lunneblad, Policing Schools: School Violence and the Juridification of Youth (ss. 53-70). London: Springer.

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Bergh, A. (2018). En skola som främjar eller förebygger, eller både och?. I: Eva Insulander & Staffan Selander, Att bli lärare (ss. 200-204). Stockholm: Liber.

Löfdahl Hultman, A. , Hildén, E. & Bergh, A. (2018). I ”larmrapportens” skugga: om undervisning och kvalitet i förskolan. I: Annica Löfdahl Hultman, Christina Ohlin-Scheller & Marie Tanner, Berättelser: Vänbok till Héctor Pérez Prieto (ss. 57-72). Karlstad: Karlstad University.

Engström, K. , Bergh, A. & Englund, A. (2017). Promotions- och preventionsprogram i skolan. I: Ingemar Engström, Skolans arbete med elevers psykiska hälsa (ss. 49-72). Malmö: Gleerups Utbildning AB.

Bergh, A. (2017). Rektorer i ett föränderligt utbildningslandskap. I: Ingemar Engström, Skolans arbete med elevers psykiska hälsa (ss. 73-90). Malmö: Gleerups Utbildning AB.

Bergh, A. (2017). Systematiskt kvalitetsarbete – vad förväntas lärare göra?. I: Agneta Hult & Anders Olofsson, Utvärdering och bedömning i skolan: För vem och varför? (ss. 93-107). Stockholm: Natur och kultur.

Bergh, A. (2016). Om utbildningspolitiska honnörsbegrepp och deras olika tolkningsutrymmen. I: Sverker Scheutz, Skola för kunskap, valfrihet och trygghet? (ss. 85-100). Uppsala: Iustus förlag.

Bergh, A. & Englund, T. (2016). Professionella förstelärare?: Om den svenska förstelärarreformen. I: Maja Elmgren, Maria Folke-Fichtelius, Stina Hallsén, Henrik Roman & Wieland Wermke, Att ta utbildningens komplexitet på allvar: En vänbok till Eva Forsberg (ss. 364-377). Uppsala: Acta Universitatis Upsaliensis.

Bergh, A. & Forsberg, E. (2016). Rektorsutbildningens janusansikte: Vad ska en rektor kunna?. I: Michael Gustavsson, Tove Österman & Ellinor Hållén, Vad ska en svensk kunna?: utbildningens dilemma - intressenas spel (ss. 41-72). Göteborg: Daidalos.

Bergh, A. , Skott, P. & Pettersson, D. (2015). Differentieringsfrågan under 70 år av skol(forms)reformer. I: Sverker Lindblad, Lisbeth Lundahl, Utbildning, makt och politik (ss. 98-117). Lund: Studentlitteratur AB.

Bergh, A. , Englund, A. & Englund, T. (2015). Från gemenskap till självkontroll: om den skiftande synen på jämnårigsocialisation i skolan. I: Åsa Bartholdsson & Eva Hultin, Sociala relationer, värdegrund och lärarprofessionalitet (ss. 17-33). Malmö: Gleerups Utbildning AB.

Bergh, A. , Pettersson, D. & Skott, P. (2015). Kunskapsmätning och uppföljningssystem. I: Sverker Lindblad & Lisbeth Lundahl, Utbildning, makt och politik (ss. 164-180). Lund: Studentlitteratur AB.

Bergh, A. (2008). Från likvärdighet till kvalitet. I: Tomas Englund, Ann Quennerstedt, Vadå likvärdighet?: Studier i utbildningspolitisk språkanvändning (ss. 165-182). Göteborg: Daidalos.

Bergh, A. (2007). When national policy meets local meaning: education quality as a reform issue. I: Catherine Odora Hoppers, Ulf Lundgren, John Pampallis, Enver Motala, Elisabet Nihlfors, Dilemmas of implementing education reforms: explorations from South Africa and Sweden (ss. 133-144). Uppsala: Uppsala universitet.

Konferensbidrag

Rosén, M. & Bergh, A. (2020). Kan vi ha tillit till tilliten? Om hur juridifieringen intervenerar i relationer mellan lärare och föräldrar i skolan. Konferensbidrag vid Tillit, styrformer och professionellt omdöme, Södertörns högskola, Huddinge, Sweden, December 8, 2020.

Löfdahl Hultman, A. , Bergh, A. & Löfgren, H. (2020). Net based Rebellion and Resistance in education: a comparative study. Konferensbidrag vid Nordic Educational Research Association: Rethinking the futures of education in the Nordic countries (NERA 2020), Turku, Finland, March 4-6, 2020.

Bergh, A. & Englund, T. (2020). On collegial deliberation as a tool to counteract racism. Konferensbidrag vid AERA, American Educational Research Association, San Fransisco, USA, April 17-21, 2020 (Conference cancelled).

Bergh, A. , Arneback, E. & Tryggvason, Á. (2020). On teachers professional ambivalence´when colleagues express racism. Konferensbidrag vid AERA, American Educational Research Association, San Fransisco, USA, April 17-21, 2020 (Conference cancelled).

Sandvoll, R. , Bergh, A. & Solbrekke, T. D. (2020). Supporting the development of professional responsibility in higher education in the interface between odontology and education. Konferensbidrag vid European Conference Educational Research (ECER 2020), Glasgow, UK, September 2020 (Conference canceled due to Covid-19).

Sandvoll, R. , Bergh, A. & Solbrekke, T. D. (2019). Supporting the development of professional responsibility in higher education: Studying the interface between odontology and education. Konferensbidrag vid European Educational Research Association, (ECER 2019), Hamburg, Germany, September 3-6, 2019.

Bergh, A. & Wiklund, M. (2019). Teachers' experiences of conditions for anti-racist action. Konferensbidrag vid 8. Nordiska Läroplansteoretisk konferensen, Vasa, Finland, November 7-8, 2019.

Bergh, A. & Arneback, E. (2019). The Juridification of Teachers’ Professional Work on Knowledge and Values in School. I: Nera 2019: Education in a Globalized World Abstract Book. Konferensbidrag vid NERA (Nordic Education Research Association), Uppsala, Sweden, March 6-8, 2019 (ss. 821-822).

Mer information på annan webbplats

Bergh, A. , Arneback, E. & Tryggvason, Á. (2018). Do Teachers have a Responsibility to act when Colleagues Express Racism?. Konferensbidrag vid AERA Annual Meeting (AERA 2018), New York, USA, April 13-17, 2018.

Bergh, A. , Rosén, M. & Arneback, E. (2018). Enactment of Juridification in Education: a Theoretical Exploration. Konferensbidrag vid 46th Congress of the Nordic Educational Research Association (NERA 2018), Oslo, Norway, March 8-10, 2018.

Bergh, A. , Pettersson, D. & Solbrekke, T. D. (2018). Governing and professionalism: Challenges and opportunities for policy makers, researchers and practitioners in education. Konferensbidrag vid Nordic Education in a Democratically Troublesome Time – Threats and Opportunities. Co-arrangement by the Swedish Ministry of Education and Research, the Nordic Ministers of Education and Örebro University, Örebro, Sweden, 2018-10-30-31.

Bergh, A. & Englund, T. (2018). Higher Education Between Public and Private Good. Konferensbidrag vid The European Conference on Educational Research (ECER 2018), Bolzano, Italy, September 3-7, 2018.

Bergh, A. & Englund, T. (2018). How to Theoretically Understand the Relation between Curriculum Theory and Enactment Studies?. Konferensbidrag vid 46th Congress of the Nordic Educational Research Association (NERA 2018), Oslo, Norway, March 8-10, 2018.

Bergh, A. , Sugrue, C. , Solbrekke, T. D. , Sutphen, M. & Fossland, T. (2018). Leading Universities: Senior leaders’ perspectives on the contributions of academic developers?. Konferensbidrag vid 46th Congress of the Nordic Educational Research Association (NERA 2018), Oslo, Norway, March 8-10, 2018.

Bergh, A. , Ewins, K. & Lidskog, M. (2018). What is the Difference Between Knowing a Subject and Teaching it?: Interpreation and Guidance of Teaching in Higher Education. Konferensbidrag vid The European Conference on Educational Research (ECER 2018), Bolzano, Italy, September 3-7, 2018.

Bergh, A. & Englund, T. (2017). A comparative approach to how universities interpret and enact democracy and the public good. Konferensbidrag vid 45th Congress of the Nordic Educational Research Association (NERA), Copenhagen, Denmark, March 23-25, 2017.

Fremstad, E. , Bergh, A. & Fossland, T. (2017). Development toward what?: Aims and values guiding academic developers' practices. Konferensbidrag vid 45th Congress of the Nordic Educational Research Association (NERA), Copenhagen, Denmark, March 23-25, 2017.

Bergh, A. , Rosén, M. & Arneback, E. (2017). Exploring a theoretical framework for understanding juridification in education. Konferensbidrag vid Nordisk läroplansteoretisk konferens, Göteborg, Sweden, November 15-16, 2017.

Bergh, A. & Tryggvason, Á. (2017). Har lärare ett ansvar att agera när kollegor ger uttryck för rasism?. Konferensbidrag vid Rasism och välfärd, symposiet "Att motverka rasism inom skolväsendet", Uppsala, Sweden, October 11-13, 2017.

Arneback, E. , Bergh, A. & Tryggvason, Á. (2017). Help, my colleague expresses racism!: On professional ambivalence and moral responsibility. Konferensbidrag vid EtihCo Conference: What may be learnt in ethics? Present and future conceptions of ethical competence, Gothenburg, Sweden, December 11-13, 2017.

Solbrekke, T. D. , Fossland, T. , Bergh, A. & Sutphen, M. (2017). Institutional leaders' perspectives on the contributions of academic developers to institutional and academic formation. I: Learning and education– material conditions and consequences NERA 2017 Abstracts. Konferensbidrag vid 45th Congress of the Nordic Educational Research Association (NERA), Copenhagen, Denmark, March 23-25, 2017.

Bergh, A. , Englund, T. & Löfdahl Hultman, A. (2017). Local enactment of the Swedish national "advanced teacher reform". Konferensbidrag vid AERA 2017 Annual Meeting, Knowledge to Action, Achieving the Promise of Equal Educational Opportunity, San Antonio, Texas, USA, April 27 - May 1, 2017.

Bergh, A. , Löfdahl Hultman, A. & Englund, T. (2017). Local enactment of the Swedish national 'advanced teacher reform'. Konferensbidrag vid Teachers matter – but where, when, and why?, Kalmar, Sweden, May 17-18, 2017.

Arneback, E. , Jämte, J. , Bergh, A. , Wiklund, M. , Englund, T. & Tryggvason, Á. (2017). Session: Att motverka rasism inom utbildningsväsendet . Konferensbidrag vid Rasism och Välfärd, CEMFOR, Uppsala, Sweden, October 11-13, 2017.

Ewins, K. , Bergh, A. & Lidskog, M. (2017). What is the difference between knowing a subject and teaching it?: Enactments of teaching in higher education. Konferensbidrag vid 45th Congress of the Nordic Educational Research Association (NERA), Copenhagen, Denmark, March 23-25, 2017.

Bergh, A. , Englund, T. & Sutphen, M. (2016). A conceptual framework for understanding the formation of academic developers and their contribution to the public good. Konferensbidrag vid International Consortium for Educational Development (ICED), Cape Town, South Africa, November 23-25, 2016.

Englund, T. , Bergh, A. & Sutphen, M. (2016). A framework for studying formation of academic developers in higher education. I: ECER 2016. Konferensbidrag vid ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers, Dublin, Ireland, August 22-26, 2016. European Educational Research Association.

Bergh, A. , Englund, T. , Hjalmarsson, M. & Löfdahl Hultman, A. (2016). A study of local enactment of the 'Advanced teacher reform' in Sweden. I: ECER 2016. Konferensbidrag vid ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers, Dublin, Ireland, August 22-26, 2016. European Educational Research Association.

Bergh, A. , Englund, T. , Hjalmarsson, M. & Löfdahl Hultman, A. (2016). A study of local enactment of the 'Advanced teacher reform' in Sweden. I: NERA2016. Konferensbidrag vid 44th NERA Congress,‘Social Justice, Equality and Solidarity in Education?’, Helsinki, Finland, March 9-11, 2016. University of Helsinki Institute of Behavioural Sciences.

Bergh, A. & Brantefors, L. (2016). From influence to rights?: On the need to bring in life, uncertainty and risk in education. I: NERA2016. Konferensbidrag vid 44th NERA Congress,‘Social Justice, Equality and Solidarity in Education?’, Helsinki, Finland, March 9-11, 2016.

Bergh, A. , Fossland, T. , Dyrdal Solbrekke, T. & Sugrue, C. (2016). Institutional leaders' perspectives on the contribution of academic developers to institutional and academic formation. I: ECER 2016. Konferensbidrag vid ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers, Dublin, Ireland, August 22-26, 2016.

Bergh, A. , Sugrue, C. , Solbrekke, T. D. , Fossland, T. & Sutphen, M. (2016). Institutional Leaders’ Perspectives on the Contribution of Academic Developers to Institutional and Academic Formation. Konferensbidrag vid International Consortium for Educational Development (ICED), Cape Town, South Africa, November 23-25, 2016.

Bergh, A. , Englund, T. , Hjalmarsson, M. & Löfdahl Hultman, A. (2015). Advanced teachers enacting 'excellence of any kind' - a study of local interpretations of a national reform. Konferensbidrag vid Sjätte nordiska konferensen i läroplansteori, Örebro universitet, Sweden, October 21-22, 2015.

Bergh, A. & Wahlström, N. (2015). Conflicting goals of educational action: A study of teacher agency from a perspective of transactional realism. Konferensbidrag vid 6th Nordic Curriculum Theory Conference, Örebro University, Örebro, Sweden, October 21-22, 2015.

Bergh, A. (2015). How does Local Autonomy meet International and National Quality Policy Rhetoric?: A Study of Local Educational Actors Doing of Education. Konferensbidrag vid Education and Transition - Contributions from Educational Research (ECER), Budapest, 7-11 September, 2015.

Bergh, A. & Arneback, E. (2015). How to become a moral person: An analysis of three promotion and prevention programmes in Swedish education. I: ECER 2015. Konferensbidrag vid ECER 2015, "Education and Transition. Contributions from Educational Research", University of Budapest, Budapest, Hungary, September 7-11, 2015.

Bergh, A. (2015). Student Influence: a Paradox in a Goal and Result Oriented Curriculum?. Konferensbidrag vid Education and Transition - Contributions from Educational Research (ECER 2015) Budapest, Hungary, September 7 - 11, 2015.

Bergh, A. (2014). Local governing processes in the light of international policy trends: a discussion about changing teacher professionalism. I: ECER 2014, The Past, the Present and Future of Educational Research in Europe. Konferensbidrag vid ECER 2014, The Past, the Present and Future of Educational Research in Europe, Porto, Portugal, September 1-5, 2014.

Wahlström, N. & Bergh, A. (2014). Teacher agency from a perspective of transactional realism. I: Teachers matter - But how?. Konferensbidrag vid Teachers matter - But how? Linnéuniversitetet, Växjö, Sweden, October 23-24, 2014.

Bergh, A. & Englund, T. (2014). What might the 'first-teacher-reform' lead to in terms of professionalism and professionalization?. Konferensbidrag vid Teachers matter - But how? October 23-24, 2014. Växjö, Sweden..

Bergh, A. , Englund, A. & Englund, T. (2013). A changed education language with new actors and solutions: the use of prevention and promotion programs in Swedish schools. Konferensbidrag vid AERA conference. San Fransisco USA, April 2013.

Bergh, A. , Pettersson, D. & Skott, P. (2013). International knowledge assessments and the strengthened national system for follow-ups. Konferensbidrag vid ECER conference, Istanbul, Turkey, 9-13 September 2013.

Bergh, A. (2013). Local Quality Work -  in the Age of Accountability. Konferensbidrag vid Den femte nordiska läroplansteoretiska konferensen 24-25 oktober 2013, Uppsala.

Bergh, A. (2013). Opening for a discourse about prevention and promotion programs in education: An analysis of texts from three Swedish national authorities. Konferensbidrag vid ECER conference, Istanbul, Turkey, 9-13 September 2013.

Bergh, A. , Englund, A. , Englund, T. , Engström, I. & Engström, K. (2013). Prevention and promotion programs in Swedish schools as an answer to what?: An analysis of national policy texts. Konferensbidrag vid NERA 41st Congress, Reykjavik, Iceland, March 7th to 9th 2013.

Bergh, A. , Pettersson, D. & Skott, P. (2013). Trying to handle the question of differentiation: 70 years of Swedish school reforms. Konferensbidrag vid ECER conference, Istanbul, Turkey, 9-13 September 2013.

Bergh, A. (2012). Education for a system or a system for education?: A study of the international policy concept quality and its implications. Konferensbidrag vid ECER conference, Cadiz, Spain, 17-21 September 2012.

Bergh, A. (2012). Systematic quality work: the way to good education?. Konferensbidrag vid NFPF-konferens (Nordisk förening för pedagogisk forskning), Köpenhamn 2012.

Bergh, A. (2011). Systematiskt kvalitetsarbete: en garant för en likvärdig undervisning med hög kvalitet?. Konferensbidrag vid Läroplansteoretisk konferens, Oslo, Norge.

Bergh, A. (2011). Why quality in education - and what quality?: A linguistic analysis of the concept of quality in Swedish government texts. Konferensbidrag vid Paper presenterat vid NFPF-konferens i Jyväskylä Finland, mars 2011..

Bergh, A. (2008). Does quality work give a better quality?. Konferensbidrag vid NFPF-konferens, Köpenhamn, 2008.

Bergh, A. (2007). Från skola för bildning till skola med kunskapskrav. Konferensbidrag vid Läroplansteoretisk konferens, Örebro 2007.

Bergh, A. (2007). Quality in education. Konferensbidrag vid NFPF-konferens (Nordisk förening för pedagogisk forskning), Åbo 2007.

Bergh, A. (2007). Utbildning med kvalitet?: Visst! Men vilken?. Konferensbidrag vid Konferensen Tio år med kvalitet i skolans styrning, Uppsala 2007.

Rapporter

Bergh, A. , Englund, T. , Lundahl, C. , Nordin, A. , Sundberg, D. & Wahlström, N. (2018). Forskningssammanställning kring läroplansteori, läroplansutveckling och läroplansutvärdering. Stockholm: .

Bergh, A. , Englund, A. , Englund, T. , Engström, I. & Engström, K. (2013). Värdepremisser i främjande och förebyggande program i skolan: rapport från forskningsprojektet En värdefull skola. Örebro: (Rapporter från Pedagogiska institutionen, Örebro universitet 18) (Rapporter i pedagogik 18).

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