Disputed researchers

Mari Paloniemi Lindström 

Title: Teachers' Professional Competence and Working Conditions in Swedish Schools. Relationships with Student Achievement 

Dissertation: 23 May 2025

I defended my thesis in Education at the Department of Education and Special Education at the University of Gothenburg with the thesis "Teachers' Professional Competence and Working Conditions in Swedish Schools. Relationships with Student Achievement". The Swedish teaching profession has changed dramatically over the past 40 years. Teacher education reforms, declining professional status, recruitment difficulties and periodically high staff turnover have created significant variations in teachers' professional competence. These variations have contributed to unequal teacher distribution and increasing differences between students' performance in school. At the same time, we still know too little about how differences in teacher competence actually impact student results. On this basis, my dissertation examines how teachers' professional competence and working conditions are related to students' performance in reading, Swedish and mathematics in grades 4 and 6, as well as students' merit value in grade 6 in Swedish middle schools (grades 4–6). The analyses are based on data from TIMSS, PIRLS and Swedish register data.

The thesis shows that formal teacher education is crucial for middle school students' mathematics results and that teachers' subject-specific specializations in mathematics and reading instruction strengthen students' performance in mathematics and Swedish. Teachers teaching reading comprehension as well as cognitive activation where students are asked to explain their answers, asking challenging questions to students and encouraging discussions improves students' long-term outcomes. In addition, the thesis finds that good working conditions and a positive school climate are central to teachers' well-being and that a positive school climate is important for students' performance.

Lärares ämneskunskaper avgörande för elevers resultat

Lena Asp

Title: Does teaching quality matter for student learning outcomes? A student perspective of a mathematics classroom

Dissertation: June 13th 2025

I defended my thesis in June 2025 in Education at the Department of Education and Special Education at the University of Gothenburg with the thesis Does teaching quality matter for student learning outcomes? A student perspective of a mathematics classroom. 

In Sweden, there are large differences in mathematic skills between different groups of students, and these differences have increased over time. It is known that students' socioeconomic background affects their school results, but there is a lack of knowledge about how the teacher's teaching and the quality of it relates to students' performance.

This thesis is based on the premise that teaching and learning are social and cultural processes that take place in interaction between people and that are influenced by the context in which they take place, for example in the classroom. To investigate these processes, data from the international large-scale knowledge measurement Trends in Mathematics and Science Study (TIMSS) for grade 4 are used from year 2019, where students have estimated the quality of mathematics teaching in the classroom. Quantitative analyses are carried out both at the individual level and at the aggregate classroom level.

The thesis highlights the importance of the teacher's role in the classroom for students' learning. The results show that positive relationships in the classroom, clear leadership and structured teaching are central to students' learning and self-confidence. A calm and trusting classroom climate enables the teacher to teach effectively – to explain, reformulate, support, challenge and give constructive feedback. This strengthens both students' confidence and their results in mathematics. In addition, the results highlight how the situated classroom context contributes to the learning of the whole class. The composition of pupils in the classroom affects the quality of teaching as well as pupils' learning and well-being.

Undervisningens kvalitet, studiero och självförtroende lyfter mattekunskaper