معرفی
Ebba Hildén is a Senior Lecturer in Educational Work Research at Karlstad University, Sweden. She specializes in preschool education, focusing on leadership dynamics, policy implementation, and communication strategies in early childhood settings. Her academic affiliations include the Centre for Child and Childhood Studies in Education and Sport (UBB), where she collaborates on research projects addressing preschool governance and teacher professionalization.
Her research spans empirical studies on preschool teachers' roles, principal leadership in educational processes, and the integration of proven experience in teacher training. Notable projects include Responsible Leadership in the Future Preschool (ALiFF) (funded by UBB) and studies on bridging theory-practice gaps in teacher education (funded by LUN). She has held roles as a course coordinator for principal training programs, emphasizing pedagogical leadership and systematic quality work in municipalities.
Dr. Hildén's work highlights non-verbal communication's role in teaching toddlers and the concept of 'preschoolification'—where institutional culture shapes policy adaptation. Her research outputs (2014–2024) consistently explore democratic agency in education, leadership agency frameworks, and the evolving responsibilities of preschool educators in Sweden. She actively contributes to educational policy debates, co-authoring publications opposing screen-heavy preschool curricula and advocating for child-centered pedagogies.
Her professional history includes roles as a preschool teacher, project manager for pedagogical documentation initiatives, and municipal quality strategist. She sits on the board of the Swedish Institute for Educational Research and advises the Swedish Teachers' Union on preschool education matters. Collaborations with the Swedish National Agency for Education and municipal authorities underscore her commitment to bridging academic research with practical preschool operations.
Grants and funding sources include UBB and LUN, supporting projects like Qualified Practicum Period and Pilot-STEP, which track preschool teacher students' professional development. Her research often employs action research methodologies and teacher agency theories to analyze leadership and policy impacts on preschool practices.
