du.sePublications
Change search
Refine search result
12 1 - 50 of 57
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Abrahamsson, Hans
    Göteborgs universitet.
    Dialog och medskapande i vår tids stora samhällsomdaning2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 1, p. 20-40Article in journal (Refereed)
    Abstract [en]

    The Great Transformation of our time, amalgamating the local with the global demands new modes of governance and management. Increased variety and diversity of the population as well as the complexity of social issues are changing the prerequisites of social sustainability. The aim of this article is to discuss how this transformation strengthens the importance of citizens’ co-creation as regards identification of the problems, measures to be taken as well as the implementation of the same. The article furthermore discusses the role of trans-disciplinary knowledge production and its possible contribution to a socially sustainable development, as well as how current modes of governance influence the room for manoeuver and conditions for co-creation. Three mental shifts are considered necessary. The first relates to the importance of viewing city residents as citizens with rights and responsibilities and not only as customers and consumers. The second concerns the shift of the view what knowledge is and what it could be and the third relates to how the question of power should be conceptualized.

  • 2.
    Andersson, Erik
    Högskolan i Skövde; Örebro universitet.
    Rum och plats i didaktiken. Om var-frågan i svensk didaktisk forskning och undervisning - exemplet digitala medier2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 2, p. 16-27Article in journal (Refereed)
    Abstract [en]

    The purpose of the article is to argue for a systematic research approach on space and place, the WHERE-question in the Swedish research field of didactics. Two research traditions in subject and general didactics, focusing the WHAT- and the HOW-question, dominate the field. The educational situation of today is highly digitally driven which motivates the relevance of a more thorough and systematic analysis of the WHERE-question. It is argued that Swedish didactical research, and teaching in school in general, has to amplify the attention to the WHERE-question. Space and place are not empty containers in which social life happens to unfold. Space and place determines the communication, interaction and meaning making of individuals – individuals are always claimed by space and place.

  • 3.
    Andersson, Erik
    Högskolan i Skövde.
    Temapresentation: Deltagande och inflytande - inkluderingens demokratiska och politiska möjligheter2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 8, no 1, p. 8-18Article in journal (Other academic)
  • 4.
    Andersson, Erik
    et al.
    Högskolan i Skövde.
    Sandgren, Susanne
    Skaraborgs Kommunalförbund.
    Delaktighet som pedagogik och demokratiskt värde för fullföljandet av studier - kunskapsbidrag från ett utvecklingsprojekt2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 1, p. 80-100Article in journal (Refereed)
    Abstract [en]

    Participation as a pedagogy and democratic value turns out to be a critical element in students’ completion of school. Completed education is a regional development project in which a survey has been conducted in order to identify successful strategies to promote completed education in school. In an analysis, in the context of the survey, with an emphasis on school and participation as a pedagogy and democratic value, several findings are shown. It turns out that the importance of participation manifests itself through an emphasis on the societal and democratic mission of school; school ethos; the value praxis of school; pedagogical approach; and viewing the pupil as capable. It is, in more detail, shown that it is particularly crucial to understand the completion of education in school as a pedagogical problem; create sustainable institutional structures not bound to one person; and to make sure that students are participants in their own education.

  • 5.
    Andersén, Annelie
    Högskolan i Skövde.
    Den nya yrkeslärarutbildningen - utkomster i form av yrkeskompetens2013In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 7, no 1, p. 88-101Article in journal (Refereed)
    Abstract [en]

    This article describes and discusses a group of newly trained vocational teachers’ experiences of outcomes of their teacher education in terms of professional skills. Seven students participated in focus group discussions concerning one of the professional teacher training national objectives. The results show that the newly trained vocational teachers acquired a new vision of the teaching profession and that they have strengthened both their professional identity and their self-confidence. They have new, broader and more improved tools to use in teaching, and they see the importance of having a vocational teacher education. Skills that are considered important in the new vocational teachers’ profession are for example to able to see the individual students and reach out to them with his message, and to make just assessments and set fair grades.

  • 6.
    Andersén, Annelie
    Högskolan i Skövde.
    Temapresentation: Livslångt och livsvittlärande2014In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 8, no 1, p. 8-11Article in journal (Other academic)
  • 7.
    Arneback, Emma
    et al.
    Örebro universitet.
    Nylund, Mattias
    Göteborgs universitet.
    Yrkeslärare som värdebalanserare - Värdekonflikter mellan skolans och arbetsplatsens läroplan i lärlingsutbildning2017In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 11, no 1, p. 82-101Article in journal (Refereed)
    Abstract [en]

    The school and the workplace often represent two different cultures in terms of what is valued as important skills and values. The role of vocational teachers in apprenticeship education is to ensure that apprentices are embedded in both these cultures. However, because of significant differences between the school and the workplace, this task poses a professional challenge and a potential for value conflicts. In this study we analyse interviews with vocational teachers in the apprenticeship training for the building and construction programme using concepts based in Pragmatism and Curriculum theory. Our ambition is to highlight values often upheld by unreflected habits, and discuss how these condition the work of the vocational teacher. The main results indicate the importance of recognizing that two different types of curricula seems to interact in the apprenticeship education; a workplace curriculum that emphasize, “work ethics” and a school curriculum that emphasizes students´ “safety”. These different curricula interact in specific ways through the work of the vocational teachers that can be described as a ‘balancing act’. How this ‘balancing act’ is done have significant consequences for what kind of education students are offered and what value conflicts that emerge.

  • 8.
    Berg, Daniel
    Stockholms universitet.
    Det självständiga arbetet - en plats för emancipation eller automation?2016In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, no 1, p. 94-108Article in journal (Refereed)
    Abstract [sv]

    Självständighet i arbetet utgör ett högt värderat mål för alla högre utbildningar. I denna begreppsanalytiska litteraturstudie undersöks de motstridiga innebörder denna självständighet kan ges. Studien framlägger idén att begreppet ”självständighet i arbetet” kan förstås på två rent av motstridiga sätt: som automation eller som emancipation. Diskussionen om dessa två innebörder förankras dels i en historieteoretisk utläggning om det maskinella arbetetsutveckling och dels i pedagogik-filosofen Jacques Rancières tankar om demokratins förutsättningar. Begreppsanalysens diskussion appliceras därefter på ett mindre urval aktuell pedagogisk forskning om handledningen i högre utbildning. I mötet med denna litteratur väcks framförallt frågor om dialogismens pedagogiska teori vad gäller självständighet i arbetet: skapar dess metoder en emancipatorisk självständighet i Rancières definition – eller premierar de snarare det maskinella arbetets fortsatta automation av samhällslivet? Några tentativa resultat avslutar studien. Spänningen mellan emancipation och automation i självständighetsbegreppet tycks inte kunna förlösas bara genom dialogism. Men analysen av litteraturen visar samtidigt på att denna rymmer en annan väg mot emancipatorisk självständighet i den högre utbildningen, färdig att utforska: den som går genom den känslosamma läraren.

  • 9.
    Boström, Lena
    Mittuniversitetet.
    Hur lär sig elever på sex olika yrkesprogram? En studie om skillnader och likheter i lärstilar2013In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 7, no 1, p. 48-65Article in journal (Refereed)
    Abstract [en]

    Vocational programs are facing educational challenges. Many students leave secondary school in Sweden without completed grades, and this is problematic in many ways, e.g. in terms of equivalence and skill segregation. This study tries to see learning through students’ eyes and examined learning styles in six different vocational programs. The research questions have addressed which general learning styles traits dominates and which differentiates. The study involved 244 students. The Productivity Environmental Preference Survey (PEPS) learning styles assessment was used to identify 17 different traits. Sex groups were compared with descriptive statistics and analysed by using F-test and analysis of variance, ANOVA. The tendencies were low motivation and conformity, a high need for structure and routine, multimodal dominance, and a need for intake and movements. The most productive time of day was in the afternoon. The statistical analysis revealed that six of 17 elements differed; light, temperature, conformity, persistence, intake, time-of –day (early morning and morning). This study shows similarities and differences concerning learning styles preferences in vocational program, which can be a basis for further insights in didactics issues. This study highlights the importance of finding pedagogical model that is suitable for vocational education, expanded educational strategies and in-depth didactic discussions. The results are valuable for people involved in the planning of vocational education and for the students themselves

  • 10.
    Cajander, Åsa
    et al.
    Uppsala universitet.
    Schnaas, Ulrike
    Uppsala universitet.
    Peer reflection on inclusive supervision - a study circle as a space for collegial learning2016In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, no 1, p. 54-69Article in journal (Refereed)
    Abstract [sv]

    Forskarhandledare har en viktig roll för att öka genusmedvetenheten inom akademin, särskilt bland unga forskare, och för att stödja en inkluderande och genusvänlig arbetsmiljö för doktorander. Trots detta ges det sällan utrymme för en kontinuerlig reflektion kring inkluderande forskarhandledning. I artikeln beskrivs hur kollegial reflektion kring inkluderande forskarhandledning har möjliggjorts genom en studiecirkel som har arrangerats inom ramen för det europeiska jämställdhetsprojektet FESTA (Female Empowerment in Science and Technology Academia) vid Uppsala universitet. Artikelförfattarna har deltagit i studiecirkeln i rollerna som cirkelledare och kursdeltagare, och artikeln är skriven utifrån dessa perspektiv. I artikeln presenteras studiecirkelns upplägg och pedagogiska struktur samt författarnas reflektioner utifrån deras två olika perspektiv. Både våra egna reflektioner och kursvärderingen pekar på att studiecirkeln har lämpat sig väl som arena för kollegial reflektion. Artikeln avslutas med några råd för de som vill arrangera liknande studiecirklar kring inkluderande handledning.

  • 11.
    Carlsson, Vanja
    et al.
    Göteborgs universitet.
    Svensson, Petra
    Göteborgs universitet.
    Johansson, Vicki
    Göteborgs universitet.
    Montin, Stig
    Göteborgs universitet.
    Handledare, vägledare eller kontrollant?2016In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, no 1, p. 20-38Article in journal (Refereed)
    Abstract [en]

    This article will present the argument that modern performance management systems have the potential to change and negatively affect the academic supervision process and the scientific knowledge perception within postgraduate education. Empirically, the argument focuses on how one statutory management model, the so called study plane (ISP), is designed and applied at the University of Gothenburg. Theoretically, basic assumptions inherent in the control and steering logic of the ISP-model are identified, and their potential significance for knowledge-, value- and interaction formation within the supervision and dissertation process is analyzed. Our main conclusion is that the ISP-model, if applied as intended, promotes the transformation process towards organizational professionalism within the research community. The model affects trust relations, value and knowledge formation within the supervision process, and hampers experimental and creative research and findings.

  • 12.
    Davidsson, Eva
    Malmö högskola.
    Investigating visitors' learning related to science centre exhibits - a progress report of recent research literature and possible future research foci2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 2, p. 28-47Article in journal (Refereed)
    Abstract [sv]

    Forskningsfältet som rör lärande i informella miljöer växter ständigt och under den senaste tiden har antalet artiklar som fokuserar lärande i relation till ett besök på ett science center eller museum ökat kraftigt. Men vilka slutsatser kan man dra när det gäller utställningar och besökares lärande? Vilka metodologiska trender kan man se och vilka framtida forskningsområden kan tänkas utgöra intressanta fält? Denna forskningsgenomgång analyserar och diskuterar olika forskningsstudier som fokuserar besökares lärande och deras interaktioner med utställningar samt studier som utvärderar utställningsmiljöer. Vidare diskuteras trender med avseende på olika metodologiska ansatser samt föreslår framtida forskningsfokus inom fältet.

  • 13.
    Delacour, Laurence
    Malmö högskola.
    Interpreting the curriculum - mathematics and didactic contracts in Swedish preschools2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 2, p. 64-79Article in journal (Refereed)
    Abstract [sv]

    Syftet med artikeln är att belysa hur en vidgad matematikdidaktik kan ta form på några svenska förskolor. För att analysera hur några förskollärare omformar, preciserar och konkretiserar de matematiska målen i förskolans läroplan, med fokus på didaktiska frågor rörande innehåll - vad är matematik för yngre barn? och form - hur kan matematik kommuniceras, placerar jag min studie inom ramen för ett läroplansdidaktiskt perspektiv. Matematikdidaktiskt influeras jag av situationsteori och didaktiskt kontrakt är ett huvudbegrepp i analysen. Termen didaktiskt kontrakt ses som en metafor för uppsättningen av implicita och explicita regler för social och matematisk interaktion i en barngrupp. Jag använder en vidgad definition av det didaktiska kontraktet för att belysa hur förväntningar på relationen mellan lärare, barn och matematik framträder i talet om och transformeringen av de matematiska målen, med fokus på de didaktiska frågorna vad och hur. Sammantaget samspelar huvudbegreppen transformation och matematikdidaktiska kontrakt i texten. Analysen är då inriktad på hur samhälleliga förväntningar som uttrycks i nationella matematiska mål transformeras och framträder i form av didaktiska kontrakt i några förskolepraktiker.

  • 14.
    Dimitrova, Radosveta
    Stockholms universitet.
    Ingredients of good PhD supervision - evidence from a student survey at Stockholm university2016In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, no 1, p. 40-52Article in journal (Refereed)
    Abstract [sv]

    Doktorandhandledning är en relevant fråga för en pedagogisk forskarutbildning vid universitet vilket har betydande implikationer inom rad sammanhang, såväl inom industrin som för grupper av arbetsgivare, studentföreningar och akademiker. Denna studie undersöker centrala aspekter av handledning utifrån doktoranders perspektiv vid Stockholms universitet baserat på en undersökning med 761 forskarstuderande. En konfirmatorisk faktoranalys genomförd med strukturell ekvationsmodellering visade sig ge stöd åt en endimensionell modell för handledning som exemplifieras av givandet av konstruktiv kritik till studenter, handledarens tillgänglighet, tillräckligt med tid för handledning, möjlighet till självständigt arbete och en kreativ miljö för forskarutbildningen. Handledningsindikatorerna var även signifikant och positivt korrelerade. Att studera dessa indikatorer spelar stor roll för riktlinjerinom utbildning och metoder för undervisning i avsikt att kunna förbättra forskarutbildningen. Studenter skulle kunna bli tydligt informerade om viktiga faktorer att överväga när de väljer samt påbörjar sina studier. Universitetsledning och handledare kan upprätthållas i sin roll att säkerställa en fullgod doktorandupplevelse för deras studenter.

  • 15.
    Dovemark, Marianne
    et al.
    Göteborgs universitet.
    Holm, Ann-Sofie
    Göteborgs universitet.
    Förortens skola - möjligheternas skola?2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 1, p. 62-78Article in journal (Refereed)
    Abstract [en]

    Loss of equivalence in Swedish education has been highlighted in both research and media. Arguably, one explanation for this is related to the free choice reform which has led to competition and homogenization of schools. In combination with peer effects and teachers’ different expectations this has led to a gap between schools in the way they adapt their marketing towards specific groups of students. Some students become more desirable than others. The polarization between “winners” and “losers” has thereby increased the importance of school selection with regards to learning outcomes and future educational life chances. This article focuses on students in Ash Public, a public upper secondary school located in a stigmatized immigrant suburb. The study is based on formal interviews, field interviews and observations, and contrary to its negative reputation, the school and its pedagogical practice were generally described in positive terms by the involved school actors. Teachers mentioned motivated and ambitious students and students described a school where they felt safe and included and where collaborative work was in focus. Ash Public proved to be a school for everyone except for “Swedes”.

  • 16.
    Ekecrantz, Stefan
    Stockholms universitet.
    Feedback and student learning? A critical review of research2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 2, p. 15-34Article in journal (Refereed)
    Abstract [sv]

    Formativ bedömning i allmänhet och feedback i synnerhet har sin givna plats i rådande utbildningsvetenskapliga paradigm. Genom stora översikter, meta-studier och synteser ses feedback på och för lärande som ett empiriskt synnerligen väl grundat fenomen. Den typen av närmast konsensusliknande försanthållanden riskerar att undslippa kritisk granskning över tid. I den här studien görs en uppföljande närläsning av ett särskilt inflytelserikt segment inom feedbackforskningen. Resultatet visar att den underliggande primärforskningen i det fallet inte alls bygger på forskning om elevers och studenters lärande, tvärtemot hur denna forskning har refererats och använts vidare i efterföljande meta-analyser av till exempel Hattie (2009) och Hattie och Timperley (2007). Konsekvenser därav för forskning och evidensbaserad praktik diskuteras.

  • 17.
    Ekecrantz, Stefan
    Stockholms universitet.
    Temapresentation: Examination och bedömning för lärande?2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 2, p. 8-14Article in journal (Other academic)
  • 18.
    Elvstrand, Helene
    Linköpings universitet.
    Att göra delaktighet i skolan - elevers erfarenheter2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 1, p. 102-115Article in journal (Refereed)
    Abstract [en]

    This article examines the practice of pupils’ participation in school with a focus on pupils’ own experiences. According to UNCRC, it is important to study pupils’ own experiences, both from a children’s rights perspective, and with a view to learning about democratic processes in school. The empirical data in the article are drawn from a two-year field study among 10- to 12-year-old pupils in their classrooms. The data consist of field notes, interviews, and drawings and essays produced by the pupils. The result shows that informal participation was the most common democratic form where the pupils and teachers negotiated for influence through different processes. These processes are intertwined and take place through interaction. The result also shows that participation is a privilege that pupils must earn in some way, for example by behaving well. Further on, pupils’ participation can also be understood as an individualized process where some pupils have a lot influence and others have only limited influence. Finally, from the pupils’ perspective, it is important that the democratic processes in the classroom be comprehensible and visible, which creates a sense of trust.

  • 19.
    Eriksson, Anita
    et al.
    Högskolan i Borås.
    Gustavsson, Susanne
    Krav, uppmaningar och frågor - en autoetnografisk reflektion över handledning av självständiga arbeten2016In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, no 1, p. 70-87Article in journal (Refereed)
    Abstract [en]

    The degree project represents an important part of higher education since it will examine the student's knowledge in relation to the degree goals and the student's ability to work independently under supervision. The supervision that is requested and given constitutes a central part of the student's working process and depending on the supervision's character it can also impact on the student's possibilities to independence. Using as a point of departure the intention to make visible and to problematize our students’ ability to be independent, the aim of the study presented here is to identify the specific features of the written supervision which we as supervisors give to students in the form of comments. The attempt is auto-ethnographic, which means that we reflect over our own way to supervise. As support for the analysis parts of Bernstein's theory have been used. The article describes and problematizes how we as supervisors have used comments in form of demands, exhortations and questions, the motives for the different kinds of comments and how different comments impact on the student's possibility to use and show his/her ability to work independently. The article contributes with knowledge about what is happening during the supervision, it can be used as foundation for discussion about supervision in relation to the student´s independence and gives an example on self-reflection over one's supervision.

  • 20.
    Eriksson, Inger
    Stockholms universitet.
    Lärares medverkan i praktiknära forskning: Förutsättningar och hinder2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 1, p. 27-40Article in journal (Refereed)
    Abstract [en]

    In contemporary society there is a growing idea of the importance of teachers’ participation in practice relevant research aiming for a science-based teaching. However, there is no clear common understanding of the meaning of teachers’ participation. The aim of the article is to contribute to the discussion such a meaning through an analysis of three collaborative practice-developing research projects. What conditions facilitate or prevent teachers’ participation as members of a research group? Besides time and support from the headmaster, the analysis indicates some important aspects: a) teachers need to be involved from the start, already in identifying the problem and in the overall research planning, b) especially the researchers must take responsibility for securing that teachers can cooperate as members of the research group on equal basis, bearing in mind that it is easy for teachers to positions themselves as learners and c) the research aim needs to be shared between teachers and researchers. Further, ethical issues need to be considered thoroughly, since e.g. aspects of anonymity are challenged if teachers’ contribution are to be acknowledged.

  • 21.
    Fatheddine, Djamila
    et al.
    Göteborgs universitet.
    Schmidt, Catarina
    Göteborgs universitet.
    Bortom horisonten: Litteraturläsandets kroppsliga och bildande dimensioner2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 2, p. 62-75Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to discuss the importance of Bildung in relation to children’s literature reading. Drawing on empirical data consisting of interviews with seven children aged 10-11, based on hermeneutical and phenomenological theoretical perspectives, the article highlights children’s experiences of reading fiction and how these are articulated. The results show that the children’s reading is intertwined with their bodily existence. This embodied reading is manifested through on the one hand, the significance of a physically comfortable place when reading fiction, and on the other hand, through the reading experience itself as a process over time. The reading of literature makes it possible for the children to reach and interpret new kinds of horizons, which they have not met before in real life. Further, the results also show the importance of highlighting other aspects of reading than reading comprehension and reading comprehension strategies.

  • 22.
    Forsberg Ahlcrona, Mirella
    Högskolan i Skövde.
    "Spindlarna i Falköping" - en studie om hur dockan som medierande redskap bidrar till utveckling av förskolans kommunikativa miljö2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 2, p. 48-63Article in journal (Refereed)
    Abstract [en]

    This article illustrates different communicative contents based on children’s motivation and intention that through the puppet play speak and act linguistically. In the empirical section, the puppet consists and functions as a starting point for children’s interaction and narratives. The research interest is directed towards children’s ways of expressing the meaning of the puppet and motives that are generated in the interaction between the puppet and the children in their mutual play. The study result shows that children in interaction with the puppet broaden the linguistic environment in the preschool when they express their knowledge and experience belonging to other contexts than preschool.

  • 23.
    Gardesten, Jens
    et al.
    Linnéuniversitetet.
    Hegender, Henrik
    Linnéuniversitetet.
    Underkännanden inom verksamhetsförlagd lärarutbildning - resultat från en forskningsexpedition i svårframkomlig terräng2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 2, p. 69-86Article in journal (Refereed)
    Abstract [en]

    This study examined the case of teacher student failures in School Based Teacher Education (SBTE). A questionnaire was distributed to administrators within Swedish teacher education campuses, asking how often failures occur and what procedures following a failure exam. The results show a rather similar share of failures within TE programs, from within 1-3 percent. The results reveal different methods when failure is at risk, including prevention strategies and certain formative interventions to support the students’ further development. Normally the cooperating teacher contact the university to inform that a failure is at risk, but some TE programs let the teacher educators themselves makes early visits in the school placements to make sure if support is needed. Some informants emphasize how important it is to avoid “late failures” when students might feel mistreated, no longer having the chance to correct or adjust the performances before course ending. Finally, some informants explicit note that a failure always is a possible outcome, while other claim the most important task is to support the students' development in different ways. In conclusion, the TE gate keeping function seems to be more or less emphasized.

  • 24.
    Gardesten, Jens
    et al.
    Linnéuniversitetet.
    Nordänger, Ulla-Karin
    Linnéuniversitetet.
    Gör det någon skillnad? Universitetslärares erfarenheter av en verksamhetsintegrerad lärarutbildning2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 2, p. 25-40Article in journal (Refereed)
    Abstract [en]

    In this article, some initial findings from a research project where the practice/theory relationship and collaboration between schools and universities in teacher education are studied. The purpose of the study is to highlight possible effects of a work-integrated teacher education. The empirical base are eight interviews where university teachers describe how the increased time spent in schools might influence student teachers´ performances in university courses. Are any dimensions of teacher competence developed? The answers from the university teachers are first categorized into three themes, namely knowledge of subject didactics, connections theory/practice and practice/practice and finally in relation to the student teachers as legitimate participants.The themes are thereafter related to the concepts of spectator-knowledge and participant-knowledge and to Biestas (2012) concepts: qualification, subjectification and socialization. In conclusion, findings indicate that the “work integrated profile” have potential to balance these purposes of education.

  • 25.
    Graeske, Caroline
    Luleå tekniska universitet.
    Vidgade kunskapsklyftor? Fiktionernas funktioner i läromedel efter gymnasiereformen 20112013In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 7, no 1, p. 32-47Article in journal (Refereed)
    Abstract [en]

    In this article teaching aids for vocational and college preparatory programs produced after the (2011) Swedish school reform are studied. The purpose is to examine how fictions are used in six different new textbooks, how students are expected to work with fictions and how knowledge about fictions is designed and organised. The analyses use Basil Bernstein’s theories relating to horizontal and vertical forms of knowledge. The study shows that fictions such as literature, drama, film and other media, in the selected textbooks, are few and receive little space, where summaries and short extracts are common. The study also shows that students attending vocational programs have access to a different knowledge of fictions than those attending pre-university programs, despite knowledge objectives being the same in Svenska 1. In textbooks for vocational programs, common sense knowledge is focused, where the students are expected to compare the fictions with their own life and situation. Knowledge about style, form and historical context are marginalised in these textbooks. Knowledge about fictions in teaching aids for college preparatory programs, on the other hand, is organised in a vertical discourse, where style, form and historical context are in focus and the students are expected to work with fictions in a critical and analytical way. This is remarkable, since the learning objectives are the same. This means that central values of equal education are eliminated after the reform, and the knowledge gap between different groups of students likely is to increase.

  • 26.
    Grysell, Tomas
    Göteborgs universitet.
    Temapresentation: Den reflekterande handledaren - myt eller verklighet?2016In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, no 1, p. 8-19Article in journal (Other academic)
  • 27.
    Gunnarsson, Karin
    Stockholms universitet.
    Med rörelse och engagemang: En sociomateriell hållning till praktiknära skolforskning2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 1, p. 71-86Article in journal (Refereed)
    Abstract [en]

    In this article, I elaborate on the encounter of practice-based research and a sociomaterial approach. In order to do this I start by outlining the theoretical assumptions building on actor-network theory and its performative ontology as well as a post-qualitative methodology. With these theoretical and methodological starting points, I discuss how practice-based research, especially educational action research, is composed in relation to the research project I am working with. This project is located within the research field of subject-matter didactics and has a specific focus on the school subject social studies. Within the project I collaborated with one teacher by taking part in the planning of a teaching unit and the actual teaching. The analysis focuses on practice, proximity and collaboration and explores how these phenomena can be unfolded when doing practice-based research. This raises specific methodological questions on how to interweave theory and practice, how the researcher position becomes enacted and how responsibility is performed. In conclusion, some preliminary proposals are presented for practice-based research in relation to the sociomaterial approach.

  • 28.
    Gustavsson, Susanne
    Högskolan i Skövde.
    Blivande yrkeslärares beskrivningar av yrkesämnets didaktik2013In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 7, no 1, p. 66-86Article in journal (Refereed)
    Abstract [en]

    The vocational education in upper secondary school contains general and vocational subjects. Its aim is to give the students relevant vocational competence and employability. This study investigates the nature of didactical choices in vocational subjects as described by student teachers (future vocational teachers). Social cultural approach and pedagogic content knowledge (PCK) are used as theoretical perspective and analysing model, respectively. The analysis shows that the choice of content in vocational subjects is the specialised vocational content as it relates to the general content. Teaching also focuses on silent knowledge as a useful competence. In the pedagogical practice the student and the students' needs are central for teachers' choices of methods and also the approach. The vocational teacher emphasises that the students develop relevant and useful vocational competence. Employability is related to the student´s possibility to succeed in the coming profession.

  • 29.
    Gustavsson, Susanne
    Högskolan i Skövde.
    Temapresentation: Perspektiv på gymnasial yrkesutbildning2013In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 7, no 1, p. 8-12Article in journal (Other academic)
  • 30.
    Hedlin, Maria
    et al.
    Linnéuniversitetet.
    Åberg, Magnus
    Karlstads universitet.
    Fallet med de störande manliga studenterna: en situation tolkad utifrån fyra olika förklaringsmodeller2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 1, p. 116-133Article in journal (Refereed)
    Abstract [en]

    In this article, we use a situation in a teacher education program as the basis to problematize different understandings of ”feminine” and ”masculine”. Within the program, the arrogant and condescending behavior of a group of male student teachers towards their female classmates was discussed. The men were oriented towards each other in a manner that excluded women. They demonstrated their disinterest in the seminars and they disturbed the on-going education. A group of teacher educators considered an explanation for the male students’ behavior, saying that because the men were in a program with predominantly female students and many female teachers, they were supposed to have a natural need to socialize with each other and to underscore that they were men. They would therefore need to assert themselves and rebel against the women within the program. In this article we will discuss this explanation, as well as a sex-role explanation, an individual-oriented explanation and finally an explanatory model that draws on critical masculinity studies. By situating these explanations in time and space, we show how knowledge from the field of gender studies can increase the likelihood that teacher education is a place of equal participation and inclusion.

  • 31.
    Heikkilä, Mia
    Mälardalens högskola.
    Organisationsmodell för teamlärande - Tema: Fler män i förskolan2017In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 11, no 1, p. 64-81Article in journal (Refereed)
    Abstract [en]

    The focus of this study has been to examine a number of municipalities that, in different ways, work to recruit more men to work in preschools. The aim of the study has been to identify ways of working, initiatives and processes conducted by municipalities aiming to recruit more men to work in preschools. The concepts of agency and preparedness are central in this matter. The study includes seven municipalities, all included in one network specially aiming at raising the number of men working in preschool. Between 2014 and 2016, the network met five times. Interviews and discussions were carried out with key persons involved in the local work to recruit more men to preschools. This analysis can show trends in initiating the concrete work to encourage more men to work in preschools. The results show that an organisation is needed, several measures are to be conducted and the formulation of objectives provides the organisation with a mandate and, ideally, also the time and resources for the work. The organisation and objectives contribute to continuity in the work, something that long-term areas for change often need.

  • 32.
    Helms Jørgensen, Christian
    et al.
    Roskilde universitet.
    Nielsen, Klaus
    Aarhus universitet.
    Frafald fra erhvervsuddannelserne - mod en mere nuanceret forståelse2013In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 7, no 1, p. 14-31Article in journal (Refereed)
    Abstract [en]

    The high dropout rate of students in vocational education and training (VET) has been considered a serious problem in policy of education in the last decade in Denmark as well as in the other Nordic countries. In the Danish VET system only half of the students, who take up a vocational programme, complete the programme. The dropout rate has stayed on a high level despite a large number of initiatives to increase retention. This article argues, that the problem lies not only with the measures to reduce dropout, but also in the conceptualisation of the dropout phenomenon. We examine the concept of dropout and argue that the concept covers a range of different strategies among students in vocational education. Empirically the article is based on a large interview study among vocational students in Denmark. In addition the article is based on international research that uses a process related concept of dropout, which we connect to research in young peoples' school to work transitions. In this conceptualisation dropout is seen as the result of the interplay over time between the transition system, young people’s conditions of life and young people’s own strategies and choices.

  • 33.
    Högberg, Sören
    Dalarna University, School of Education, Health and Social Studies, Education.
    Pedagogisk rytm: Ett begrepp om och för lärares arbete2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 1, p. 55-69Article in journal (Refereed)
    Abstract [en]

    In addition to presenting the concept of pedagogical rhythm, the article has a dual purpose. In the theoretically informed text, arguments are made partly to claim that the concept of pedagogical rhythm can help us to better understand the prerequisites for teachers’ work and partly to claim that the concept can open up opportunities for a more nuanced criticism of teachers’ work based on the terms of the profession. The discussion is conducted in a pragmatic Dewey tradition, in which the concept of pedagogical rhythm is understood as a consequence of the interaction that takes place in educational settings. The conclusion drawn is that the concept of pedagogical rhythm, if put into use as an analytical tool, can strengthen the ability of teachers and ultimately the teaching profession to take professional responsibility.

  • 34. Jakobsson, Anders
    et al.
    Olson, Maria
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Ett vidgat perspektiv på ämnesdidaktik?2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 2, p. 8-14Article in journal (Refereed)
  • 35.
    Jakobsson, Anders
    et al.
    Malmö högskola.
    Olson, Maria
    Högskolan i Skövde; Stockholms universitet.
    Temapresentation: Ett vidgat perspektiv på ämnesdidaktik?2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 2, p. 8-14Article in journal (Other academic)
  • 36.
    Kjellström, Anita
    Högskolan i Skövde.
    Temapresentation: Studiekulturer i högre utbildning - Design av flexibla lärandemiljöer2017In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 11, no 1, p. 8-14Article in journal (Other academic)
  • 37.
    Levinsson, Magnus
    et al.
    Högskolan i Borås.
    Norlund, Anita
    Högskolan i Borås.
    En samtida diskurs om hjärnans betydelse för undervisning och lärande: Kritisk analys av artiklar i lärarfackliga tidskrifter2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 1, p. 7-25Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to shed light on 1) how representatives of a certain research field, i.e. neuroscience, view problems in the classroom and 2) how and by whom these problems should be addressed. This is done through a critical discourse analysis of four strategically selected articles published in two teacher union journals where neuroscientifically oriented researchers and teachers are interviewed about the potential of brain-based education. Our analysis follows five steps. Firstly, we identify how the problem of learning is constructed by neuroscientists and teacher union journals in combination and, secondly, what measures are suggested as appropriate to address the problem. In a third step, we identify the network of practices in which interviewed neuroscientists make up the hub. Towards the end, we report the inconsistencies and gaps emerging from the analysis and reflect on potential methodological problems. The overall conclusion is that representatives of neuroscience apply brain research to teaching and learning in ways that de-professionalise teachers.

  • 38.
    Lundahl, Lisbeth
    et al.
    Umeå universitet.
    Gruffman Cruise, Ewa
    Umeå universitet.
    Malmros, Bengt
    Umeå universitet.
    Sundbaum, Ann-Kristin
    Umeå universitet.
    Tieva, Åse
    Umeå universitet.
    Pedagogisk rum-tid och strategier för aktivt lärande i högre utbildning2017In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 11, no 1, p. 16-32Article in journal (Refereed)
    Abstract [en]

    The design of formal learning spaces in higher education has almost been a non-issue until recently, when the interest has increased considerably, both in Sweden and internationally. Hitherto, the close connection between space and time has been rather unnoticed in this context. The article aims at deepening the knowledge on the relationship between space, time, teaching and learning in higher education. Especially it highlights teachers' possibilities, or lack thereof, to promote students' understanding of curricular content under varying spatial and temporal conditions. The article describes and analyses two empirical studies, including five undergraduate courses framed by different combinations of time-space conditions. The analysis rested on extensive data: systematic observations, student surveys, interviews of students and teachers, and in one of the studies, examination results for a longer time period. We found that multi-functional learning spaces where both students and teachers could engage in presentations, communication and use of digital resources enabled teaching for student active learning, thus promoting understanding and improved examination results. This however presupposed that teachers initially got educational support and additional time for planning. Good spatial preconditions also reduced space-related time-losses and disruptions of teaching and learning considerably, which is particularly important when the teacher-led time is sparse.

  • 39.
    Lundström, Markus
    Stockholms universitet.
    Handlednings potential, examineringens låsningar - om uppsatsmomentets konflikt mellan formativ och summativ bedömning2016In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, no 1, p. 88-93Article in journal (Refereed)
    Abstract [en]

    The argument raised in this article stems from the analytical distinction between summative and formative assessment. While summative assessment demarks a measurable fixation of the student’s knowledge level at a given point in time, formative assessment instead aims to propel the learning process. Formative assessment becomes particularly manifested in the educational moment of supervised essay writing. Continuous and flexible feedback is vital to the art of supervising. This practice of formative assessment is, in turn, key to the student’s possibilities for deep learning. A fruitful formula for formative assessment and deep learning is to establish a horizontal relationship between supervisor and student, what Olga Dysthe has called the partnership model. This partnership relation is, as argued in this article, endangered by the examination practice’s constant insertion of verticality into the student-teacher relationship. By limiting relational horizontality, the examination locks the pedagogical potential that is naturally embedded in the relational process of essay writing.

  • 40.
    Lundström, Mats
    et al.
    Malmö högskola.
    Jakobsson, Anders
    Malmö högskola.
    Scientific trustworthiness - the considerations and perceptions of students2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 2, p. 98-116Article in journal (Refereed)
    Abstract [sv]

    I den här artikeln beskrivs och diskuteras en empirisk studie där gymnasieelever diskuterar olika förklaringsmodeller kring ämnesområdet kropp och hälsa. Syftet har varit att utvärdera och analysera elevernas användning av begreppen tillförlitlighet och trovärdighet i förhållande till såväl vetenskapliga som icke-vetenskapliga förklaringsmodeller. Vi har analyserat elevernas användning av olika epistemologiska resurser i argumentativa situationer. Analysen ledde fram till att eleverna använde fyra olika typer av epistemologiska resurser; relativistiska, normativa, auktoritativa och vetenskapliga. Resultaten visar att samma elev kan använda olika epistemologiska resurser vid olika tillfällen. Vi anser att vårt teoretiska ramverk som utgår från epistemologiska resurser kan bidra till att förstå hur individer använder olika förklaringsmodeller i olika sammanhang.

  • 41.
    Löfgren, Håkan
    et al.
    Linköpings universitet.
    Löfgren, Ragnhild
    Linköpings universitet.
    Alone with the test - student's perspectives on an enacted policy of national testing in Swedish schools2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 2, p. 35-49Article in journal (Refereed)
    Abstract [sv]

    Den här artikeln handlar om mellanstadieelevers erfarenheter av nationella prov i SO- och NO-ämnen i årskurs 6. Särskilt fokus riktas i artikeln mot hur ansvaret för förberedelser och resultat av nationella prov beskrivs av eleverna. Resultatdokumentation på mellanstadiet är inget nytt i sig, men återinförandet av betyg och fler nationella prov menar vi får konsekvenser för hur kunskapsbedömningar görs och i förlängningen för hur elever formas och formar sig som skolelever. Artikeln är baserad på data från sex gruppintervjuer med elever från tre olika skolor. Eleverna berättar om en ökad press såväl hemma som i skolan att prestera goda resultat på proven, men i elevernas berättelser så framstår de ofta som ensamt ansvariga för såväl förberedelser som resultat. Studien ger en bild av fragmentariska förberedelser i skolan inför proven och av elever som förväntas, och själva vill, visa goda resultat. Eleverna framträder som i huvudsak hänvisade till varandra, stressade, ibland lurade, men också nöjda i sina berättelser om sina erfarenheter av proven. Elevernas identitetsformering beskrivs här som effekter av hur policyn med nationella prov ‘görs’ (is enacted) i lokala praktiker. Detta ses i ljuset av förändringar i utbildningssystemet i riktning mot ett starkare intresse för elevers resultat i ett recentraliserat och konkurrensutsatt skolsystem.

  • 42.
    Mattus, Maria
    Högskolan i Jönköping.
    Wikipedia som lärkontext - ett resonemang om hur engagemanget i wikiproduktionen bidrar till det livslånga lärandet2014In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 8, no 1, p. 30-45Article in journal (Refereed)
    Abstract [en]

    The world’s largest user generated wiki encyclopedia Wikipedia attracts a lot of users – not only as readers, but as contributors. A global survey has shown that the contributors’ motives often are related to aspects of sharing knowledge (Glott, Schmidt & Ghosh 2010). This suggests that Wikipedia is a place for learning and that the engagement can lead to competencies that become part of the individuals’ lifelong learning. The intention here is to show how Wikipedia might work as a context for learning and how the engagement on Wikipedia becomes part of the individuals’ lifelong learning. Examples from three Featured Articles on the Swedish Wikipedia – the articles Fri vilja [Free will], Fjäll [Fell] and Edgar Allan Poe –are used as the point of departure for a reasoning about learning with Wikipedia. Concepts from Ramsden’s (2003) model of the logical structure of approaches to learning are applied to describe Wikipedia as a learning context. The model presents two main approaches to learning: one dealing with the structure (how), and the other with the search for meaning (what). Originally, this model focused on students’ approaches to learning, but in this case, it works as a source of inspiration. Further aspects to be taken into consideration here: the users’ collaboration and co-production, different roles and actions, and the articles’ development.

  • 43.
    Nilsson, Lena
    et al.
    Högskolan Väst.
    Wiedel, Daniel Olof
    Högskolan Väst.
    Forskning i samverkan: Att vara nära men se med nya ögon2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 1, p. 87-101Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to investigate how collaborative research can be used to develop early interventions in preschool. The research has been conducted together with preschool heads, special educators and social educators in a small municipality. The initiative was taken by municipal managers. After the development work had started, researchers were invited to a collaborative research process that lasted for about two years. Data was collected through process meetings, critical incidents, interviews, surveys and group discussions.

    The process is characterized by phases where different staff groups were involved. Preschool teachers both stressed their own skills and also emphasized the importance of continuous support and guidance from special and social educators. Managers emphasized their increased overall skills about early interventions. Collaborative research has helped to structure, quality assure and anchor focus on early interventions. It has been a tool for highlighting the issue from different perspectives, when staff and researchers work together. It has helped paying attention to important aspects, suggesting new directions when needed. In the research process, social and special educators have received valuable support in their new roles in the preschool environment. When the research process was completed, permanent support for early interventions was implemented.

  • 44.
    Osbeck, Christina
    Göteborgs universitet.
    Opponenten recenserar: Anna Henriksson Perssons licentiatuppsats2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 1, p. 103-109Article, book review (Other academic)
    Abstract [sv]

    En recension av: Henriksson Persson, A. (2018). Demokratiuppdrag och demokratiska arbetsformer i grundskolans mellanår: En demokratididaktisk studie med fokus på SO-undervisning. Licentiatuppsats. Karlstad: Karlstads Universitet.

  • 45.
    Reneland-Forsman, Linda
    Linnéuniversitetet.
    Student learning cultures as responses to a learning environment2017In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 11, no 1, p. 48-63Article in journal (Refereed)
    Abstract [sv]

    I samtida och framtida lärkulturer beskrivs studenter ofta som självreglerande, självständiga och kunskapssökande studenter med världen som sitt redskap för kunskapsutveckling. Ur många aspekter skiljer sig den bilden från senaste års debatt i Sverige om studenter med försämrade förkunskaper och låg motivation för studier. Denna studie avser att istället lyfta diskussionen till att handla om studenters handlingar och hur dessa kan påverkas av mötet med en undervisningsmiljö. I denna studie analyseras och diskuteras lärkulturer som studenters kommunikativa handlingar vid två längre utbildningsprogram. Handlingarna kategoriserades utifrån människors livsattityder och förhållningssätt i mötet med en utbildningsmiljö. Studenters handlingar och strategier bör inte betraktas som fixa identiteter eller grupperingar utan bör ses som reaktioner på mötet med en lärmiljö. Frågan aktualiserar syftet med högre utbildning samt ansvar för utformningen av lärmiljöer som bättre stödjer studenters meningsskapande och måluppfyllelse.

  • 46.
    Rosvall, Per-Åke
    Umeå universitet.
    Examinationer för elevinflytande?2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 2, p. 51-67Article in journal (Refereed)
    Abstract [en]

    Assessments for student influence? The aim of this article is to analyse the relation between assessments and student influence. This is done with examples from ethnographic material, with classroom observations and student and teacher interviews, by analysing two teachers’ pedagogic practices. The teachers were chosen since one teacher, in the interviews with the students, were mentioned as an example of having good pedagogic practice while the other as an example of the opposite. This was interesting because the first teacher left few possibilities to exercise influence while the other emphasised the students to exercise influence quite often. However, in none of the teachers’ pedagogic practices students’ own actions to influence were common. Here the teachers’ assessments seemed to be of great importance. Both teachers examined facts, and the most rational response from the students then were to ask the teachers to stand by the white board telling them what to learn for exams, rather than trying to influence the content of the pedagogic practice with contents of their own interest. The analysis demonstrate that if the students experience examinations as fixed, their motivation to influence the pedagogic practices seems demolished, regardless teachers intentions.

  • 47.
    Rönnerman, Karin
    Göteborgs universitet.
    Vikten av teori i praktiknära forskning: Exemplet aktionsforskning och teorin om praktikarkitekturer2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 1, p. 41-54Article in journal (Refereed)
    Abstract [en]

    Practice-based research (praktiknära forskning) is a concept frequently used in educational sciences to focus on research relevant for teachers and their practices. In this paper it is argued that critical action research together with the theory of practice architectures can be a successful combination for both teachers and researchers to gain a deeper understanding about how to change practices by understanding the practice and where it takes place. Critical action research should be understood and conducted in three broad realms that seek to develop aspects of practice, develop understandings of practice, and develop understandings of the site where it takes place. Asking oneself critical and provocative questions about these dimensions of practice in the company of others, challenges practitioners to change existing ways of working in the here-and-now. Through the lens of the theory of practice architectures, analyses can help teachers to be aware of what enables and constrains practices. The conclusion of the paper is that action research together with the theory of practice architectures, in line with other models of practice-based research allows more focussed study of learning and understanding than it does on the right method for teaching.

  • 48.
    Skeie, Geir
    Stockholms universitet.
    Education between formation and knowledge - a discussion based on recent English and Nordic research in religious education2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 2, p. 80-97Article in journal (Refereed)
    Abstract [no]

    Artikkelen tar utgangspunkt i spenningen mellom kunnskap (knowledge) og danning (formation) og utvikler dette som religionsdidaktisk problematikk ved hjelp av impulser fra engelsk religionsdidaktikk som tale rom å lære om og å lære av religion i skolen. Michael Grimmitt, Andrew Wright og Robert Jackson diskuteres i forhold til hverandre og det påpekeshvordan de alle fører den religionsdidaktiske diskusjon i nær kontakt med bredere tankestrømmer i pedagogisk og filosofisk tenkning. Denne diskusjon føres videre inn i nordiskreligionsdidaktisk debatt via Bråtens komparative studie og ved hjelp av Berndt Gustavssons danningsteoretiske perspektiver. Her vektlegges samspillet mellom ulike dimensjoner i danningen og det demonstreres hvordan dette kan bidra til å fange inn nyere forskningsbidrag i religionsdidaktikken. Konklusjonen er at fagdidaktisk debatt og forskning tjener på å blisett i lys av mer allmenpedagogiske perspektiver og at den kan bidra til utdyping av denallmenpedagogiske debatt om skolens innhold og mål.

  • 49.
    Svenning, Maria
    et al.
    Örebro universitet.
    Nordvall, Henrik
    Linköpings universitet; Örebro universitet.
    Vilka betydelser har internet för organiserade kvinnor inom kvinnorörelsen i Ecuador? Kommunikationsteknologi, kunskap och kvinnors organisering i ljuset av den globala digitala klyftan2014In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 8, no 1, p. 12-29Article in journal (Refereed)
    Abstract [en]

    In large parts of the world Internet is used on a daily basis, whereas in others many people don’t have access to the required technology. This inequality in Internet access is usually referred to as the ”digital divide”. In this study we draw attention to marginalized voices in relation to this divide. Our aim has been to gain an understanding of the perspectives on, and experiences of, Internet among organized women in Ecuador, a country where very few have access. The study is based on interviews with eight women, organized within the women’s movement. Results show that their main purpose in using Internet is to communicate, primarily with international organizations, and to find inspiration from other distant women’s groups. The limited access leads to frustration, since the women experience that they, compared to their international counterparts, have not the resources to utilize the potential of the Internet. They also share a vision for the future where more women are included in the network society.

  • 50.
    Svärdemo Åberg, Eva
    et al.
    Stockholms universitet.
    Calissendorff, Maria
    Stockholms universitet.
    Ståhle, Ylva
    Stockholms universitet.
    Förberedd för högskolestudier?: En studie av hur ”vetenskapligt grundat arbetssätt” tar skriftspråklig form i svenska gymnasiearbeten inom samhällsvetenskapsprogrammet2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 2, p. 7-23Article in journal (Refereed)
    Abstract [en]

    This study explored how scientifically based working methods were represented in upper-secondary school diploma projects and how these texts can be understood in relation to preparation for higher education. The empirical material was collected from three upper-secondary schools in Sweden. The data consisted of 54 upper-secondary school diploma projects with a pass grade. The theoretical framework drew on new literacy studies and on a design theoretical perspective. Initially, the diploma projects was examined on the basis of six science-specific criteria. Subsequently the projects were analysed to determine which representations of scientifically based working methods were made salient within the composition of the texts. The result showed that purpose formulations and questions, delimitations and source criticism and presentation of results with the support of different types of source texts were represented in the diploma projects. Scientific quality in the form of theoretical connection, theory and method knowledge and critical thinking was less prominent in upper-secondary school diploma projects.

12 1 - 50 of 57
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf