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  • 1. Ahnberg, Elisabeth
    et al.
    Lundgren, Mats
    Dalarna University, School of Education and Humanities, Education.
    Messing, Jan
    von Schantz Lundgren, Ina
    Dalarna University, School of Education and Humanities, Education.
    Följeforskning som företeelse och följeforskarrollen som konkret praktik2010In: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, Vol. Nr 16, no 3, 55-66 p.Article in journal (Refereed)
    Abstract [sv]

    Med utgångspunkt i fyra följeforskningsprocesser, där vi själva medverkat, diskuterar vi följeforskning som företeelse och rollen som följeforskare. Vår artikel ska ses som ett empiriskt exempel i anslutning till den debatt som Göran Brulin, Karin Sjöberg och Lennart Svensson initierade genom artikeln ”Gemensam kunskapsbildning för regional tillväxt”.

  • 2.
    Andersson, Milli
    Dalarna University, School of Education, Health and Social Studies, Education.
    Högläsningens betydelse för elevers språkutveckling: En kvalitativ studie om lärares syn på högläsning samt högläsningens betydelse för elevers språkutveckling2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 3.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Messina Dahlberg, Giulia
    Dalarna University, School of Education, Health and Social Studies, Education. Örebro universitet.
    Learning on-the-go in institutional telecollaboration: Anthropological perspectives on the boundaries of digital spaces2015In: Researching Language Learner Interaction Online: From Social Media to MOOCs / [ed] Edward Dixon and Michael Thomas, CALICO , 2015Chapter in book (Refereed)
    Abstract [en]

    As Digitally Mediated Communication increasingly becomes a dimension of everyday life across the globe, a greater number of individuals have access to newer ways of engaging in learning practices on-the-go. Learning here, i.e. in institutionalized educational settings like the videoconferencing program Adobe Connect explicitly can be conceptualized in terms of participation in distributed networks of relationships across both physical geopolitical as well as virtual spaces.

    The study presented here is interested in (i) examining the nature of languaging ‘in situ’ in digital institutional learning settings like virtual classroom, including the types of practices that unfold at the boundaries of different glocal communities, and (ii) throwing light upon the relationship(s) between the openness and parallel closure of online glocal spaces. We draw upon ethnographic data from a project at the CCD[1] research group in Sweden. Our anthropologically framed study takes sociocultural and postcolonial perspectives as points of departure and focuses upon screen recordings of online sessions of an Italian for Beginners course (80 hours) offered by a Swedish university.

    Sociocultural and postcolonial perspectives on culture, language and identity allow us to empirically investigate how students in cyber communities negotiate and co-construct SpaceTime as a single dimension during the institutionally framed agenda of an online language course focused in this study. We argue that in order to understand and empirically study such encounters (or sites of engagement) it is fruitful to use the epistemological lenses of TimeSpace as well as the postcolonial concepts of Third Space and Hybridity. This allows us an analytical shift in focus, from what happens inside a space or a community, to what occurs at the boundaries, in-between (virtual) spaces.

    Our results highlight the need to focus the distributed-discursive and the discursive-technological constitution of participants’ worlds i.e. humans-in-concert-with-artifacts in the shared space(s) of the virtual classroom, where the boundaries of what is real-tangible and what is curtailed-obscure become both fluid-diffuse and concrete-tangible. Dismantling notions of one nation-one language, facilitated by emerging media practices, it is suggested, also challenges dominant language ideologies based on monolingual-monomodal communication.

    [1]www.oru.se/humus/ccd/

  • 4.
    Bartholdsson, Åsa
    et al.
    Dalarna University, School of Education and Humanities, Social Anthropology.
    Gustafsson Lundberg, Johanna
    Lunds universitet.
    Hultin, Eva
    Dalarna University, School of Education and Humanities, Education.
    A foot in the floor: A critical perspective on socio-emotional programs in Swedish preschools and compulsory school2012In: Proceedings of Canadian International Conference on Education, Guelph, Canada 18-21 juni 2012, 2012Conference paper (Refereed)
    Abstract [en]

    Today, Social emotional learning (SEL) is common in pre-school and school both in Europe and North America. An overall issue in this study concerns the how borders between private and public are constructed and negotiated in schools and pre-schools where socio-emotional programs are practiced. A specific aspect, dealt with in this paper, concerns the processes of internalization, among students and children, of the normative set of values proclaimed by these programs. In this first preliminary analysis we operate within a foucouldian perspective. With this as a point of departure, abilities such as self-control, regulation of emotions and social behavior, and a discursive and social competence for presenting the self are constructed through the production of docile, obedient bodies.

  • 5.
    Bartholdsson, Åsa
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Gustafsson Lundberg, Johanna
    Lund.
    Hultin, Eva
    Dalarna University, School of Education, Health and Social Studies, Education.
    Cultivating the socially competent body: bodies and risk in Swedish programmes for social and emotional learning in preschools and schools2014In: Critical Studies in Education, ISSN 1750-8495, Vol. 55, no 2, 201-212 p.Article in journal (Refereed)
    Abstract [en]

    Social emotional learning (SEL) is common in preschools and schools both in Europe and North America today. Programmes for socio-emotional training and the rise of what is labelled therapeutic education have dramatically increased during the first decade of the millennium. In this article, a manual-based programme used for SEL in a Swedish school context is analysed from perspectives rooted in childhood sociology and post-structural studies. The aim of this study is to analyse the discursive constructions of a context of risk and the instilment of specific corporeal regimes. The main issue concerns the meaning and use of the body in the discursive construction of the social competent child within this context of risk. The analysis shows that the socially competent child is shaped and cultivated through self-regulating techniques aiming at creating a docile body, a body that will be a good citizen, a pliant member of the social order. 

    Social emotional learning (SEL) is common in preschools and schools both in Europe and North America today. Programmes for socio-emotional learning and what is labelled therapeutic education (Ecclestone & Hayes, 2007; Furedi, 2009) have dramatically increased during the first decade of the millennium. In Sweden, schools often justify their use of these programmes as a way of organizing their value-based education (von Br mssen, 2011), that is, as a way of realizing the democratic ambitions expressed in educational policy documents, such as the national curriculum.

  • 6.
    Bartholdsson, Åsa
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Gustafsson-Lundberg, Johanna
    Lunds universitet.
    Hultin, Eva
    Dalarna University, School of Education, Health and Social Studies, Education.
    Rapport från projektet Socioemotionella program i förskola och skola: förskolebarns, elevers och lärares erfarenheter2014Report (Other academic)
    Abstract [sv]

    Projektet syftar till att belysa olika aktörsperspektiv på implementering av och arbetet med socioemotionella program i den kommunala grundskolan och förskolan. Studien består av fem delstudier av fem kommunala verksamheter där arbete med socioemotionella program har ägt rum. Studien har en etnografisk design. Resultatet visar att implementeringsprocessen har sett olika ut i de studerade verksamheterna gällande initiativ till arbetet (uppifrån och ned, nedifrån och upp eller både och). Gemensamt i samtliga verksamheter var dock att det manualbaserade arbetet infördes utan granskning eller diskussion, vare sig på central kommunal nivå eller ute i verksamheterna. Vidare visar resultatet att många lärare till en början välkomnade manualbaserade program för att få tillgång till verktyg för systematiskt arbete med socioemotionella frågor, men att de snart fann svårigheter att omsätta övningarna på ett meningsfullt och etiskt försvarbart sätt för barnen och eleverna i verksamheten. Lärare uttrycker också osäkerhet gällande vilken skillnad de anser att programmen gjort för barnen/eleverna. Många barn och elever var kritiska mot programmen; barnen i förskolan hade svårt att sätta ord på vad de lärde sig av programmen och eleverna på högstadiet var öppet kritiskta till programarbetet. Eleverna i år tre och fem uttryckte däremot i mer positiva ordalag om det socioemotionella arbetet de tagit del av; deras svar ligger ofta i linje med de motiveringar för programmet som finns i programmen själva och bland lärare. Dessa elever uppvisar därmed ha tillägnat sig en diskursiv kompetens i sitt tal om programarbetet. I rapporten diskuteras också vilka implikationer programarbetet medfört dels för lärarprofessionaliteten, dels för realiserandet av skolans normativa uppdrag.

     

  • 7.
    Bartholdsson, Åsa
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Hultin, Eva
    Dalarna University, School of Education, Health and Social Studies, Education.
    Power Struggle in Social and Emotional Learning Activities: Case Studies from Preschool and Lower Secondary High School in Sweden2014Conference paper (Other academic)
    Abstract [en]

    The aim of this research paper is to describe and discuss different forms of resistance that children display in activities aiming to develop social and emotional competence in preschool and school. Social emotional training/Social emotional learning (SET/SEL) is common in preschool and school both in Europe and North America today. Manual-based programs for socio-emotional training and the rise of what is labeled therapeutic education (Ecclestone &Hayes 2007, Furedi 2009) have dramatically increased during the first decade of the millennium. In Sweden, schools often motivate their use of these programs as a way of organizing their value-based education (von Brömssen, 2011), that is, a way of realizing the democratic ambitions expressed in educational policy documents as the national curriculum.

    In this research paper we present the results from to two field studies - one in preschool and the other in lower secondary high school in Sweden. When conducting participant observation during lessons on social emotional learning (SEL), despite the democratic ambitions, children seemed to have little opportunity to influence the activities as the traditional power hierarchies, where children are subordinate, within school and classrooms prevail. Besides, many of the activities in social and emotional learning dealt with issues that both teachers and children defined as private matters - such matters that they usually do not handle in public. In research interviews children expressed many critical opinions on the forms and contents of these activities, but in preschool and school they were no invited to discuss these views. Still the children displayed their attitudes towards these activities in different forms of resistance: A common form of resistance is what here is called instrumentalization, that is to do the assignment or activity as detached as possible. Another form of resistance is making jokes both in relation to the content and form of the activities. Yet another form of resistance is being silent; this non-responsive resistance challenge both the realization of the activity as well as the social order in the classroom.

  • 8. Bartolo, Paul A.
    et al.
    Janik, Ivan
    Janikova, Vera
    Hofsäss, Thomas
    Koinzer, Petra
    Vilkiene, Vida
    Calleja, Colin
    Cefai, Carmel
    Chetcuti, Deborah
    Ale, Peter
    Lous, Annemieke Mol
    Humphrey, Neil
    Wetso, Gun-Marie
    Dalarna University, School of Education and Humanities, Education.
    Responding to student diversity teacher´s handbook2007Book (Other academic)
  • 9. Bartolo, Paul A.
    et al.
    Janik, Ivan
    Janikova, Vera
    Hofsäss, Thomas
    Koinzer, Petra
    Vilkiene, Vida
    Calleja, Colin
    Cefai, Carmel
    Chetcuti, Deborah
    Ale, Peter
    Lous, Annemieke Mol
    Wetso, Gun-Marie
    Dalarna University, School of Education and Humanities, Education.
    Humphrey, Neil
    Responding to student diversity tutor´s manual2007Book (Other academic)
  • 10. Bartolo, Paul
    et al.
    Humphrey, Neil
    Lous, Annemieke Mol
    Wetso, Gun-Marie
    Dalarna University, School of Education and Humanities, Education.
    European teachers´ concerns and experiences in responding to diversity in the classroom2005In: 30th Annual ATEE conference, Amsterdam, Holland, 2005Conference paper (Refereed)
  • 11.
    Bengtsson, Karin
    Dalarna University, School of Education, Health and Social Studies, Education.
    En bild säger mer än tusen ord?: En systematisk litteraturstudie om mellanstadieelevers förståelse av illustrationer och modeller i NO-undervisning2017Independent thesis Basic level (degree of Bachelor of Fine Arts), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna undersökning är att ta reda på hur elever i årskurs 4-6 förstår

    illustrationer och modeller som används inom NO-undervisningen. Frågeställningen

    handlar mer specifikt om hur illustrationer och modeller påverkar elevers lärande.

    Undersökningen är gjord i form av en systematisk litteraturstudie där tidigare

    forskning har sökts i databaser, bland annat ERIC ebsco och Summon. Sökprocessen

    och urvalet av litteratur är noga redovisat. Sex artiklar från olika delar av världen

    valdes ut för analys. Resultatet av analysen visar att illustrationer och modeller är

    värdefulla för elevers lärande men att elever i årskurs 4-6 ofta inte har förmåga att

    själva tolka bilderna eller förstå vilken information som bilderna kan förmedla. Detta

    innebär att lärare behöver lära eleverna vad som karaktäriserar olika former av

    modeller och illustrationer. Eleverna behöver också lära sig att se sambanden mellan

    olika representationer. På så sätt kan eleverna utveckla den förmåga, visual literacy, som

    krävs för att kunna ”läsa” bilder.

  • 12.
    Bernsköld Segoete, Linn
    Dalarna University, School of Education, Health and Social Studies, Education.
    SO- ämnenas breda undervisningsmöjligheter: - En text om hur lärares didaktiska val inom SO kan främja elevens utveckling mot den handlingskunskap och tolerans som läroplanen kräver.2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Undersökningen bygger på tre kvalitativa intervjuer med SO-lärare och ämnar belysa genom vilka metoder lärarens uppdrag att fostra och fokusera mot värdegrundsmål tillika kunskapsmålen i SO- ämnena kan genomföras. Läroplanens olika målsättningar är stundtals motsägelsefulla och komplexa och det är upp till varje lärare att själv reda ut hur de ska förhålla sig till läroplanens innehåll. Den individuella tolkningen av uppdraget lägger en slöja av subjektivitet över lärarens uppdrag, hur läraren tolkar uppdraget är av stor vikt för hur det sedermera kommer att genomfö-ras. Värdegrunden belyser förmågor och flertalet av de begrepp som lyfts fram som centrala i värdegrunden återkommer i det centrala innehållet i de olika SO- ämnena. Men kunskapskraven i SO fokuserar inte mot de förmågor som återfinns i värdegrundsmålen, varför det inte per auto-matik leder till måluppfyllelse bara genom att behandla begreppen i undervisningen. Värdegrun-den syftar till en framtidsfostran av eleverna och att stärka elever möjligheter att agera i samhället, ta ansvar för och kunna stå upp för demokratiska värden, ytterst en fråga om handlingskunskap, medan kunskapskraven i SO –ämnena fokuserar på vetenskapen om exempelvis de demokratiska värdena. Undersökningen ämnar således belysa de didaktiska val en lärare kan göra för att skapa den typ av handlingskunskap värdegrunden förordar inom ramen för SO-undervisningen. Resul-tatet visar att det går att kombinera dessa uppdrag genom att exempelvis ha öppna diskussioner, där läraren ställer provocerande frågor, att ha höga förväntningar på eleverna, skapa simulerande aktiviteter, arbeta i projektorienterade undervisningsformer och försöka få in verkligheten i klass-rummet.

  • 13.
    Billman, Sabina
    Dalarna University, School of Education, Health and Social Studies, Education.
    Språket i matematikens textuppgifter: En litteraturstudie om svårigheter i textuppgifter ochundervisningsstrategier som kan underlätta förståelsen förelever i årskurs 1-32014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 14.
    Boström, Maria
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Gustafsson, Ann
    Dalarna University, School of Education, Health and Social Studies, Education.
    Hur ger man lärare och studenter bästa möjliga stöd och support2014In: NU2014, Umeå 8-10 oktober, Abstracts, 2014, 34-34 p.Conference paper (Refereed)
    Abstract [sv]

    Högskolan Dalarna har i tre år arbetat med att bygga upp en gemensam supportorganisation både för administrativa och tekniska frågor. Projektet kallades ”En väg in”, vilket var vad vi ville uppnå. Alla, både studenter och lärare ska bara ha en väg in till supporten; ett telefonnummer, en e-postadress, ett mötesrum på nätet för onlinesupport och en reception för personliga besök. I mitten av februari i år driftssattes den nya supportorganisationen. Vägen har varit lång och krokig, men vi tror på detta som ett vinnande koncept, inte bara för våra studenter och lärare, utan även för den personal som arbetar i supportorganisationen, Vi har fått en större gemenskap och förståelse för varandra mellan avdelningarna, vilket både underlättar vårt dagliga arbete och ökar trivseln bland personalen.

    Bakgrunden till projektet var att det i olika sammanhang framkommit att studenter, lärare och övrig personal upplevde att det fanns en otydlighet om vart man skulle vända sig med olika frågor, så hösten 2011 inleddes samtal mellan IT-avdelningen, Avdelningen för studentservice, NGL-centrum och Lokal- och Försörjningsavdelningen och en förstudie startades.

    Hösten 2012 tillsattes två projektledare som fick till uppgift att driva och samordna projektet Ny supportorganisation.

    Personal från de fyra ingående avdelningarna engagerades i varje delprojektgrupp, för att få en bred förankring.

    Den stora utmaningen i projektet har varit att få med sig all personal. Vi upptäckte en hel del skillnader i arbetssätt, rutiner, öppettider mm. Vi har bla arbetat med informationsmöten, dialogmöten och gruppdiskussioner. Vi har även tagit in en extern resurs som behandlat förändringsarbete och gruppdynamik. Vi ser nu efter tre år att inställningen har förändrats, från att ha varit avvaktande hos många, till att nu se fördelarna. Denna förändring i inställning var en förutsättning för att den gemensamma supportorganisationen skulle kunna driftssättas.

    Vi vill gärna dela med oss av våra erfarenheter samt ta del av hur andra lärosäten arbetar med stöd och support för sina lärare och studenter. Högskolan Dalarna har sett detta som en oerhört viktig och central del för att lärarna ska få det stöd de behöver med tekniska och administrativa frågor, för att då kunna fokusera på sin roll, att skapa förutsättningar för lärande. Lika viktigt är att studenterna ska uppleva att de snabbt och effektivt får rätt hjälp i rätt tid.

  • 15.
    Cameron, David Lansing
    et al.
    University of Agder, Norway.
    Lindqvist, Gunilla
    Dalarna University, School of Education, Health and Social Studies, Education. Uppsala universitet.
    School district administrators’ perspectives on the professional activities and influence of special educators in Norway and Sweden2014In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 18, no 7, 669-685 p.Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to investigate school district administrators’ perspectives concerning the professional activities and influence of special educators in Norway (n=266) and Sweden (n=290). We examine three themes drawn from a survey of practices and policies in each country: (a) the organisational arrangements in which special educators work, (b) perceived changes in special educators’ activities, and (c) ratings of special educators’ influence on the content of instruction and the availability of resources for children with special needs. Findings suggest that special educators frequently work in teams, function largely as advisors, and spend less time working with individual students than in previous years. There appears to be a more pronounced increase in special educators’ time devoted to advising and documentation in Sweden than in Norway. Swedish special educators were also more frequently described as working in multidisciplinary teams. Participants in both countries rated the influence of special educators significantly higher than that of parents and teachers on the availability and distribution of resources; and significantly higher than politicians, public officials, teachers, and parents with regard to influence over the content of instruction. We discuss these findings in relation to the goals and development of inclusive education in Scandinavia.

  • 16.
    Case, Megan
    Dalarna University, School of Education and Humanities, Education.
    Experiences of idiolect change among English speakers in Sweden2011In: Migration, Narration, Communication: Cultural Exchanges in a Globalised World / [ed] Witalisz, Alicja, Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Warszawa, Wien: Peter Lang Publishing Group, 2011, 137-148 p.Chapter in book (Refereed)
  • 17.
    Case, Megan
    Dalarna University, School of Education, Health and Social Studies, Education.
    Language students’ personal learning environments through an activity theory lens2015In: Researching Language Learner Interaction Online: From Social Media to MOOCs / [ed] Dixon, E., and Thomas, M., San Marcos, TX: CALICO , 2015, 1Chapter in book (Refereed)
    Abstract [en]

    This chapter illustrates a learner-centric approach to investigating the potential of online resources for language learning. In contrast to studies that look at the use of particular applications, tools, or social media platforms in formal educational contexts, this approach takes into account the totality of the personal learning environments learners create for themselves, intentionally and unintentionally, which may include online vocabulary-training applications, connection with native speakers of the target language through social media, immediate and free access to cultural products such as films, music, and the press, and increasingly ubiquitous machine translation. Using an activity theory framework and questionnaire data, the empirical portion of this chapter illustrates some aspectsof the personal learning environments of adults studying a foreign language at the beginner level and draws the following conclusions: (a) exploring the applicability of technologies for language learning can be done bottom up rather than top down; (b) digital tools do not replace nondigital tools, they complement them; (c) the digital native/digital immigrant distinction (Prensky, 2001; Benini & Murray, 2014) is questionable; (d) learner objectives do not always correspond to curricular objectives; and (e) the lines between language learning and language use can be blurred, and this is enabled in part by technology.

  • 18.
    Case, Megan
    Dalarna University, School of Education, Health and Social Studies, Education. Örebro University.
    Machine translation and the disruption of foreign language learning activities2015In: eLearning Papers, ISSN 1887-1542, E-ISSN 1887-1542, no 45, 4-16 p.Article in journal (Refereed)
    Abstract [en]

    This study examines the question of how language teachers in a highly technology-friendly university environment view machine translation and the implications that this has for the personal learning environments of students. It brings an activity-theory perspective to the question, examining the ways that the introduction of new tools can disrupt the relationship between different elements in an activity system. This perspective opens up for an investigation of the ways that new tools have the potential to fundamentally alter traditional learning activities. In questionnaires and group discussions, respondents showed general agreement that although use of machine translation by students could be considered cheating, students are bound to use it anyway, and suggested that teachers focus on the kinds of skills students would need when using machine translation and design assignments and exams to practice and assess these skills. The results of the empirical study are used to reflect upon questions of what the roles of teachers and students are in a context where many of the skills that a person needs to be able to interact in a foreign language increasingly can be outsourced to laptops and smartphones.

  • 19. Ericson, Björn
    et al.
    Lundgren, Mats
    Dalarna University, School of Education and Humanities, Education.
    Olsson, Bertil
    Dalarna University, School of Technology and Business Studies, Business Administration and Management.
    När folkhögskolan möter högskolan -Erfarenheter från en forskningscirkel om pedagogiska praktiker2006In: Mimer, Brunnsvik, 2006Conference paper (Other academic)
    Abstract [sv]

    Utvecklingen och framväxten av det sk informationssamhället har medfört att det svenska högskolesystemet har byggts ut. Ny grupper av studenter söker sig till högskolan. Från drygt 40.000 studenter i mitten av 60-talet finns idag över 400.000 studenter vid våra högskolor och universitet. Ett vidgat tillträde till högre utbildning ställer flera nya och utmanande frågor. Har så många människor motiv och förmåga att ta sig an högskolestudier? Är utbygnaden motiverad och löner den sig? Hur skall gymnasieskola och vuxenutbildning förbereda de kommande studenterna på ett bra sätt? Behöver så många utbilda sig, eller med andra ord, passar alla dessa nya studenter för högskolans krav? Är högskolan verkligen intresserad av att anpassa sig och ge dessa nya grupper tillträde till den högre utbildningen? Dessa och andra frågor, som utgår från den nya situation som högskolan befinner sig i, diskuterade och bearbetade en grupp lärare från Högskolan Dalarna och fem av Dalarnas folkhögskolor i en forskningscirkel. Syftet med detta paper är att sammanfatta erfarenheterna från forskningscirkeln.

  • 20.
    Eriksson, Anders
    Dalarna University, School of Education, Health and Social Studies, Education.
    Egenskaper adepter värdesätter hos en tränare2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund

    Tränare finns på många olika nivåer, från barn- och ungdomstränare till elittränare. Ishockey och fotboll är två av Sveriges största idrotter vilket gör att det är många ledare som är verksamma inom dessa idrotter.

    Syfte

    Syftet med denna studie är att undersöka vilka egenskaper adepter värdesätter hos en tränare samt vad adepter anser om feedback från tränaren.

    Metod

    För att ta reda på det har jag gjort enkätundersökningar i sex olika elitlag. Undersökningen baseras på killar i åldrarna 16-20 år. Sammanlagt är det 100 killar som har deltagit i min undersökning, tre hockeylag respektive tre fotbollslag.

    Resultat

    Undersökningen visade att det var samma egenskaper som var utmärkande hos både hockey- och fotbollslagen. Några av dessa egenskaper är: kunnig i sin idrott, tävlingsinriktad, ambitiös och inspirerande. Att tränarna ska vara kunnig i sin idrott visade sig vara den viktigaste egenskapen enligt spelarna som deltog i enkäten.

    Diskussion

    Spelarna föredrar helst att tränaren är kunnig i sin idrott. Då spelarna i undersökningen tillhör elitlag kräver det troligtvis bättre kvalité på tränarna vad gäller kunskap för att kunna matcha spelarnas målbild & kvalité.

  • 21. Eriksson Gustavsson, Anna-Lena
    et al.
    Göransson, Kerstin
    Nilholm, Claes
    Alm, Barbro
    Asp-Onsjö, Lisa
    Bladini, Kerstin
    Hjörne, Eva
    Samuelsson, Joakim
    Wetso, Gun-Marie
    Dalarna University, School of Education and Humanities, Education.
    Specialpedagogisk verksamhet i grundskolan2011Book (Other academic)
  • 22.
    Eriksson, Per
    Dalarna University, School of Education, Health and Social Studies, Education.
    Hör idrott och hälsa ihop?: En intervjustudie av elever i gymnasial lärlingsutbildning2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    SyfteSyftet med denna studie är att bidra till en förståelse för hur elever i gymnasial lärlingsutbildninguppfattar skolämnet idrott och hälsa i relation till framtida yrkesliv.MetodMetoden som användes var kvalitativa intervjuer där intervjun utgick ifrån en intervjuguide ochljudupptagning gjordes. Urvalet bestod av åtta st elever som läser olika program på en gymnasieallärlingsutbildning. Dessa åtta valdes ut genom lottning, bland de som givet sitt godkännande.Intervjuerna transkriberades för att sedan sammanfattas till ett resultat.ResultatResultatet visade på att eleverna ser idrott som något som hör till skolämnet Idrott och hälsa ochinnefattar väldigt mycket, men kan delas upp i att det är något praktiskt, med teoretiska inslag.Där hälsa är något som främjas genom främst träning och kost. Några av eleverna anser dock attens egna tankar även är något som påverkar hälsan. Utifrån detta har eleverna mestadels ettsynsätt på hälsa ur ett patogent perspektiv, med inslag av det salutogena.Syftet med skolämnet är enligt eleverna först och främst den fysiska aktiviteten, men den skaäven ge kunskaper om och varför man genomför viss fysisk aktivitet. Detta tillsammans medkunskaper inom ergonomi, är av stor vikt då alla elever anser att det är viktigt att träna vid sidanav arbetet för att behålla en god hälsa. Samtidigt menar flera att detta ansvar är individuellt ochdet är därmed ingen annan som kan se till att du bibehåller en god hälsa. Syftet med skolämnet äratt du ska erhålla all denna kunskap, men samtidigt finns det negativa bitar inom ämnet som urett salutogent perspektiv kan betraktas som hämmande för hälsan. Ur elevernas perspektiv anserde att det är det ”tvång” att medverka i aktiviteter man inte gillar, samt de situationer där mankänner sig dålig som kan orsaka detta.

  • 23.
    Garanto Palacin, Ana Belen
    Dalarna University, School of Languages and Media Studies, Spanish. Dalarna University, School of Education and Humanities, Education.
    Pruebas y evaluaciones en la clase de español como lengua moderna -: un estudio sobre cómo ha cambiado la situación tras la entrada en vigor de Lgr112012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 24.
    Gleisner Villasmil, Lena
    Dalarna University, School of Education and Humanities, Education.
    Appar som nappar: Presentation från TeachmeedMitt2 i Falun 28 november 20122012Other (Other (popular science, discussion, etc.))
  • 25.
    Gleisner Villasmil, Lena
    Dalarna University, School of Education and Humanities, Education.
    Trampolin-spanska Gy-Vux: språkträning inför steg 3 : ord och grammatik2006Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Trampolin är ett spanskt övningshäfte att skriva i med ord- och grammatikövningar. Häftet innehåller 14 avsnitt som inleds med text följd av övningar På ord och grammatik. Texterna är skrivna som en novell där du får följa spansktalande Vanesa.

    Häftet är perfekt för en snabb uppfräschning inför steg 3, så att eleverna får en gemensam grund att stå på. Det passar också i andra sammanhang då eleverna behöver en strukturerad och varierad snabbrepetition.

  • 26.
    Gustavsson, Hans-Olof
    et al.
    Mälardalens högskola.
    Lundgren, Mats
    Dalarna University, School of Education, Health and Social Studies, Education.
    Lahdenperä, Pirjo
    Mälardalens högskola.
    Du är inte ensam!: Interkulturell kompetensutveckling genom kollegialt lärande2016In: Skolans möte med nyanlända / [ed] Lahdenperä, P & Sundgren, E., Lund: Liber, 2016, 1, 207-225 p.Chapter in book (Other academic)
    Abstract [sv]

    Detta kapitel handlar om kollegialt lärande och den roll rektorer spelar för att leda verksamheten för nyanlända elever. Här beskrivs erfarenheter från ett kombinerat forsknings- och utvecklingsprojekt i samarbete mellan forskare och praktiker i form av interaktiv aktionsforskning där metoder som forskningscirklar och tankesmedja används med målet att utveckla kollegial samverkan och kollegialt lärande, nya pedagogiska arbetsformer, verksamhetsutveckling och interkulturell kompetens kring nyanlända elevers skolsituation.

  • 27.
    Göransson, Kerstin
    et al.
    Karlstad universitet.
    Lindqvist, Gunilla
    Dalarna University, School of Education, Health and Social Studies, Education. Uppsala universitet.
    Möllås, Gunvie
    Jönköping university.
    Almqvist, Lena
    Mälardalen university.
    Nilholm, Claes
    Uppsala university.
    Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden2017In: Educational review (Birmingham), ISSN 0013-1911, E-ISSN 1465-3397, Vol. 69, no 4, 490-505 p.Article in journal (Refereed)
    Abstract [en]

    Special needs educators and their counterparts are expected to play a significant role in schools’ work towards inclusive practices. Studies do, however, indicate a rather diversified picture regarding the occupational groups assigned to work with special support and their workroles, within and between different countries. In Sweden, one can differentiate between two such occupational groups, special needs educators (SNEs) with qualifications in special educational needs at advanced level and support teachers (SuTs) with varying teacher education and education in special educational needs. The aims of this paper are to investigate the occurrence of SNEs and SuTs within the compulsory school system in ten municipalities in Sweden and the occupational roles of those SNEs and SuTs in relation to the inclusion agenda. A questionnaire was sent out in 2012 to all SNEs and SuTs in ten municipalities (n=511, response rate 61.6%). Main results indicate that: a) there is wide variation between municipalities regarding the extent to which SNEs or SuTs are assigned to work with special support; b) the characteristics of the occupational role of SNEs are more in line with inclusive practices than those of the role of SuTs; c) there is consensus between the two occupational groups regarding what they think should characterize the occupational role of SNEs; and d) SNEs consider, more than do the SuTs themselves, that the role of SuTs should be more in line with that of a ‘traditional special-education teacher’. Results are discussed in relation to Skrtic’s (1991, 1995) theoretical accounts of inclusive education and Abbott’s (1988) notion of jurisdictional control.

  • 28.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Lindqvist, Gunilla
    Dalarna University, School of Education, Health and Social Studies, Education. Uppsala universitet.
    Nilholm, Claes
    Uppsala universitet.
    Voices of special educators in Sweden: a total-population study2015In: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, Vol. 57, no 3, 287-304 p.Article in journal (Refereed)
    Abstract [en]

    Background: There are two occupational groups in Sweden that are expected to have

    significant impact on educational work related to children in need of special support.

    These two groups are special educational needs coordinators (SENCOs) and special

    education teachers. In this paper, we use the collective name ‘special educators’ to

    refer to both groups. Special educators are expected to have specific knowledge

    regarding the identification of, and work with, school difficulties. However, there is

    noticeably little research concerning these occupational groups. This study was

    undertaken in order to further our knowledge about special educators’ work.

    Purpose: The overall purpose of the present paper is to provide a first overview of

    special educators’ work. The paper investigates these special educators’ perceptions

    of their occupational role, of their preparedness for the role and of how their role is

    practised. The paper also illuminates questions about SENCOs’ and special education

    teachers’ knowledge and values as well as the grounds for the occupational groups

    to claim special expertise related to the identification of, and work with, school difficulties.

    Design and method: A questionnaire was sent out in 2012 to all SENCOs and special

    education teachers in Sweden who received their degree from 2001 onwards and

    in accordance with the Swedish examination acts of 2001, 2007 and 2008

    (N = 4252, 75% response rate).

    Results: According to the results, special educators state that they are well prepared

    to work with some tasks, such as counselling, leading development work and teaching

    children/pupils individually or in groups. Concurrently, there are tasks that the

    groups are educated for (e.g. school-development work), which they seldom practise

    in their daily work.

    Conclusions: Primarily using reasoning concerning jurisdictional control, we discuss

    SENCOs’ and special education teachers’ authority to claim special expertise in relation

    to certain kinds of work, clients and knowledge and thus, their chances of gaining

    full jurisdictional control in the field of special education.

  • 29.
    Hagström, Eva
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Lindberg, Owe
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Three theses on teaching and learning in higher education2013In: Teaching in Higher Education, ISSN 1356-2517, E-ISSN 1470-1294, Vol. 18, no 2, 119-128 p.Article in journal (Refereed)
    Abstract [en]

    In our article, we explore the possibility of formulating theses about teaching as one way to use research as a basis for educational action. The theses are formulated from current educational research on teaching and learning in higher education. We also explore the potential for action and the consequences derived from the theses. With our theses, we criticise less complex ways of using research for educational purposes. Through theses we can suggest directions for action without prescribing certain methods or procedures and provide answers without reducing the teachers' possibilities for choice or diminishing their responsibility for their actions. Our exploration is an invitation to a collaborative exploration of theses on teaching and learning in order to broaden and deepen our shared basis for educational action.

  • 30.
    Holmgren, Emma
    Dalarna University, School of Education, Health and Social Studies, Education.
    Laborativt arbete i grundskolan: En systematisk litteraturstudie om möjligheter och utmaningar med ett laborativt arbete i grundskolan2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka vad tidigare forskning säger om ett laborativt arbetssätt

    och hur ett sådant arbetssätt kan användas i den naturvetenskapliga undervisningen. Detta syfte

    uppfylldes genom att besvara två frågeställningar. Den första berörde lärares syfte och mål med

    ett laborativt arbetssätt. Den andra frågeställningen undersökte vilka möjligheter och utmaningar

    som följer med ett laborativt arbetssätt ur ett elevperspektiv.

    Studiens design är en systematisk litteraturstudie, en sådan studie syftar till att finna all relevant

    litteratur inom ett visst område, för att sedan värdera och läggas samman den. Litteraturen har

    valts ut genom sökning i databaserna Summon, NorDiNa, DiVa, Eric (Ebsco), Google Scholar samt

    avhandlingar.se.

    Resultatet av denna studie visar att lärare har generella och specifika mål med sina laborationer,

    dessa mål görs i olika grad synliga för eleverna och där några mål förblir helt explicita. Med ett

    laborativt arbetssätt kan eleverna med rätt förutsättningar utveckla kunskaper om hur de kan

    reflektera, kritiskt granska samt formulera hypoteser och slutsatser. Dessa kunskaper och

    förmågor överensstämmer med de systematiska undersökningar som präglar de

    naturorienterande ämnenas kursplaner.

  • 31.
    Hultin, Eva
    Dalarna University, School of Education, Health and Social Studies, Education.
    Children's Democratic Experiences in a Collective Writing Process: Analysing Classroom Interaction in Terms of Deliberation2017In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 3, no 1Article in journal (Refereed)
    Abstract [en]

    The aim of this study is twofold: firstly, it aims to explore the interactional conditions in terms of democratic qualities constituted in collective writing in a primary school classroom; and secondly, it aims to examine whether a set of deliberative criteria is fruitful as an analytical tool when studying classroom interaction. Theoretically, I turn to New Literacy Studies for understanding the writing classroom as a literacy practice and the actual (collective) writing as literacy events. The study has an ethnographic approach in which classroom observations were conducted during a collective writing process involving six nine-year-old children and their teacher. The observations included, two lessons, divided into 3 hours, which were observed, videotaped, and transcribed. The teacher had planned for a strict interactional or didactical order during the collective writing in which the children were to respond individually. However, the children responded in a different manner by starting a vivid dialogue in which they negotiated both the form and the content of the story. The analysis shows some deliberative qualities in this classroom interaction, while some other qualities were not evident. Furthermore, the analysis showed that the set of deliberative criteria was useful in visualizing both existing deliberative qualities in the interaction and the potential for developing such qualities.

  • 32.
    Hultin, Eva
    Dalarna University, School of Education and Humanities, Education.
    Democratic education in the age of therapeutic culture: teenagers’ and teachers’ experiences of social-emotional learning in a nine grade class2013In: The 41st Annual Congress of the Nordic Educational Research AssociationDisruptions and eruptions as opportunities for transforming education: Abstract book, 2013, 93- p.Conference paper (Refereed)
    Abstract [en]

    The purpose of this paper is to discuss the implications for the possibilities of doing democratic experiences when using socio-emotional programs as value-based education. Since the wake of the Second World War, school as an institution has been given a specific responsibility for securing democracy through educating future citizens equipped with democratic values and skills. Earlier studies have shown that even though there has been a societal consensus that school should have this democratic assignment, there have been several interpretations of its meaning and its didactical design.  During the first decade of the millennium, it has become common to use manual-based programs for social emotional learning (SEL) as a way of realizing school’s democratic assignment. The increase of using socio-emotional programs within schools is understood from the sociological perspective as a part of a wider therapeutic culture where a focus on emotions and how to handle emotions is regarded as enlightened and good (Furedi 2003).

    In this paper, the results of a case study of the implementation of a social-emotional program as value-based education in a nine grade class are presented and discussed. The study is conducted through classrooms observations when SEL activities are organized, interviews with the school’s headmaster, teachers, and pupils on their experiences and views on SEL in education. The school is situated in a Swedish municipality where all pupils in compulsory school had to participate weekly in social-emotional programs, as a consequence of local political decision. The main results of the study point at that the implementation of the SEL program in the studied class can be understood as contra productive concerning creating a democratic school culture for teachers and pupils. Neither teachers’ nor pupils´ critique of the SEL program were heard or taken seriously. There were no forum for critical discussions on the premises of the program – critique was silenced and resistances were ignored. The pupils expressed less belief in democratic processes after (being compelled to) participating in the SEL program than before.

     

  • 33.
    Hultin, Eva
    Dalarna University, School of Education, Health and Social Studies, Education.
    Schooling for Citizenship in the Age of Therapeutic Culture2014Conference paper (Refereed)
    Abstract [en]

    The purpose of this paper is to discuss the implications for democratic experiences when using socio-emotional programs as value-based education. In all democratic European countries, the school as an institution has been given a specific responsibility to foster and educate future citizens by equipping the pupils with democratic values and skills. In recent years, a school’s democratic assignment has often been interpreted in terms of social and emotional learning (SEL). This interpretation of democratic education as a form of therapeutic intervention can be understood, from a sociological perspective, as a part of a wider therapeutic culture where the focus on emotions and how to handle emotions is regarded as enlightened and good (Furedi 2003).

     

    The results of an ethnographic case study of the implementation of a social-emotional program as value-based education in a nine grade class are presented and discussed. The main results suggest that the implementation of the SEL program in the studied class can be understood as counter-productive as regards creating a democratic school culture for teachers and pupils. Neither teachers’ nor pupils´ critiques of the SEL program were heard or taken seriously. There was no forum for critical discussions on the premises of the program – critique was silenced and resistances were ignored. Furthermore, there was no place for political questions in the SEL activities as the focus was directed to the handling of emotions. The pupils expressed less belief in democratic processes after (being compelled to) participating in the SEL program than before.

  • 34.
    Hultin, Eva
    et al.
    Dalarna University, School of Education and Humanities, Education.
    Bartholdsson, Åsa
    Dalarna University, School of Education and Humanities, Social Anthropology.
    Gustafsson Lundberg, Johanna
    Dalarna University, School of Education and Humanities, Religious Studies.
    Constructions of social and emotional abilities in textbooks2012In: the 40th Annual Congress of the Nordic Educational Research Association: Abstract book, 2012Conference paper (Refereed)
  • 35.
    Hultin, Eva
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Westman, Maria
    Att skriva sig till läsning: erfarenheter och analyser av det digitaliserade klassrummet2014Collection (editor) (Other (popular science, discussion, etc.))
  • 36.
    Hultin, Eva
    et al.
    Dalarna University, School of Education and Humanities, Education.
    Westman, Maria
    Dalarna University, School of Education and Humanities, Swedish.
    Changing learning conditions when early literacy practices go digital2012In: the 40th Annual Congress of the Nordic Educational Research Association: Abstract book, 2012Conference paper (Refereed)
  • 37.
    Hultin, Eva
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Westman, Maria
    Uppsala universitet.
    Collective and Individual Literacy Strategies in the Process of Writing within a Digitalized Classroom2014Conference paper (Refereed)
    Abstract [en]

    During the last decades most spheres of society have been digitalized which has changed patterns of communications, relations and habits in people’s everyday life at work, in school, at home, in politics, etc. This is especially true in the developed countries even though digitalization is also a fact in many sectors in the developing countries as well. Two thirds of the schools in Sweden, where this study takes place, have equipped or are about to equip all pupils with a computer or tablet. This can be understood as the implementation of a new (digital) infrastructure for learning in the classrooms, which might change the conditions for learning radically, which some of the earlier research have indicated. 

    In this study we focus on the changes that digital resources in classroom might bring into pupils’ writing processes, especially what collective and individual literacy strategies the new technology supports. The setting of the study is a classroom (year 2) in a primary school where the early literacy learning has been digitalized. The material is based on video typed classrooms observations of a particular writing process as well as the produced texts. Thus, both teacher-led activities and pupils’ individual literacy activities at the computers are studied.

    The findings show a dynamic relation between collective literacy strategies constituted by the teacher and pupils in teacher-led activities and pupils’ individual literacy strategies constituted in relation to the digital resources. This is visible both in terms of content and form of text and text production. Another notable finding is that the pupils’ individual strategies vary, even though they meet the same collective literacy resources. Yet another finding is that the digital recourses open up for new possibilities for pupils’ agencies in their writing process.

  • 38.
    Hultin, Eva
    et al.
    Dalarna University, School of Education and Humanities, Education.
    Westman, Maria
    Dalarna University, School of Education and Humanities, Swedish.
    Digitalization of Early Literacy Practices2012In: Proceedings of Canadian International Conference on Education, Guelph, Canada 18-21 juni 2012, 2012Conference paper (Refereed)
    Abstract [en]

    The aim of this study is to contribute to an understanding on how digitalization affects early literacy practices in terms of literacy teaching (methods, materials, routinized activities, etc.) and the use of literacy genres in the digitalized writing. The study has an overall ethnographical design, where we as researchers, during two years, follow a group of first grade teachers when they “go digital” in their literacy teaching. The study is theoretically influenced by New Literacy Studies, genre theory and multi-modality. “Going digital” here implies both the new digital tools that the classrooms have been equipped with (e.g. computers, smart boards, projectors, etc.) and the use of a specific early literacy method, learning to read through writing on computers – without using a pencil. The method involves the change from children learning to read and write by using textbooks for reading and pencils for writing to using computers from the start. The children’s own texts are used as an important reading material. When children use digital writing tools their texts become longer and they also use a wider range of literacy genres, specifically more factional genres.

     

  • 39.
    Hultin, Eva
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Westman, Maria
    Early Literacy Practices go Digital2013In: Literacy Information and Computer Education Journal (LICEJ), ISSN 2040-2589, Vol. 04, no 02, 1005-1013 p.Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to contribute to an understanding of how digitalization affects early literacy practices in terms of literacy teaching (methods, materials, routinized activities, etc.) and the use of literacy genres in digitalized writing. The study has an overall ethnographical design, where we as researchers, over the course of two years, follow a group of first grade teachers when they “go digital” in their literacy teaching. The study is theoretically influenced by New Literacy Studies, genre theory and multimodality. “Going digital” here includes both the new digital tools that the classrooms have been equipped with (e.g. computers, smart boards, projectors, etc.) and the use of a specific early literacy method, learning to read through writing on computers – without using a pencil. The method involves a change from children learning to read and write by using textbooks for reading and pencils for writing to using computers from the start. The children’s own texts are used as important reading material. When children use digital writing tools their texts become longer and they also use a wider range of literacy genres, specifically more factual genres.

  • 40.
    Hultin, Eva
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Westman, Maria
    Uppsala universitet.
    Förhandlingar och maktkamper i ett kollektivt textbygge2013Conference paper (Refereed)
    Abstract [sv]

    Syftet med denna studie är att  skapa kunskap om förhandlingsprocesser vid kollektivt textbyggande i skolans tidiga läs- och skriftspråkspraktiker. Studiens teoretiska utgångspunkt är i critical literacy (Janks 2010). Utifrån detta perspektiv förstår vi klassrumsaktiviteter som alltid konstituerade  i relation till makt och där relationer i klassrummet är med andra ord kopplade till makt vilka ständigt förhandlas och därmed inte (helt) givna på förhand. I studien har vi följande analytiska fokus: •Hur bemöts förslag i det kollektiva textbygget? •Vilka typer av förhandlande uppstår? •Vilka elevpositioner konstrueras i textbyggandet? •Vilka förhandlingspositioner skapas i det kollektiva textbygget? Resultatet visar att elever intar olika positioner i förhandlingarna och att deras förslag bemöts på olika sätt.

  • 41.
    Hultin, Eva
    et al.
    Dalarna University, School of Education and Humanities, Education.
    Westman, Maria
    Dalarna University, School of Education and Humanities, Swedish.
    Genres in Transformation in Digital Classrooms2013In: The 41st Annual Congress of the Nordic Educational Research AssociationDisruptions and eruptions as opportunities for transforming education: Abstract book, 2013, 157- p.Conference paper (Refereed)
  • 42.
    Hultin, Eva
    et al.
    Dalarna University, School of Education and Humanities, Education.
    Westman, Maria
    Dalarna University, School of Education and Humanities, Swedish.
    Literacy Teaching, Genres, and Power2013In: Educational Enquiry, ISSN 2000-4508, Vol. 04, no 02, 279-300 p.Article in journal (Refereed)
    Abstract [en]

    The theoretical framework of this article is based on critical literacy (Janks, 2010) and genre theories (Swales, 1990; Schleppegrell , 2004). The main purpose of this article is to contribute to an understanding of the use and production of text genres as a power-embedded practice. In doing so, we analyse first grade children’s texts in terms of genres and sub-genres. Furthermore, we analyse the subject positions that are constituted in the children’s texts. We understand genres as related to power; since they both open and/or closed ways of saying or stating things in and about the world. “Where there is power there is resistance”, as Foucault says (1976). Specific interest will be directed towards children’s ways of offering resistance in their texts, resistance against prescribed dominant genres. This resistance is seen as a creative way for children to use their power and agency, through creating hybrid genres.

  • 43. Humphrey, Neil
    et al.
    Bartolo, Paul
    Ale, Peter
    Calleja, Colin
    Hofsaess, Thomas
    Janikova, Vera
    Lous, Annemieke Mol
    Vilkiene, Vida
    Wetso, Gun-Marie
    Dalarna University, School of Education and Humanities, Education.
    Understanding and responding to diversity in the primary classroom: an international study2006In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 29, no 3, 305-318 p.Article in journal (Refereed)
  • 44.
    Högberg, Sören
    Dalarna University, School of Education, Health and Social Studies, Education.
    Att låta det oväntade ge rum åt det oförväntade: Möjligheter inom ramen för skolämnet samhällskunskap2017In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, 25-43 p.Article in journal (Refereed)
    Abstract [en]

    The aim of the article is to illuminate the opportunities for students in social studies to develop dispositions towards taking an active and responsible role in society when teachers are able to support the content of the subject to continuously come forward in an interactive, communicative and evolving process. Based on theoretical informed arguments the author claims that that the question of how the teaching process is carried out is deeply connected with these opportunities for creating meaningful pedagogical situations. Here, unforeseen events are discussed as desirable circumstances for engaging students in social issues. However, this also brings risk into the process since the content discussed and how it is discussed opens up for unexpected answers. These answers which become part of the course content, put the teacher in a position in which he or she needs to respond in one way or another. In such pedagogical situations, the moral dimension of teachers’ work becomes visible and obvious. The position is taken that risk is a crucial part of a teaching process in which one of the aims is for students to be and become active, responsible and engaged in social issues.

  • 45.
    Högberg, Sören
    Dalarna University, School of Education, Health and Social Studies, Education.
    Lärares gemensamma ledarskap2012In: Lärare som ledare: i och utanför klassrummet / [ed] Gunnar Berg, Frank Sundh, Christer Wede, Lund: Studentlitteratur AB, 2012, 1, 229-247 p.Chapter in book (Other (popular science, discussion, etc.))
  • 46.
    Högberg, Sören
    Dalarna University, School of Education, Health and Social Studies, Education. Örebro universitet.
    Om lärarskapets moraliska dimension: ett perspektiv och en studie av lärarstuderandes nätbaserade seminariesamtal2015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In this dissertation, an educational perspective called the moral dimension of teaching is developed. The work includes a theoretically informed discussion from a pragmatist point of view in which the concept of pedagogical rhythm is introduced. The concept captures the need for teachers to regularly shift their intentions and occasionally act in contradictory ways as a consequence of the moral which emerges from interaction in pedagogical situations. Using this perspective, criteria are developed for the characteristics of discussions of the work of teachers, which are desirable in order for students in pre-service teacher education to have opportunities to develop their teachership.

    Secondly, the educational perspective as it is conceptualised serves as a theoretical framework for a study of discussions taking place in net-based seminars among students in teacher education. The study consists of 14 recorded seminars in which discussions of the work of teachers are analysed in terms of content and direction for reflection. The result of the analysis is a construction of four different focal points for processes of making judgements: existential, performative, critical and professional. Mainly the performative, and to some extent the critical, focal points appear to be supported by the net-based environment, although potential for the professional focal point is found when available tools in net-based settings are used in deliberate ways.

    Finally, based on these four focal points, possible future predispositions among student teachers are deliberated. Student teachers’ future opportunities to develop a moral and epistemological authority are discussed, as well as teachers’ general opportunities to exercise professional responsibility. The conclusion emphasises that a perspective such as the one developed in the dissertation is important, as it creates an understanding for the need to educate student teachers to exercise a form of responsibility that goes beyond being accountable to society.

  • 47.
    Högberg, Sören
    Dalarna University, School of Education, Health and Social Studies, Education.
    Pedagogical Rhythm - A Concept for Reflection on Contradictory Actions2014Conference paper (Other academic)
    Abstract [en]

    Pedagogical Rhythm – A Concept for Reflection on Contradictory Actions

    This paper will introduce the concept of pedagogical rhythm, which might be seen as a preliminary answer to my question of how to develop, in pre-service teacher education, a morally responsible teaching. I will argue for the need to give opportunities to reflect upon teachers’ work in what I claim to be a more appropriate way for good teaching than towards the kind of standards developed in a neoliberal policy paradigm. Instead of reflecting upon teachers’ work in relation to certain pre-defined outcomes, as well as in relation to a non-defined complexity, the paper will give arguments for the need of reflection processes that are able to take into consideration teachers’ contradictory acting, without necessarily regarding this to be a problem.

    Theoretically the concept of pedagogical rhythm is developed out of Dewey’s line of reasoning, which says that our habits of acting develop in interaction, together with Lefebvre’s work on rhythm analysis, where differences and repetition in our everyday life are crucial units of analysis. Hereby the concept of habit is given a wider meaning as every habit is related to several and among them contradictory habits that all together create a rhythm.

    The concept of pedagogical rhythm refers to professional responsibility and the need for teachers to act in multiple ways with temporally different intentions, when interacting with pupils. It deals with different and occasionally contradictory ways of acting, which cannot be totally planned in advance but understood as actions emerging as a consequence of intentions predominantly grown out of teachers’ and pupils shared experiences, in a range of prior pedagogical situations.

    Hence instead of mainly giving attention to goal achievement, as become the focus in a neoliberal paradigm, the perspective presented through the concept of pedagogical rhythm, will give opportunities to pay attention to a variety of different ways to interact with pupils. The accentuation of certain habits in relation to others evolved from all kind of actions should over time be able to describe in terms of a specific pedagogical rhythm.

    The concept of pedagogical rhythm presented in the paper is a draft to later be evolved and used as a theoretical framework within an upcoming doctoral thesis in Education in Sweden. The concept will play a central role for analysing pre-service teacher students’ interaction in net-based seminars, when they deal with questions related to moral issues in teachers’ work.

  • 48.
    Indzic Dujso, Aleksandra
    Dalarna University, School of Education, Health and Social Studies, Education. Umeå universitet.
    Nationella minoriteter i historieundervisningen: bilder av romer i Utbildningsradions program under perioden 1975-20132015Licentiate thesis, monograph (Other academic)
    Abstract [en]

    In 2000 when Sweden signed the Framework Convention for the Protection of National Minorities the Roma minority became one of the acknowledged national minorities in the country. It meant that the rights of the Roma mi-nority would be safeguarded and the knowledge of its history and culture would be spread. In that context, the Swedish school, with its founded as-signment of democracy, was given an important role. The education was to communicate the multicultural values of the society and to make visible the history and culture of the Roma minority.

    The school books used in teaching today do not meet these demands. The view of the Roma minority given in school books is often inadequate and simplified. The present study will therefore examine a different type of edu-cational material used in schools and teaching, The Swedish Educational Broadcasting Company‟s programs of history and social studies regarding the Roma minority. Starting in postcolonial theory as well as critical dis-course analysis the study examines how the picture of the Roma cultural and ethnic identity in the Swedish Educational Broadcasting Company‟s material has been displayed and possibly changed during the period of 1975 to 2013.

    The results show a picture of Roma which, both in form and content, con-sists of some clearly demarcated discursive categories. The obvious continui-ty of the categories gives a picture of static and invariable Roma identity. At the same time this unambiguous picture is broken both by giving the existing discourses new meaning and also adding new discourses. The complexity and nuances become more prominent and the Roma identity is integrated in common Swedish history telling. The changes in the view of Roma, given by the Swedish Educational Broadcasting Company, can mainly be explained by the change of the Swedish immigration and minority policy and, as a conse-quence of this, the change of the school‟s mission regarding knowledge communication of Sweden as a multicultural country.

  • 49.
    Irisdotter Aldenmyr, Sara
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Hultin, Eva
    Dalarna University, School of Education, Health and Social Studies, Education.
    Being a Democratic Citizen in the Age of the Therapeutic Culture2013Conference paper (Refereed)
    Abstract [en]

    The purpose of this paper is to discuss the implications for democratic education in primary school, and the fostering of future democratic citizens, when democratic education is understood as value-based education, using socio-emotional manual-based programs. This is done in two steps. First I contextualize the usage of socio-emotional programs through an educational historical point of view, from an educational philosophical and political point of view, and from a sociological perspective. Then I look closer to one of the manual-based programs, the textbook material for Lower Secondary School (grades 7-9): Important for life – social and emotional training (SET), through analyzing the constructions of virtues and values in it. In the last part, I discuss if and how these constructions of virtues and values can be understood as political.

  • 50.
    Kemuma, Joyce
    Dalarna University, School of Education, Health and Social Studies, Education.
    Do minority teachers matter and are they needed in schools?: A case of minority and/ethnic  teachers  in Swedish schools.2014Conference paper (Other academic)
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