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  • 1.
    Falkevall, Björn
    Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum).
    Att undervisa i religionskunskap: en ämnesdidaktisk introduktion2013Collection (editor) (Other (popular science, discussion, etc.))
  • 2.
    Falkevall, Björn
    Dalarna University, School of Humanities and Media Studies, Religious Studies.
    Exemepel-vis: Det oväntade och föreställningar om religionskunskapslärares professionella kunnande2017In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, p. 44-58Article in journal (Refereed)
    Abstract [en]

    The article is a critical interpretation of different perceptions of teacher’s professional knowledge as it is implicit in evidence based studies and Learnings Studies, two common ways of grounding the professional knowledge in educational science and in school politics today and therefore studied in teacher education. These two perceptions are analyzed with two metaphors from a research overview by Clandinin & Clandinin, called the conduit metaphor and teacher as curriculum maker. Strengths and shortcomings are pointed out. Especially in relation to unexpected events in teaching situations. A third perception of teacher’s professional knowledge is introduced and labelled teacher as jazz musician and the professional knowledge is viewed as improvisation. Based on the assumption from Gudmundsdottir experienced teachers have developed a curriculum story that helps them to improvisator – the re-active dimension of teaching. The two later perceptions are used in discussing three cases from students teaching. The thesis advocated is that the metaphor jazz - improvisation gives wider focus on RE as a school subject with content and meaning than the other two.

  • 3.
    Falkevall, Björn
    Stockholms universitet, Institutionen för didaktik och pedagogiskt arbete.
    Livsfrågor och religionskunskap: En belysning av ett centralt begrepp i svensk religionsdidaktik2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis focuses on “livsfrågor” (questions of life) a typical Swedish concept introduced in the RE syllabus in the curriculum for compulsory schools in 1969. The study poses three questions: what can qualify as a “livsfråga”, why are they regarded important, and how do they fit into teaching?

    The main purpose is to study differences of the concept in two materials. Primarily interviews with Teacher educators all over Sweden and, secondly in the R.E. syllabus for compulsory and secondary schools from 1962 until today. Finally, the two materials used, will be brought together, and foci are recognized with the help of a tool for thought.  The study is using the concept dialogicity from Bachtin. Syllabus are viewed as compromises in accordance with a German tradition.

    In the syllabus, “livsfrågor” is one within many different words used with none what so ever stringency. It is not necessarily the most important term, as “livsåskådningsfrågor” (questions within philosophies of life)  is often dominating in objectivities. Also “existential questions” etc is used. The relation between the words are never made clear.  The syllabus are in one sense monologial as different meanings of the word are not made explicit, and other utterances are not invoked.

    In the interviews the dialogicity is more obvious. Philosophy is mentioned, eg.. Martin Buber, Viktor Frankl, theology (Paul Thillich), but also literature (Lars Gyllensten) and existentialism in a general sence. Other words are not as frequent – but “livsåskådningsfrågor” are of course mentioned, eg. Faith vs. knowledge.

    In the last chapter “livsfrågor” is problematized with the help of Andrew Wright and his three metanarrativies within the modern R.E. And the assumption, especially in the syllabus, of “livsfrågor”, as common between cultures and over time is problematized with the help of . feministic theory of knowledge.

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