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  • 1.
    Högberg, Sören
    Dalarna University, School of Education and Humanities, Educational Work.
    Arbetslagets betydelse för skolors vardagsarbete: en samling referat från en tre år lång seminarieserie : rapport V från SABO-2-projektet2002Report (Other academic)
  • 2.
    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, p. 25-43Article 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.

  • 3.
    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, p. 229-247Chapter in book (Other (popular science, discussion, etc.))
  • 4.
    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.

  • 5.
    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.

  • 6.
    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.

  • 7.
    Högberg, Sören
    Dalarna University, School of Education and Humanities, Educational Work.
    Skolutveckling och skolkultur i ett elevperspektiv - Samverkansprojekt mellan praktiker och forskare: rapport VI från SABO-2 projektet2002Report (Other academic)
1 - 7 of 7
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