Högskolan Dalarnas logga och länk till högskolans webbplats

du.sePublikationer
Ändra sökning
Avgränsa sökresultatet
123 1 - 50 av 110
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Träffar per sida
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
Markera
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Abrahamsson, Hans
    Göteborgs universitet.
    Dialog och medskapande i vår tids stora samhällsomdaning2015Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, nr 1, s. 20-40Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 2.
    Ackesjö, Helena
    et al.
    Linneuniversitetet.
    Haglund, Björn
    Högskolan i Gävle.
    Fritidspedagogisk undervisning: En fråga om intentionalitet, situations-styrning och inbäddning2021Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 15, nr 1, s. 69-87Artikel i tidskrift (Refereegranskat)
    Ladda ner fulltext (pdf)
    fulltext
  • 3.
    Ackesjö, Helena
    et al.
    Linnéuniversitet.
    Persson, Sven
    Malmö universitet.
    Lago, Lina
    Linköpings universitet.
    Rektorers och skolhuvudmäns meningsskapande om förskoleklassens position i utbildningslandskapet2022Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 16, nr 2, s. 7-26Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The preschool class has been subject to several policy reforms, which principals and local education authorities are responsible for implementing and evaluating. The aim of this study is to contribute with knowledge about how principals and local education authorities make meaning of the position and organization of the preschool class in relation to these policy reforms and to the existing practices. The method used in the study is interviews with principals and local education authorities and shows how they reason about and relate to various regulatory, normative, and cultural-cognitive elements of governance. The analysis shows that the principals have arguments for three basic positions for the preschool class: a bridge between preschool and primary school, a knowledge oriented position, and a socially oriented position. A key argument put forward by the principals is that the preschool class should be integrated into a continuous primary school organisation. The local education authorities, on their part, interpret the new policy as an ongoing qualification and homogenization process, which affects the preschool class’s position in the education system. 

    Ladda ner fulltext (pdf)
    fulltext
  • 4.
    Andersson, Erik
    Högskolan i Skövde; Örebro universitet.
    Rum och plats i didaktiken. Om var-frågan i svensk didaktisk forskning och undervisning - exemplet digitala medier2012Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, nr 2, s. 16-27Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 5.
    Andersson, Erik
    Högskolan i Skövde.
    Temapresentation: Deltagande och inflytande - inkluderingens demokratiska och politiska möjligheter2015Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 8, nr 1, s. 8-18Artikel i tidskrift (Övrigt vetenskapligt)
    Ladda ner fulltext (pdf)
    fulltext
  • 6.
    Andersson, Erik
    et al.
    Högskolan i Skövde.
    Sandgren, Susanne
    Skaraborgs Kommunalförbund.
    Delaktighet som pedagogik och demokratiskt värde för fullföljandet av studier - kunskapsbidrag från ett utvecklingsprojekt2015Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, nr 1, s. 80-100Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 7.
    Andersson Hval, Ulrika
    et al.
    Högskolan Väst.
    Aijmer Rydsjö, Celia
    Högskolan Väst.
    Klimatkrisen i klassrummet: Reflektioner kring användning av litteratur i undervisning om hållbar utveckling2021Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 15, nr 2, s. 27-44Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study shows how climate fiction can offer pedagogical opportunities for encouraging student agency as well as open up constructive discussions about the future in relation to social change and climate justice. In order to test a practical opportunity for such a productive conversation, and to draw out its didactic implications, Swedish teacher trainee students were asked to participate in a group discussion on how climate fiction may be used in the teaching of sustainability in upper secondary school. Specifically, they were requested to contribute to the framing and organization of the discussion of a work of climate fiction, The Marrow Thieves by Cherie Dimaline, but they were also asked to reflect on social dimensions of teaching about the climate crisis, such as climate psychology, democracy issues, equality and existential questions. Drawing on the students’ discernments in the discussion, the study finds that insights from climate psychology concerning the importance of problem-focused and meaning-focused coping strategies to handle negative emotions such as worry, fear and hopelessness are relevant for literature didactics. 

    Ladda ner fulltext (pdf)
    fulltext
  • 8.
    Andersson, Pär-Yngve
    Örebro universitet.
    Litteraturläsning som upplevelse och livskunskap2021Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 15, nr 2, s. 185-195Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this essay, I propose that teachers should be made aware of the value of positive reading experiences and recognize these experiences as the basis for literature education. Indeed, pupils’ reading experiences should be placed in the foreground, and ideas relating to literary form should be considered mainly in relation to examples of how passages from the literary work are, say, moving or thrilling.

    The essay is not based on empirical data, but on my long and varying experience as a teacher, researcher and literary critic. I draw on researchers and authors who explain what makes reading valuable.

    One such value that I emphasise is that readers sometimes seem to meet their own selves in literary works, but also that which is different or new. The individual perspective can be broadened or transformed after reading texts that seem unfamiliar in some ways. Such experiences, I argue, have intrinsic values, and so do strong feelings of pleasure or consolation that literature stimulates.

    Moreover, the personal and the social are intimately linked. I emphasize that in order for literature to become an even more important part of a social world, politicians as well as teachers must realize that literature lessons must be more than instruments for descriptors, marks or exams. When it comes to teaching and learning, quality is determined by what happens in the classroom, and not by objectives stipulated in national or local documents. 

    Ladda ner fulltext (pdf)
    fulltext
  • 9.
    Anderström, Helena
    et al.
    Högskolan i Jönköping.
    Manderstedt, Lena
    Luleå tekniska universitet.
    Bäcklund, Johan
    Högskolan i Jönköping.
    Florin Sädbom, Rebecka
    Högskolan i Jönköping.
    Lärarstudenters utsagor om kvalitetsaspekter i handledning under den verksamhetsförlagda delen av utbildningen2020Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 14, nr 1, s. 45-64Artikel i tidskrift (Refereegranskat)
    Ladda ner fulltext (pdf)
    fulltext
  • 10.
    Andersén, Annelie
    Högskolan i Skövde.
    Den nya yrkeslärarutbildningen - utkomster i form av yrkeskompetens2013Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 7, nr 1, s. 88-101Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 11.
    Andersén, Annelie
    Högskolan i Skövde.
    Temapresentation: Livslångt och livsvittlärande2014Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 8, nr 1, s. 8-11Artikel i tidskrift (Övrigt vetenskapligt)
    Ladda ner fulltext (pdf)
    fulltext
  • 12.
    Arfvidsson, Helen
    National Museum of World Culture, Gothenburg.
    Det ”okunniga museets” potential: Att möjliggöra alternativa lärmiljöer påVärldskulturmuseet2022Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 16, nr 1, s. 87-110Artikel i tidskrift (Refereegranskat)
    Ladda ner fulltext (pdf)
    fulltext
  • 13.
    Arneback, Emma
    et al.
    Örebro universitet.
    Nylund, Mattias
    Göteborgs universitet.
    Yrkeslärare som värdebalanserare - Värdekonflikter mellan skolans och arbetsplatsens läroplan i lärlingsutbildning2017Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 11, nr 1, s. 82-101Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 14.
    Aronsson, Mattias
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Franska.
    Musiklyrik i läroböcker i franska för den svenska skolan2021Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 15, nr 2, s. 111-130Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The article investigates song lyrics included in twelve textbooks designed for the teaching of French as a foreign language in the Swedish school system. The underlying assumption is that selections made by textbook authors are important for the canonization of literature. The analysis of what is included and what is excluded in these textbooks is highly relevant in order to understand the norms prevailing in the system of education and, consequently, in society as a whole. The corpus consists of 61 song lyrics and the results indicate that these texts partly have a conservative role, insomuch as they transmit an already canonical French cultural heritage (traditional folksongs, children’s songs, and the works of a few consecrated artists in the chanson-tradition of the 1950’s and 1960’s) to the Swedish pupils. However, the other part of the corpus consists of more contemporary material from the decade preceding the publication of the textbooks. The corpus is male dominated (two thirds of the identified artists are men), and most of the songs (84%) deal explicitly or implicitly with Metropolitan France, with only a small percentage (16 %) representing the Francophone world outside of France. The main conclusion of the article is that the lyrics included in the textbooks consolidate rather than challenge the prevailing norms and hierarchies. 

    Ladda ner fulltext (pdf)
    fulltext
  • 15.
    Aronsson, Mattias
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Franska.
    Dodou, Katherina
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Svensson, Anette
    Jönköping University.
    Tema: Litteraturdidaktik – Litteraturstudiers relevans för skola och samhälle2021Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 15, nr 2, s. 5-9Artikel i tidskrift (Övrigt vetenskapligt)
    Ladda ner fulltext (pdf)
    fulltext
  • 16.
    Berg, Daniel
    Stockholms universitet.
    Det självständiga arbetet - en plats för emancipation eller automation?2016Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, nr 1, s. 94-108Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 17.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet.
    Westman, Susanne
    Luleå tekniska universitet.
    Att utveckla undervisningen i förskola på vetenskaplig grund och beprövad erfarenhet: Förskollärares professionella lärande i ett aktionsforskningsprojekt2022Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 16, nr 1, s. 7-26Artikel i tidskrift (Refereegranskat)
    Ladda ner fulltext (pdf)
    fulltext
  • 18.
    Boström, Lena
    Mittuniversitetet.
    Hur lär sig elever på sex olika yrkesprogram? En studie om skillnader och likheter i lärstilar2013Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 7, nr 1, s. 48-65Artikel i tidskrift (Refereegranskat)
    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

    Ladda ner fulltext (pdf)
    fulltext
  • 19.
    Cajander, Åsa
    et al.
    Uppsala universitet.
    Schnaas, Ulrike
    Uppsala universitet.
    Peer reflection on inclusive supervision - a study circle as a space for collegial learning2016Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, nr 1, s. 54-69Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 20.
    Calissendorff, Maria
    et al.
    Stockholms universitet.
    Ståhle, Ylva
    Stockholms universitet.
    Gymnasielärares uppfattningar av kvalitet i gymnasiearbetet2021Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 15, nr 1, s. 50-67Artikel i tidskrift (Refereegranskat)
    Ladda ner fulltext (pdf)
    fulltext
  • 21.
    Carlsson, Vanja
    et al.
    Göteborgs universitet.
    Svensson, Petra
    Göteborgs universitet.
    Johansson, Vicki
    Göteborgs universitet.
    Montin, Stig
    Göteborgs universitet.
    Handledare, vägledare eller kontrollant?2016Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, nr 1, s. 20-38Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 22.
    Davidsson, Eva
    Malmö högskola.
    Investigating visitors' learning related to science centre exhibits - a progress report of recent research literature and possible future research foci2012Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, nr 2, s. 28-47Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 23.
    Delacour, Laurence
    Malmö högskola.
    Interpreting the curriculum - mathematics and didactic contracts in Swedish preschools2012Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, nr 2, s. 64-79Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 24.
    Deldén, Maria
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Törnegren, Gull
    Högskolan Dalarna, Akademin Humaniora och medier, Religionsvetenskap.
    Identitet, etik och historiemedvetande: En analys av filmen Sameblod som potentiellt undervisningsmaterial i ämnena religionskunskap och historia2020Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 14, nr 1, s. 65-85Artikel i tidskrift (Refereegranskat)
    Ladda ner fulltext (pdf)
    fulltext
  • 25.
    Dimenäs, Jörgen
    Högskolan Dalarna, Institutionen för lärarutbildning, Pedagogiskt arbete.
    Introduktion2021Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 15, nr 1, s. 5-7Artikel i tidskrift (Refereegranskat)
    Ladda ner fulltext (pdf)
    fulltext
  • 26.
    Dimenäs, Jörgen
    Högskolan Dalarna, Institutionen för lärarutbildning, Pedagogiskt arbete.
    Introduktion: Utbildningars olika diskursiva perspektiv som konfliktarena och mötesplats för diskussion2023Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 17, nr 1, s. 5-6Artikel i tidskrift (Refereegranskat)
    Ladda ner fulltext (pdf)
    fulltext
  • 27.
    Dimitrova, Radosveta
    Stockholms universitet.
    Ingredients of good PhD supervision - evidence from a student survey at Stockholm university2016Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, nr 1, s. 40-52Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 28.
    Dodou, Katherina
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Why study literature in English? A syllabus review of Swedish primary teacher education2021Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 15, nr 2, s. 85-110Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Artikeln behandlar litteraturstudiers relevans i grundlärarutbildningens engelskämne nationellt. Den bygger på en beskrivande och jämförande analys av akademiska kursplaner från samtliga grundlärarutbildningar i Sverige för det akademiska året 2017–18. Utifrån kursbeskrivningar, lärandemålsformuleringar och litteraturlistor kartlägger artikeln litteraturstudiernas position och inriktning i engelskkurser i programinriktningarna mot grundskolans årskurs 1–3 och 4–6. Med kartläggningen som grund diskuteras värden som tillskrivs litteraturundervisning och som riktas mot såväl lärarstudenter som elever. Artikeln visar att de allra flesta kursplanerna positionerar litteraturstudierna som en oumbärlig del av grundlärarutbildningen, även om studiernas orientering varierar. Inom engelskkurserna inriktade mot skolans årskurser 1–3 förhärskar språkdidaktiska perspektiv, medan kurser mot årskurser 4–6 tenderar att kombinera litteraturvetenskapliga och ämnesdidaktiska perspektiv. Skillnaden tycks åtminstone delvis vara kopplad till ämneskonceptioner och till frågan om litteraturstudiernas funktion, liksom deras tilltänkta mervärde utifrån vardera programspecialiserings villkor. Relevansen kopplas främst till grundskollärares språkförmågor, allmänbildning och professionella repertoarer.

    Ladda ner fulltext (pdf)
    fulltext
  • 29.
    Dovemark, Marianne
    et al.
    Göteborgs universitet.
    Holm, Ann-Sofie
    Göteborgs universitet.
    Förortens skola - möjligheternas skola?2015Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, nr 1, s. 62-78Artikel i tidskrift (Refereegranskat)
    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”.

    Ladda ner fulltext (pdf)
    fulltext
  • 30.
    Drew, Ion
    University of Stavanger.
    Promoting EFL literacy through shared and individual classroom reading experiences of literature2021Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 15, nr 2, s. 167-184Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    I denna artikel undersöks hur gemensam och individuell litteraturupplevelse i klassrumet kan hjälpa elever i låg-, mellan- och högstadiet att utveckla sin engelska literacy, det vill säga sin förmåga att läsa och skriva på engelska. Det finns belägg för att elever på dessa nivåer får för få meningsfyllda läsupplevelser på engelska. I artikeln redovisas forskning som visar vikten av gemensam läsning, i form av lärares högläsning och Readers Theatre, en gruppaktivitet med högläsning. Forskning om individuell läsning, speciellt nyttan av extensiv läsning, som till exempel läsning av stora mängder självvalda texter, diskuteras. Det riktas speciell uppmärksamhet mot två undervisningsvarianter i literacy, The Early Years Literacy Program och Reading and Writing Workshops, som båda inkorporerar gemensamma och individuella upplevelser i sin praktik. Forskningen om dessa metoder i engelskundervisning är begränsad. Trots metodernas uppenbara nytta för utveckling av engelskspråklig literacy, kan ingen av ansatserna betraktas som ledande. Det finns starka argument för att en kombination av gemensam och individuell läsning borde ges en mer framträdande roll i engelsk klassrumsundervisning.

    Ladda ner fulltext (pdf)
    fulltext
  • 31.
    Duek, Susanne
    et al.
    Karlstad University.
    Lindholm, Anna
    Karlstad University.
    Ljung Egeland, Birgitta
    Karlstad University.
    Läsundervisning i en språkligt heterogen lågstadieklass2022Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 16, nr 1Artikel i tidskrift (Refereegranskat)
    Ladda ner fulltext (pdf)
    fulltext
  • 32.
    Edin, Johan
    Umeå University.
    Inclusion as mental models: Learning processes among educational teams in special classes2022Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 16, nr 1, s. 69-86Artikel i tidskrift (Refereegranskat)
    Ladda ner fulltext (pdf)
    fulltext
  • 33.
    Ekecrantz, Stefan
    Stockholms universitet.
    Feedback and student learning? A critical review of research2015Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, nr 2, s. 15-34Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 34.
    Ekecrantz, Stefan
    Stockholms universitet.
    Temapresentation: Examination och bedömning för lärande?2015Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, nr 2, s. 8-14Artikel i tidskrift (Övrigt vetenskapligt)
    Ladda ner fulltext (pdf)
    fulltext
  • 35.
    Ekesryd Nordström, Malin
    Umeå universitet.
    Förskolepersonals syn på att uppmärksamma särskild begåvning i förskolan2021Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 15, nr 3, s. 32-49Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Early attention of giftedness is argued to support continued development and learning for gifted children. The focus of this article is therefore on investigating preschool personnel’s perceptions on giftedness and gifted children. Data was produced using a nationwide online survey, including personnel from eleven Swedish preschools (N = 78). The questions spanned between suggestions for their own descriptions of giftedness, views on support for gifted children, to who in the work team they consider should be responsible for adaptations and support for gifted children. The main conclusions from the survey reveals a lack of education of giftedness among the respondents. Furthermore, a majority of the preschool personnel believe that gifted children have the right to be noted in preschool settings, but few have suggestions on how this should be conducted. The respondents had high confidence that their own preschools were sufficient to meet the needs of gifted children, but the obstacles described were lack of time, lack of suitable teaching materials and that the group sizes were too large. Further conclusions are that principals have an important role on drawing attention to giftedness in preschool settings and that there is a need for more research in this area.

    Ladda ner fulltext (pdf)
    fulltext
  • 36.
    Elvstrand, Helene
    Linköpings universitet.
    Att göra delaktighet i skolan - elevers erfarenheter2015Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, nr 1, s. 102-115Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 37.
    Eriksson, Anita
    et al.
    Högskolan i Borås.
    Gustavsson, Susanne
    Krav, uppmaningar och frågor - en autoetnografisk reflektion över handledning av självständiga arbeten2016Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, nr 1, s. 70-87Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 38.
    Eriksson, Inger
    Stockholms universitet.
    Lärares medverkan i praktiknära forskning: Förutsättningar och hinder2018Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, nr 1, s. 27-40Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 39.
    Fatheddine, Djamila
    et al.
    Göteborgs universitet.
    Schmidt, Catarina
    Göteborgs universitet.
    Bortom horisonten: Litteraturläsandets kroppsliga och bildande dimensioner2018Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, nr 2, s. 62-75Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 40.
    Forsberg Ahlcrona, Mirella
    Högskolan i Skövde.
    "Spindlarna i Falköping" - en studie om hur dockan som medierande redskap bidrar till utveckling av förskolans kommunikativa miljö2012Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, nr 2, s. 48-63Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 41.
    Gardesten, Jens
    et al.
    Linnéuniversitetet.
    Hegender, Henrik
    Linnéuniversitetet.
    Underkännanden inom verksamhetsförlagd lärarutbildning - resultat från en forskningsexpedition i svårframkomlig terräng2015Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, nr 2, s. 69-86Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 42.
    Gardesten, Jens
    et al.
    Linnéuniversitetet.
    Nordänger, Ulla-Karin
    Linnéuniversitetet.
    Gör det någon skillnad? Universitetslärares erfarenheter av en verksamhetsintegrerad lärarutbildning2018Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, nr 2, s. 25-40Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 43.
    Graeske, Caroline
    Luleå tekniska universitet.
    Vidgade kunskapsklyftor? Fiktionernas funktioner i läromedel efter gymnasiereformen 20112013Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 7, nr 1, s. 32-47Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 44.
    Grysell, Tomas
    Göteborgs universitet.
    Temapresentation: Den reflekterande handledaren - myt eller verklighet?2016Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, nr 1, s. 8-19Artikel i tidskrift (Övrigt vetenskapligt)
    Ladda ner fulltext (pdf)
    fulltext
  • 45.
    Gunnarsson, Karin
    Stockholms universitet.
    Med rörelse och engagemang: En sociomateriell hållning till praktiknära skolforskning2018Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, nr 1, s. 71-86Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 46.
    Gustavsson, Susanne
    Högskolan i Skövde.
    Blivande yrkeslärares beskrivningar av yrkesämnets didaktik2013Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 7, nr 1, s. 66-86Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 47.
    Gustavsson, Susanne
    Högskolan i Skövde.
    Temapresentation: Perspektiv på gymnasial yrkesutbildning2013Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 7, nr 1, s. 8-12Artikel i tidskrift (Övrigt vetenskapligt)
    Ladda ner fulltext (pdf)
    fulltext
  • 48.
    Gustavsson, Susanne
    et al.
    University of Gothenburg.
    Berglund, Mia
    University of Skövde.
    Reflekterande handledning – en plattform för studenters och lärares gemensamma lärande2022Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 16, nr 2, s. 71-86Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Reflective supervision in higher education means that students, continuously and systematically (according to a given model), together with teachers who supervise them, process experiences from work-based education and the university-based part of education. In two early studies of nursing students’ and teachers’ experiences of critical reflection as part of the reflective supervision, we have identified signs of existence of shared learning community. The purpose of the present study is to investigate teachers’ and students’ expressions of shared learning community, in light of the teaching form reflective supervision. The data consist of interviews from the two previous studies. The result of the analysis shows how students and supervising teachers express common experiences from the reflective supervision. The result shows a shared learning community as structured processing of vocational knowledge, challenging perspective meeting and exchange of perspectives, openness to each other's experiences and learning processes and interaction between the common and the individual. The study shows how the model reflective supervision contributes to a creative common environment for learning for both students and teachers in higher education.

    Ladda ner fulltext (pdf)
    fulltext
  • 49.
    Hedlin, Maria
    et al.
    Linnéuniversitetet.
    Åberg, Magnus
    Karlstads universitet.
    Fallet med de störande manliga studenterna: en situation tolkad utifrån fyra olika förklaringsmodeller2015Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, nr 1, s. 116-133Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 50.
    Heikkilä, Mia
    Mälardalens högskola.
    Organisationsmodell för teamlärande - Tema: Fler män i förskolan2017Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 11, nr 1, s. 64-81Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
123 1 - 50 av 110
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf