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Träfflista för sökning "WFRF:(Chaib Mohamed) srt2:(2005-2009)"

Sökning: WFRF:(Chaib Mohamed) > (2005-2009)

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  • Eidevald, Christian, 1973- (författare)
  • Det finns inga tjejbestämmare : Att förstå kön som position i förskolans vardagsrutiner och lek
  • 2009
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Previous research studies have shown that in their address and behaviour towards girls and boys, pre-school staff apply stereotyped gender concepts, thus reinforcing rather than challenging stereotypes. The present thesis therefore focuses on which of children’s positions that are accepted or that face resistance from the staff. In this way, children’s gender-based "identity-formation" can be critically analyzed based on different possible descriptions of how it is to be a girl or a boy, and what unaware assumptions about gender representations that in this way may be made in different ways by both children and adults.The theoretical point of departure is feminist poststructuralism; and the analysis focuses on variations found between the groups of girls and boys, as well as within these groups, and within individuals. The empirical data consists of video-taped sessions from two teams working with children aged 3-5, and focus groups interviews with the adult. Then different "readings" of the empirical material have been conducted based on different assumptions (discourses); i.e. assuming that girls and boys "really" are different or equal, different behaviours will appear as more or less obvious and natural. By showing that several different discourses are present at the same time, gender-based "identity-formation" is described as a very complex process. The analyzed situations show that girls and boys in pre-school are defined and treated in stereotyped ways, however, there is a large hidden variation of how different girls and different boys positions themselves in different contexts. Pre-school teachers thus work actively to distinguish between girls and boys based on how they are being perceived as either girls or boys. Teachers’ expectations then become decisive of how different children are addressed and treated in different situations. To conclude, the pedagogical consequences of this are discussed with regard to gender equality work in which also alternative discourses are formulated. 
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  • Ericsson, Gunilla, 1952- (författare)
  • Ledares aktionslärande : Att styra och följa lärandeprocesser i arbetslivet
  • 2007
  • Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • AbstractThis study reports a project within which leaders in a local government administration develop their skills about and in action learning. The main focus is on the conditions that are needed in an action learning process. The aim is to analyse the working process, how the leaders make use of their own experiences from daily working life and put them into questions and actions, and finally, to question and analyse my own leading process as an action researcher.During nearly two years, the leaders taking part in the study and myself have been involved in a complex, social process where experiences from daily working life have put questions into actions and investigations.Results show that the leaders, through the working process, learned how to investigate, collect information and analyse data. Time and process were found to be key concepts in their action learning. Uncertainty characterised the leaders´ initially work while the enthusiasm and more initiative from their side appeared as the work proceeded. Through the process they had to deal and struggle with their staff’s notions about working conditions as well as their own leadership. Demands on responsibility for their own actions were mixed with a permitting atmosphere holding both laughing and testing of new ideas. Another result shows tensions within this learning process, on one hand, between the leaders who wanted to keep their agreed understanding and, on the other, my intentions to challenge their understandings. The variation and changing in interaction patterns over time between me and the leaders seem to be crucial to make this project the leaders´ own working process. My leadership changed from initially instructing, to coaching and finally to take a back seat. A main conclusion from the study is that designing adult education in a learning perspective, deals with working methods as well as content.Keywords: action learning, leadership, interaction, process, experiential learning, adult education
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  • ICT in Teacher Education : Challenging prospects
  • 2005
  • Samlingsverk (redaktörskap) (populärvet., debatt m.m.)abstract
    • Table of contentsICT AND TEACHER EDUCATION: A Lifelong Learning Perspective by Mohamed Chaib & Ann-Katrin SvenssonICT AND SCHOOLS IN THE INFORMATION SOCIETY: New Positions for Teachers by Birgitte Holm SørensenTHREE WAVES OF TEACHER EDUCATION AND DEVELOPMENT: Paradigm Shift in Applying ICT by Yin Cheong ChengTHE CHALLENGE OF ICT INTEGRATION IN HONG KONG TEACHER EDUCATION (AND ELSEWHERE): SWOT as a Strategic Approach to Dialogue, Interpretation and Encouraging Refl ective Practice by Cameron RichardsLET’S THINK ABOUT IT: Considering the strengths ofweb-based collaboration by Tor Ahlbäck & Linda RenelandPRONETT: Networking Education and Teacher Training by Ton Koenraad & John ParnellFRAMEWORKS: BUILDING PURPOSEFUL SOCIO-TECHNICAL LEARNING NETWORKSIN TEACHER EDUCATION by Margaret Lloyd & Michael RyanSHARING THE DISTANCE OR A DISTANCE SHARED: Social and Individual Aspects of Participation in ICT-Supported Distance-Based Teacher Education by Jimmy Jaldemark, Ola J Lindberg, Anders D OlofssonTHE ARTEACH PROJECT: One Strategy for Integrating ICT Skills and Curriculum Design During Pre-Service Teacher Training by Wesley Imms & Elizabeth LloydCOLLABORATIVE ICT LEARNING: Teachers’ Experiences by Christina ChaibSOCIAL STUDIES TEACHERS’ ICT USAGE IN TURKEY: State, Barriers, and Future Recommendations by Ismail Guven & Yasemin GulbaharTRANSFORMING THE “CONTEXT” OF TEACHING AND LEARNING: Issues and Directions for Planning and Implementation by Sui Ping Chan & Pui Man Jennie WongICT IN THE LEARNING PROCESS: As Part of a Dialogue When Teachers Encourage Pupils’ Learning by Stefan Svedberg & Jörgen Lindh
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  • Ludvigsson, Ann (författare)
  • Samproducerat ledarskap : Hur rektorer och lärare formar ledarskap i skolans vardagsarbete
  • 2009
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Denna avhandling handlar om ledarskapet i skolan. Skolan är en sammansatt verksamhet och i ledarskapet handlar det om att hantera många olika uppgifter på olika nivåer. Samtidigt som skolledare och lärare skall leva upp till samhälleliga förväntningar på skolverksamheten skall de också hantera kulturella villkor inom skolan. I avhandlingen studeras hur ledarskapet formas i och av samspelet mellan skolledare och lärare i vardagsarbetet. En fråga fokuserar på hur skolledare och lärare ser på varandra och hur de influerar och förstår varandra i vardagsarbetet. En annan fråga uppmärksammar vilken betydelse skolsammanhanget har för samspelet.För att belysa samspelet används fallstudier som forskningsstrategi. I studien ingår tre F-6-skolor med förskole-, fritidshems- och grundskoleverksamhet. Det empiriska materialet består av intervjuer och observationer. Teoretiskt har studien en socialkonstruktionistisk utgångspunkt i betydelsen av att skolledarskap ses som ett socialt fenomen. Intresset riktas mot att belysa skolledares och lärares utsagor om hur de förstår varandra och varandras ord och handlingar i det vardagliga arbetet. Resultatet ger anledning att fråga vem som egentligen leder vem. Avhandlingen visar tydligt att ledarskap är något som skolledarna och lärarna oundvikligen formar tillsammans – därav titeln Samproducerat ledarskap. Studien visar hur sociala, kulturella och politiska dimensioner i samspelet influerar skolledarnas och lärarnas agerande och ledarskapet. Konsekvensen blir ett ifrågasättande av den allt populärare bilden av ledaren som med stark hand förväntas styra sin organisation. En förståelse för att skolledarskapet är samproducerat, och att sociala, kulturella och politiska dimensioner har avgörande betydelser för hur det utövas medför en mer realistisk syn på skolledarskapets förutsättningar.
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