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Sökning: L773:1653 1868

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11.
  • Asklund, Jonas, 1968- (författare)
  • Varför ska jag inte berätta? Litteraturarbete som språkintroduktion
  • 2018
  • Ingår i: Educare. - Malmö : Faculty of Education and Society, Malmö University. - 1653-1868 .- 2004-5190. ; :2, s. 90-106
  • Tidskriftsartikel (refereegranskat)abstract
    • Discussions about books and ways of reading play an important role in the curriculum for the Swedish secondary school system. In an intervention study based on a series of book discussions of an easy reader novel, I investigated the cooperation between a group of Swedish language learners aged 16 to 19, their teacher in the introduction program for newcomers, and the school librarian. Based on my function as a teacher educator, and drawing on the current research in literature didactics, I planned and carried out six discussions where different reading strategies and methods were used. Using the concept of third space (Gutiérrez, 2008; Skerrett, 2010b) and interpersonal space(Cummins, 2000), I discuss the students’cognitive and emotional responses to the story we shared, and reflect upon the way these discussions have developed. Semi-structured interviews with five students, a teacher, and a school librarian constitute the data for this study. The analysis of the data indicates that the leader of the group discussion is instrumental in helping the participants shift between different perspectives, try out new roles, and transgress different boundaries, thereby offering the group different emotional, cognitive and linguistic challenges. 
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12.
  • Asp-Onsjö, Lisa (författare)
  • Dokumentation, styrning och kontroll i den svenska skolan
  • 2011
  • Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 39-56
  • Tidskriftsartikel (refereegranskat)abstract
    • Documentation is a wide spread activity in all parts of society. During the last two decades the demand for teachers to write different documents has increased and concerns all students, not only those in need of special support. Documentation is never neutral; it is a way of creating reality or, a part of what Foucault calls the “production of truth”. Society is drawn in to what can be described as documentality. The aim of this article is to contribute to the understanding of the role of documentation practices in contemporary Swedish schools and the repercussions on the learning processes and the understanding of the nature of knowledge.
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13.
  • Aspelin, Jonas, et al. (författare)
  • Lärares professionella/personliga utveckling
  • 2008
  • Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :1, s. 27-49
  • Tidskriftsartikel (refereegranskat)abstract
    • The article discusses what professional personal development means, with respect to teacher students and professionally active teachers. To begin with, the discussion on teacher socialization is placed in a larger societal context, where changed conditions for the teacher profession are taken note of. Furthermore, in order to position the concept and interpret its meaning, the concepts “learning” and “reflection” are questioned. In conclusion, it is suggested that the conceptual pair “creativity/ relationship” can constitute a fruitful complement to dominating discourses about the teacher profession.
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14.
  • Aspelin, Jonas, 1964-, et al. (författare)
  • Relationskompetens i specialpedagogiska utbildningar : hur framställs ämnet i kursplaner för specialpedagog- och speciallärarprogram i Sverige?
  • 2020
  • Ingår i: Educare - Vetenskapliga skrifter. - 1653-1868. ; :2, s. 117-142
  • Tidskriftsartikel (refereegranskat)abstract
    • Research shows that the quality of the teacher-student relationship is crucial to students’ learning and development, especially for students in need of special support. In Scandinavia, the concept of relational competence is increasingly used to define a teacher’s ability to build supportive relationships. In this article, relational competence is discussed in the context of special education. The article investigates how relational competence is described in the curriculum for special education teacher training. Syllabuses (n = 142) at all Swedish universities that have programs in special education (n = 11) are included in the analysis, with a focus on the learning goals (n = 857). Content analysis provides both an overall and a more in-depth picture. The first study shows that there are relatively few learning goals relevant to relational competence. For example, the key concepts “relation,” “participation,” and “empathy” are very rarely used, and “care” and “trust” are completely absent. The second study shows, among other findings, that relevant content mainly concerns the special educator as a qualified interlocutor vis-à-vis colleagues. Hardly any goals include teacher–student or teacher–parent relationships. On the whole, the results indicate that relational competence is a neglected topic in this discourse, and that it has a fairly narrow focus. The implications of this lack are discussed, and suggestions for improvement are added. 
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15.
  • Aspelin, Jonas, et al. (författare)
  • Relationskompetens i specialpedagogiska utbildningar : hur framställs ämnet i kursplaner för specialpedagog- och speciallärarprogram i Sverige?
  • 2020
  • Ingår i: Educare - Vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; :2, s. 117-142
  • Tidskriftsartikel (refereegranskat)abstract
    • Research shows that the quality of the teacher-student relationship is crucial to students’ learning and development, especially for students in need of special support. In Scandinavia, the concept of relational competence is increasingly used to define a teacher’s ability to build supportive relationships. In this article, relational competence is discussed in the context of special education. The article investigates how relational competence is described in the curriculum for special education teacher training. Syllabuses (n = 142) at all Swedish universities that have programs in special education (n = 11) are included in the analysis, with a focus on the learning goals (n = 857). Content analysis provides both an overall and a more in-depth picture. The first study shows that there are relatively few learning goals relevant to relational competence. For example, the key concepts “relation,” “participation,” and “empathy” are very rarely used, and “care” and “trust” are completely absent. The second studyshows, among other findings, that relevant content mainly concerns the special educator as a qualified interlocutor vis-à-vis colleagues. Hardly any goals include teacher–student or teacher–parent relationships. On the whole, the results indicate that relational competence is a neglected topic in this discourse, and that it has a fairly narrow focus. The implications of this lack are discussed, and suggestions for improvement are added.
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16.
  • Asplund Carlsson, Maj, 1948-, et al. (författare)
  • Bedömnings-, dokumentationspraktiker och pedagogiska identiteter
  • 2015
  • Ingår i: Educare. - 1653-1868 .- 2004-5190. ; 2015:2, s. 206-233
  • Tidskriftsartikel (refereegranskat)abstract
    • When competition and an increasing level of marketisation characterises school life, the number of evaluations and the level of control has grown out of proportion. Through comparisons, assessments and ranking systems, also called ‘the terrors of performativity’ according to Ball (2003) commercial agents have gained influence over practices of assessment and documentation within the education system. Increased demands on pupils’ and parents’ participation and a belief that written documentation will lead to better results has caused an extensive use of different web based tools like Unikum. With the point of departure in a collected material of more than a hundred Individual Educations Plans (IEP) where commercial web based tools have been used, we make an analysis with Basil Bernstein’s (1996, 2000) concepts Pedagogic Identity, and Instructional and Regulative discourse in relation to expectations and constructions manifest in the plans. The results show that all four identities are expressed in the plans however, with an emphasis on a neo-liberal identity. We discuss the results in relation to the instructional and regulative discourses. The conclusion is that the tools both shape and determine possible identities and possible discourses in the web based interaction between children, parents and teachers.
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17.
  • Asplund Carlsson, Maj, 1948, et al. (författare)
  • "När han är arg är han turkisk". Identitetsskapande i Lin Hallbergs kompisbokstrilogi
  • 2008
  • Ingår i: EDUCARE. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; 4:1, s. 7-25
  • Tidskriftsartikel (refereegranskat)abstract
    • With a background in current theories of identification and identifying processes, our aim is to study how ideologies of identity interpellate children in narrative texts such as Lin Hallberg’s trilogy of Kompisboken, Bästisboken and Svikarboken. We study how the texts offer, mirror and perform various identities in their characterization of children and adults in a multicultural context. The issue is how the different characters are created through chains of articulation, of equivalence and difference, of properties, actions and performances. The four main child characters are construed around two dyads – male and female, native and foreign – and as well as the minor characters – parents and teachers – they display subject positions which are restricted and basically locked in a normative matrix. Thus, these texts do not afford children alternative identity constructions or resistance to stereotypical identities of gender or ethnicity.
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18.
  • Asplund, Stig-Börje, 1973-, et al. (författare)
  • Maskulina läspraktiker genom tid och rum : Platsens betydelse för arbetarmäns relation till läsning
  • 2020
  • Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 4, s. 33-59
  • Tidskriftsartikel (refereegranskat)abstract
    • The interaction between the local place and reading practice is continuously emphasized in literacy research. Nevertheless, the significance of place has been neglected in research on working-class men’s relationship to reading. This study responds to this gap by examining working-class men from rural areas and their relationship to reading across a life span. Through life-story interviews with two working-class men in their 60s, living in the same rural woodland municipality, the article contributesto the understanding of the importance of reading in these men’s lives, and how their reader histories interact with distinctive features of the locality. The study shows that the men’s individual reader histories have been shaped by, and have shaped, the specific local and cultural contexts and surrounding discourses. Through their reading practices throughout their life courses, the men (re)construct rural working-class identities in which hunting, fishing, sports and cars constitute significant elements. However, other movements in the men’s reading practices related to place through which the men can pursue alternative masculine positions are also present. The study highlights the importance for educators to pay attention to place as a significant feature in understanding working-class males’ reading practices.
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19.
  • Assarson, Inger (författare)
  • Att skapa mening i en skola för alla : Ett diskursanalytiskt förhållningssätt
  • 2009
  • Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :4, s. 123-139
  • Tidskriftsartikel (refereegranskat)abstract
    • The increasing assessments and competition between countries and schools have actualized a focus on how schools handle low achieving children. Different discourses claim their knowledge in order to find the best solution to how the country can compete successively. By using a discourse analytic approach it is possible to scrutinize the process of continuously shaped and reshaped varieties of explanation models and thought systems, constructed to make sense and meaning when teachers are talking about a school for all navigating amongst different discourses striving for hegemony. The analysis model is created with the intention of constituting a tool for the analysis of these processes and linguistic activities. The basic data for analysis includes transcriptions from group conversations with 17 teachers initiated by the reading of official texts where the challenge to educate for plurality is formulated. In an example of analysis it is shown how discourses intertwine in a process where pupils concerned as having attention disorders are discussed related to the construction of an educational setting.
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20.
  • Avery, Helen (författare)
  • Lärares språkbruk i tvåspråkiga klassrum
  • 2011
  • Ingår i: Educare - Vetenskapliga Skrifter. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 145-175
  • Tidskriftsartikel (refereegranskat)abstract
    • The article presents results of a study made in the context of introducing bilingual instruction in Swedish and Arabic. Classroom interaction was videotaped in grades one to four at two urban schools. Based on the video material, an inventory was made of how Arabic was used by the bilingual teachers, and how it related to the corresponding Swedish content. Simplified language use, code-switching and relations between use of Arabic and Swedish were analysed with respect to potential impact on learning affordances. Results indicate that, despite the introduction of bilingual instruction, Swedish still appeared as the dominant school language. Subject matter was frequently introduced in Swedish and then translated into Arabic. Considering that the schoolchildren were bilingual, many of the translations became repetitive rather than explanatory. Arabic syntax in teacher presentations was simplified. Frequent code-switching within utterances further contributed to simplifying both syntax and content. In other instances, however, open questions and relating written forms to their own expressions developed the pupils’ skills in Arabic. Involving the pupils’ personal experience increased engagement and motivation.
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