| 191. |
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| 192. |
- Andersson, Erik
(författare)
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Text som kontext – rum, plats och text som social situation
- 2010
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Ingår i: Utbildning och lärande. - Skövde : Avdelningen barns, ungas och vuxnas lärande vid Högskolan i Skövde. - 1653-0594 .- 2001-4554. ; 4:1, s. 76-96
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Tidskriftsartikel (refereegranskat)abstract
- The ability to express oneself in text has come to be an even more pressuring task due to new media. The use of text in the new media and the school looks slightly different and create different claims on which kind of text activity that are advocated. Language activity and use of text in different spaces and places has become a constituent principle in the western society of today – language and the use of text is seen as the ontological condition for social life. The historical and conventional media notion of public and reception has been replaced by a more complex communication situation due to the digital media. Related to this context and the linguistic turn, three concepts; text action, text conversation and the pedagogy of place are developed and exemplified by a national net community. The theoretical contribution makes it possible to understand and approach the use of text and the complexity this use in different spaces and places articulates. The national net community is discussed in relation to the school exemplifying two different public spaces where new media is put forward illustrating a social situation consti-tuted of text – young people’s use of text practically becomes context. How can we understand and approach this new educational situation?
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| 193. |
- Asiimwe, Edgar Napoleon, et al.
(författare)
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Ubiquitous Computing in Education : A SWOT Analysis by Students and Teachers
- 2013
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Ingår i: QScience Proceedings. - : Hamad bin Khalifa University Press.
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Konferensbidrag (refereegranskat)abstract
- Learning from anywhere anytime is a contemporary phenomenon in the field of education that is thought to be flexible, time and cost saving. The phenomenon is evident in the way computer technology mediates knowledge processes among learners. Computer technology is however, in some instances, faulted. There are studies that highlight drawbacks of computer technology use in learning. In this study we aimed at conducting a SWOT analysis on ubiquitous computing and computer-mediated social interaction and their affect on education. Students and teachers were interviewed on the mentioned concepts using focus group interviews. Our contribution in this study is, identifying what teachers and students perceive to be the strength, weaknesses, opportunities and threats of ubiquitous computing and computer-mediated social interaction in education. We also relate the findings with literature and present a common understanding on the SWOT of these concepts.Results show positive perceptions. Respondents revealed that ubiquitous computing and computer-mediated social interaction are important in their education due to advantages such as flexibility, efficiency in terms of cost and time, ability to acquire computer skills. Nevertheless disadvantages where also mentioned for example health effects, privacy and security issues, noise in the learning environment, to mention but a few. This paper gives suggestions on how to overcome threats mentioned.
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| 194. |
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| 195. |
- Backman, Erik, 1972-, et al.
(författare)
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How does physical education teacher education matter? : A methodological approach to understanding transitions from PETE to school physical education
- 2023
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Ingår i: Physical Education and Sport Pedagogy. - : Routledge. - 1740-8989 .- 1742-5786. ; 28:4, s. 411-424
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Tidskriftsartikel (refereegranskat)abstract
- Background: In this paper, we will address the question of how physical education teacher education (PETE) matters and suggest one way to explore the potential impact of PETE. A distinguishing feature of the studies of PETE's impact on physical education is that they either include perspectives from preservice teachers involved in PETE courses or perspectives from physical education teachers in schools looking back at their education. Longitudinal attempts to follow preservice teachers’ journey from education to workplace, in order to grasp how they perceive the relation between teacher education and teaching practice in schools, and the transition between these contexts, are few and far between. This gap of knowledge is a missing piece of the puzzle to further develop PETE, and to inform life-long professional development for teachers.Purpose: The purpose of this paper is twofold. First, we develop and present a methodological approach for investigating the transition of content areas from courses in PETE into teaching practice in school physical education. Second, we will illustrate the potential utility of this methodological approach in longitudinal studies by showing how one particular content area, Assessment for Learning (AfL), was investigated through the use of methods and theories described in the first part of this paper.Methodology: The suggested longitudinal approach involves Stimulated Recall (SR) interviews with pre- and postservice teachers, observations and communication with groups of students and teachers through social media. The construction, recontextualisation and realisation of pedagogic discourses regarding content areas are suggested to be analysed through a combination of Bernstein's concept of the pedagogic device and Ball's concept of fabrication.Results and Conclusions: The longitudinal design and the suggested methodology can provide answers to how content areas are transformed in and between PETE and school physical education. A combination of the theoretical perspectives of Bernstein and Ball enables us to say something not only about how pedagogic discourses regarding content areas are constructed, recontextualised and realised in PETE and school physical education, but also about what content areas become in terms of fabrications in the transition between these contexts. To conclude, we argue that the methodological research design can be used to explore different content areas in PETE and that this methodology can contribute to knowledge about how PETE matters for school physical education.
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| 196. |
- Backman, Erik, 1972-, et al.
(författare)
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Peer assessment in physical education teacher education - a complex process making social and physical capital visible
- 2023
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Ingår i: Curriculum studies in health and physical education. - : Taylor & Francis. - 2574-2981 .- 2574-299X.
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Tidskriftsartikel (refereegranskat)abstract
- Peer assessment has been proven to improve learning for both the observer and the observed. One dimension of peer assessment that has been given little attention in the context of physical education teacher education (PETE) is the tension that exists when peers give feedback on each other's work. In this paper, we report on Swedish preservice teachers' (PST) views on peer assessment used in PETE school placements. Our findings reveal four mechanisms of peer assessment assigned value in PETE: (i) building social relations, (ii) making 'what to learn' visible, (iii) giving correct feedback, and (iv) handling sensitive and gendered comments. Inspired by Bourdieu, we discuss learning potentials and complex challenges with peer assessment, where the combination of social capital and physical capital decides what is possible to say and to whom when peer assessment is used in the PETE school placement and in school physical education (PE).
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| 197. |
- Backman, Erik, 1972-, et al.
(författare)
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Transitions from Physical Education Teacher Education to teaching practices in Physical Education
- 2019
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Konferensbidrag (refereegranskat)abstract
- Research display mixed results regarding the impact that teacher education have on teaching practices in schools. While some studies indicate weak influence of teacher education, others display that some content and perspectives in teacher education seem to find their expressions in school practice. Despite the lack of research about the impact of physical education teacher education (PETE), a few existing studies display the same twofold result as for teacher education in general. In this study, we have chosen a certain content, assessment of learning (AFL) in order to investigate the influence that PETE can have for newly qualified teachers (NQT) in physical education (PE). The aim of the project is twofold. Firstly, inspired by Bernstein’s theory of the pedagogic device, the aim is to investigate how AFL is constructed in university courses, re-contextualised in practicum courses, and realised in teaching practice in school PE. Secondly, and inspired by Ball’s theory of performativity, the aim is to analyse fabrications of AFL in the transitions from PETE to PE teaching practice. The design of the project is to follow a total of 10 PETE students recruited from two different PETE universities in Sweden to study how their understanding and teaching practice of AFL is transformed from PETE to PE. Empirical material will be gathered from recordings of seminars, observations for teaching, stimulated-recall-interviews, and participation in social media.
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| 198. |
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| 199. |
- Bagger, Anette, 1974-, et al.
(författare)
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Access and participation in assessment
- 2019
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Konferensbidrag (refereegranskat)abstract
- Teachers in the special education classrooms are obliged to assess knowledge and give grades (SFS 2010:800). Student’s participation in, and access to, the assessment is central. In the case of students in need of support, Ahlberg (2013) shows how participation, communication and learning presuppose each other. The purpose of this study is to investigate how participation in, and access to, assessment are understood by teachers in the case of students with intellectual disabilities.A survey regarding assessment, access and participation was sent to all teachers who had students following the curriculum for learning disabilities (LD) in one municipality. Twelve of nineteen teachers answered. Results indicated that students participated in assessment situations mainly through self-assessment and matrices. To make assessment accessible various methods were used: communication aids, support from adults, conversations and peer-assessment. Helping students display their knowledge, and ascertaining if and how knowledge was displayed, was a challenge to teachers. Another challenge mentioned by the teachers was informing students about the results of their assessment in a manner appropriate to their individual communicative competence. Making students’ knowledge visible to students, teachers and parents is the primary challenge we have identified. There is a need for further research in order to articulate how the accessibility of the assessment situation may be a means for increasing student participation, and also how accessibility and participation are produced, and how they are affected by the practice of assessment.ReferencesAhlberg, A. (2013). Specialpedagogik i ideologi, teori och praktik -att bygga broar.SFS (2010:800).Skollag. [Education Act]. Department of Education.Östlund, Daniel (2012), Deltagandets kontextuella villkor: fem träningsskoleklassers pedagogiska praktik. Doctoral thesis, Malmö: Malmö högskola.
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| 200. |
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