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Sökning: L773:1653 1868

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51.
  • Cederlund, Katarina, 1968-, et al. (författare)
  • Multimodala bedömningspraktiker och lärares lärande
  • 2018
  • Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; , s. 43-68
  • Tidskriftsartikel (refereegranskat)abstract
    • The article reports on a study where teachers in early primary school were presented to tools to approach texts and meaning-­making from a multimodal perspective. The study aims to develop knowledge of enabling and constraining factors for the development of a multimodal assessment practice. To do so, we examine how teachers’ understanding of quality in students’ multimodal texts is manifested in assessments, and how this relates to available tools. The findings are discussed with the help of Bernstein's (1990; 2000) theoretical frame-­work and focus on the conditions for teachers' work and learning. The study demonstrates teachers’ attention to multimodal text quality as ability to follow writing conventions, organize text and communicate content with several interacting resources. Available tools shape and broaden what is noticed. However, to give content to the meta-­language further knowledge on the use of different semiotic resources is needed. The study hereby raises the importance of interdisciplinary perspective on multimodal assessment.
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52.
  • Cronqvist, Marita (författare)
  • Joy in Learning: When Children Feel Good and Realize They Learn
  • 2021
  • Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 3
  • Tidskriftsartikel (refereegranskat)abstract
    • Both in research and inthe Swedish curricula, positive emotions such as joy, pleasure and desire are said to stimulate learning. However, it is not clear what the meaning of joy is in relation to learning. The purpose of this phenomenological study is to gain knowledge about the essential meanings of the phenomenon joy in learning for children aged 9 and 12 years in compulsory school. The questions are as follows: What meanings constitute the phenomenon joy in learning in the current context? What implications do the findings have for teaching? The study is phenomenological and is based on interviews with or written stories by the participating children. The findings indicate how joy stimulates learning and emerges when children understand and ‘own’ their learning process. Teachers are important as ‘facilitators’ for joy in learning through being supportive and inspiring. Joy in learning during lessons is related to joy and friendship during school breaks. Teachers’ decisive importance for joy is discussed in relation to various modalities of pedagogical contact. Conclusions can be drawn that school breaks need attention from a learning perspective and that children need teacher support to understand their learning process.
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53.
  • Cronqvist, Marita (författare)
  • Yrkesetik i lärarutbildning : Essensens betydelse
  • 2020
  • Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 2, s. 23-40
  • Tidskriftsartikel (refereegranskat)abstract
    • Teaching is an ethical activity and in order to ensure a high quality in teaching, ethics need to be visualizedand verbalized. In a phenomenological empirical study with student teachers as participants, data wereanalyzed in order to express the essential meanings of professional ethics. The essence can be described asthe meanings that in spite of different contexts are relatively persistent. In phenomenology, the possibilityof expressing the essence of a phenomenon is interpreted in different ways. Inthis article, the author arguesthat the essence is needed to verbalize ethics in teaching tentatively as a kind of ethical code or guidelinefor becoming teachers. Some of the essentialfindingsstemmingfrom the empirical study mentioned abovearecomparedwith the ethical principles formulated inLäraresYrkesetiskaPrinciper(2001) by the two Swedishunions,LärarförbundetandLärarnas Riksförbund,to argue for the importance of formulating the essence.
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54.
  • Dahl, Christoffer, 1968-, et al. (författare)
  • Skönlitteraturens språk : det dubbla perspektivets möjligheter vid textanalys
  • 2021
  • Ingår i: Educare - Vetenskapliga Skrifter. - 1653-1868. ; 2, s. 1-22
  • Tidskriftsartikel (refereegranskat)abstract
    • This article explores the possibilities of combining literary and linguistic text analyses: a double perspective on the teacher education for lower secondary school. The aim is to analyze how two students, in a course in text analysis, solve an examination assignment where they are asked to combine literary and linguistic tools in their analysis of Pär Lagerkvist's short story "Father and I" (1924). We ask the following questions: How do students use literary and linguistic tools in the analysis of Lagerkvist's work and how do they combine these tools? What kind of didactic potentials do students see in a double perspective? The result shows both similarities and differences in how the students combine linguistic and literary tools and how they underpin the analysis. The students’ meta-reflections indicate that such double perspective provides a deeper understanding of literary texts containing both literary and linguistic resources. Our conclusion is that the double perspective may provide a powerful theoretical and didactic tool for students of the Swedish language at the teacher education for lower secondary school.
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55.
  • Dahl, Christoffer, et al. (författare)
  • Skönlitteraturens språk : det dubbla perspektivets möjligheter vid textanalys
  • 2020
  • Ingår i: Educare - Vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; 2:2, s. 1-22
  • Tidskriftsartikel (refereegranskat)abstract
    • This article explores the possibilities of combining literary and linguistic text analyses: a double perspective on the teacher education for lower secondary school. The aim is to analyze how two students, in a course in text analysis, solve an examination assignment where they are asked to combine literary and linguistic tools in their analysis of Pär Lagerkvist's short story "Father and I" (1924). We ask the following questions: How do students use literary and linguistic tools in the analysis of Lagerkvist's work and how do they combine these tools? What kind of didactic potentials do students see in a double perspective? The result shows both similarities and differences in how the students combine linguistic and literary tools and how they underpin the analysis. The students’ meta-reflections indicate that such double perspective provides a deeper understanding of literary texts containing both literary and linguistic resources. Our conclusion is that the double perspective may provide a powerful theoretical and didactic tool for students of the Swedish language at the teacher education for lower secondary school.
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56.
  • Dahl, Jonas, 1970-, et al. (författare)
  • The citizen in light of the curriculum
  • 2013
  • Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 27-43
  • Tidskriftsartikel (refereegranskat)abstract
    • In this article, the mathematics needed for citizenship is discussed in relation to the Swedish curriculum. The article considers two approaches for discussing mathematics as demanded by, or developed within, a society: mathematical literacy and ethnomathematics. These approaches provide an alternative un-derstanding for school mathematics in relation to citizenship. In reconsidering the expectations upon the future citizen produced from implementing the cur-riculum, an argument is made for the curriculum to include elements from critical and socially responsible mathematics education, which include ele-ments of ethnomathematics and mathematical literacy. Such reconsideration is necessary because the transfer of mathematics from school to the outside world is not a straightforward matter. Therefore, it is essential that more focus is directed at citizens in the curriculum, and the transitions they undertake during their trajectories in life, to and from school.
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57.
  • Dahlbäck, Katharina, 1957, et al. (författare)
  • Estetiska dimensioner i svenskämnets kursplaner från Lgr 69 till Lgr 11
  • 2017
  • Ingår i: Educare. - 1653-1868. ; :2017:1, s. 152-182
  • Tidskriftsartikel (refereegranskat)abstract
    • The possibilities young pupils have to express themselves by using ver-bal, written and aesthetic languages depend on the multilingual discourse at school. In this presentation, multilingualism is defined as languages with roots in different nations and cultures, linked to aesthetic languages (music, fine arts, literature, theatre, film and dance). The term multimo-dality is used to highlight the variety of communicative forms used by people to utilize and develop knowledge (Selander & Kress, 2010). Alt-hough people increasingly communicate by the use of different modali-ties in today’s society (Kress, 2003), the written language holds a unique position in Swedish as a school subject, and the aesthetic means of ex-pression could be said to be marginalized. The study presented is a quali-tative, comparative study based on close reading of curricula for the sub-ject Swedish from 1969 (Lgr 69) to 2011 (Lgr 11). The purpose is to make clear how aesthetic perspectives of Swedish appear in the different curricula, starting with the didactic questions on what students are ex-pected to learn, how this is told to be executed and why. Among the ana-lysed curricula, the curriculum from 1980 (Lgr 80) represents an empiri-cal, multimodal, communicative, democratic and creative approach to the subject Swedish, where aesthetic forms of expressions are emphasized. The analysis shows that the importance of these communicative forms is reduced in later curricula, leaving the aesthetical aspects in the back-ground. The possibilities represented by a variety of modalities and sign systems decrease. Instead a skill oriented school subject increase that weakens the bridges between different expressions of multilingual lan-guage. The discussion, has a focus on the problems that the curriculum implicates, when young, multilingual students are not given the possibili-ties to use their different sign systems and communicative capacity, and therefore not the possibility to learn with their full potential.
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58.
  • Dahlström, Helene (författare)
  • Populärkultur som kunskapskälla i förskolan
  • 2023
  • Ingår i: Educare. - 1653-1868 .- 2004-5190. ; :2, s. 61-86
  • Tidskriftsartikel (refereegranskat)abstract
    • The present study examines how students in preschool teacher education perceive the role of popular culture in preschool education. By focusing on how to increase the knowledge of pre-service prescool teachers’ perceptions of popular culture in preschool, the study is an empirical contribution to early childhood literacy research. Further, the results can contribute to an understanding of how popular culture can be addressed in future preschools. The empirical data consists of focus group discussions with 67 preschool teacher students and individual interviews with seven preschool teacher students. A thematic analysis was carried out. Concepts of dimensions of literacy and funds of knowledge were used in analysis and discussion. The results reveal that participating preschool students perceived popular culture as a source of increased equity, learning, and critical literacy but also as challenging concerning equity and preschool's existing culture and value base. The main conclusion in the article is that future preschool teachers see that, together with a pedagogical idea, popular culture can be seen as a resource among others for learning and developing social competencies. However, the students did not uncritically celebrate popular culture as they highlighted the importance of preschool teachers' competencies regarding creating possibilities for critical reflections concerning popular culture that challenges democratic values.
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59.
  • Danielsson, Kristina, Professor, 1961-, et al. (författare)
  • Analysing interaction in science classrooms – a comparative study of two discourse analysis frameworks
  • 2023
  • Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 2023:1, s. 1-32
  • Tidskriftsartikel (refereegranskat)abstract
    • One central issue for research in classrooms is to provide insights concerning characteristics of classroom interaction that can help teachers improve their teaching. In the present study, we analyse spoken interaction in one elementary physics classroom by the use of two different frameworks, targeting similar aspects of social communication, namely how discourse patterns shape the relations between participants. The two frameworks utilized are on the one hand analyses of the communicative approach according to Mortimer and Scott, combined with analyses of discourse patterns such as IRE-patterns, and on the other hand analyses related to the interpersonal meta-function in Halliday’s systemic-functional grammar, SFG. The aim was to highlight possibilities and limitations of the different frameworks. Our analyses reveal that the two analytical frameworks have partly the same, partly different affordances concerning what they can reveal about classroom interaction. The analyses of the communicative approaches have the potential of elucidating discursive patterns and power relations at a general level, while the analyses based on SFG can provide more details about the power relations in terms of how the participants actually structure their utterances. The results are also discussed regarding implications for education.
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60.
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