| 41. |
- Bodén, Ulrika, et al.
(författare)
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Students' Insights from Interactive Visualizations Arranged Multimodally in Knowledge Visualizations
- 2022
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Ingår i: Educare - vetenskapliga skrifter. - : Malmö universitet. - 1653-1868. ; :1, s. 32-70
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Tidskriftsartikel (refereegranskat)abstract
- In this study, a visual analytics application is put into practice in Swedish secondary school social science classrooms. The application offers support to analyse vast amounts of data through interactive data visualizations. Previous studies have demonstrated that the visual interactive interface challenges the traditional practice in school, where students usually demonstrate their knowledge by means of written texts. Thus, this study examines what happens if students work with more malleable, adaptable, or fluid modes when attempting to express their conclusions from work with interactive data visualizations. It aims to detect patterns in how knowledge visualizations are produced and arranged multimodally. Inspired by design-based research, the study conducted two classroom interventions followed by video captures. It employed a socio-material semiotic approach, which enables the study of interactions between both social and material actors. Three patterns emerged when students’ insights were translated into knowledge visualizations – exploring, gathering, and inserting. It became obvious how different actors taking part of such a digital multimodal writing activity affect and change every actor/everyone/everything, which in turn transfers, relocalizes, reformulates, and re-presents the communicated message. Knowing how knowledge visualizations are produced might strengthen students’ visual abilities when transforming insights multimodally.
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| 42. |
- Borgström Källén, Carina, 1961, et al.
(författare)
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Kropp, blick och plats – konstruktioner av dans- och vokalundervisning
- 2019
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Ingår i: Educare - vetenskapliga skrifter No 2 (2019): Aesthetics, learning and education - Part I. - 1653-1868. ; :2, s. 73-92
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Tidskriftsartikel (refereegranskat)abstract
- By focusing on dance and on the voice as a music instrument, and applying a gender perspective, this article problematizes constructions of dance and music education – arenas where girls and women are in the majority. The result is based on the meta-analysis of a common issue found in four qualitative studies, three conducted at the aesthetic programs at upper-secondary schools in Sweden and one conducted in higher music education. The studies were produced through participatory observation, video-documented teaching situations, discussions with teachers about critical incidents, focus group discussions and group interviews. The meta-analysis shows that dance and vocal studies’ have similar subject constructions based on the traditions and conventions of the performing arts. Furthermore, the result points to the need to highlight how the body, the gaze, and the place are constructed in teaching and learning to clarify what norms and values surround the subjects. The article contributes to the discussion of how quality is understood in dance and music education and increases the knowledge of widening participation in these subjects.
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| 43. |
- Boström, Lena, 1960-, et al.
(författare)
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Läroplansimplementering och korstryck i fritidshemmets arbete
- 2018
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Ingår i: Educare. - Malmö : Malmo University Library. - 1653-1868 .- 2004-5190. ; :2, s. 107-132
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Tidskriftsartikel (refereegranskat)abstract
- I svenska fritidshem pågår i en daglig verksamhet för cirka en halv miljon barn. Den präglas av en komplexitet omfattande exempelvis förändringar av styrdokument, brist på en accentuerad pedagogik och en förändrad profession. Mot denna bakgrund fokuserar denna studie på fritidspedagogers uppfattningar om läroplansimplementering och eventuell genomslagskraft i den fritidspedagogiska praktiken. Empirin består av individuella intervjuer, fokusgrupper och fältstudier. I studien flätas teorier om läroplansdidaktik och organisationsteori samman. Som analytiska begrepp används läroplansimplementering och korstryck. Resultatet visar att värden och uppgifter som pedagogerna betonar i relation till styrdokumenten är sociala färdigheter, professionell ambivalens samt fritidshemmets status. Strategier personalen använder är hög ledarskapsstruktur, reaktiv bekräftelse av läroplansskrivningar samt traditionella fritidshemsverksamheter. Begränsningar är fritidshemsverksamhetens låga status i jämförelse med traditionell skolverksamhet, brist på tid för implementering, ”skolifiering” samt oklarheter i styrdokumentens innehållsbeskrivningar. Därmed upplevs flera stressande korstryck i olika bemärkelser i arbetet, vilket försvårar realisering av läroplanens intentioner.
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| 44. |
- Botö, Kerstin, 1958, et al.
(författare)
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Lärares lek och barns arbete: Litteracitetsaktiviteter i förskoleklassen
- 2018
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Ingår i: EDUCARE. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 2:4, s. 69-91
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Tidskriftsartikel (refereegranskat)abstract
- The study stems from practice at the inter-section between subject-oriented activities and play of the preschool class. The specific interest is children’s early literacy development, grounded in two different views: the bottom-up or phonics perspective, which emphasizes reading and writing primarily as a skill; and the top-down or whole language perspective emphasizing the communicative function and meaning of written language. The aim is to explore how literacy activities are performed in a preschool class. Specifically, the focus is on how the teachers and the children interact in a literary activity, where an educational television program is used as part of the teaching tools. Theoretically, the study is underpinned by a sociocultural perspective on learning and the method consists of video documentation. The analysis focuses on how the interaction is framed by institutionally based perspectives on both learning and play. The results show that play is introduced in the activities but becomes transformed into an interaction pattern akin to schooling, in which the phonics tradition takes precedence. The teachers solve the dilemma between play and work by framing the activity in a playful way, inspired by the television program, while the children’s work develops into accomplishing a task.
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| 45. |
- Bradling, Björn
(författare)
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World Literature and Transformative Learning: Reading and Teaching Season of Migration to the North in Swedish Upper Secondary School
- 2024
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Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates how Tayeb Salih’s Season of Migration to the North (2006) can be read and taught as an example of world literature in accordance with the transformative and culturally empowering ambitions of the Swedish upper secondary school curriculum.A total of18 third-yearstudents inthe upper secondary science programme read the novel and recorded their reading experiences in journals. These journals have been thematically analysed,and the results show that the students’ processes of deconstructingand reconstructing the finalised reading,using literary concepts,help forward estrangement effects, which produce critical readings. As the students read for the plot and closedin on the end, their text-centred understandings of the novel wereheightened, and by actively using subject-specific terminology (i.e. stylistic devices and modes of reading concepts),they strengthened the sense-making of their relations to the world as mediated through the text. Frames of reference about historical andcurrent Sudan support the students in allowing the novel to become a merging point, at which their cultural horizons are nuanced through the juxtaposing of different perspectives. The students’ meta-reflexive readings allow for experiencing culture on the move as part of their transformative learning.
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| 46. |
- Brauer, Alexander
(författare)
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Responsiveness to culture through literature : Creative writing as culturally responsive pedagogy
- 2024
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Ingår i: Educare. - : Malmö University Press. - 1653-1868 .- 2004-5190. ; :1, s. 62-77
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Tidskriftsartikel (refereegranskat)abstract
- This position paper argues that creative writing can be a fruitful tool for cultural responsiveness in secondary education and calls for creative writing to be viewed as a more natural part of language teachers’ culturally responsive pedagogical repertoire. The integration of creative writing exercises in culturally responsive language arts education may rouse a strengthened voice, benefit cultural literacy, engender the discovery and exploration of individual funds of knowledge, enhance relational competence, and bring about the critical crafting of and engagement with cultural representations. These arguments are convergent with the view that teaching, in order to be culturally responsive, should originate from students’ funds of knowledge, taking both subject content and relational aspects into consideration – and this paper proposes that creative writing is uniquely positioned to facilitate these aims.
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| 47. |
- Brodin Olsson, Madeleine, 1973, et al.
(författare)
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Förskollärares ledarskap som ett kunskapsfält i behov av begreppsliga resurser i förskoleverksamhet, utbildning och forskning
- 2022
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Ingår i: Educare - Vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; :4, s. 72-99
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Tidskriftsartikel (refereegranskat)abstract
- The present study aims to investigate supervision activities as a form of teaching leadership in preschool teacher education. Work-based education constitutes a particular context for understanding of leadership in preschool due to its intention of bridging between practical and theoretical experience and knowledge. The empirical data analyzed consist of audio-recorded supervision in the form of weekly conversations between the student teacher and the preschool teacher within a five-week course with leadership as the learning content. Theoretically grounded in a sociocultural perspective on learning and communication, the analysis shows how leadership is mediated as a relational practice but without a definition. In addition, the conversations focus on the student teacher’s trajectories of developing leadership. In these conversations, the contents: meanings of leadership and the students’ appropriation of leadership, are blurred. Without an explicit meta-perspective in the conversations, it becomes analytically unclear whether, or to what extent, the participants establish conceptual intersubjectivity. The findings are discussed in relation to work-based education as a context for teaching and learning the prospective occupation. We conclude that theoretical knowledge of preschool teachers’ leadership becomes invisible in supervision without an education offering conceptual resources for this content.
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| 48. |
- Cederlund, Katarina, 1968-, et al.
(författare)
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Multimodala bedömningspraktiker och lärares lärande
- 2018
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Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; , s. 43-68
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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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| 49. |
- Cronqvist, Marita
(författare)
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Joy in Learning: When Children Feel Good and Realize They Learn
- 2021
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Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 3
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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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| 50. |
- Cronqvist, Marita
(författare)
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Yrkesetik i lärarutbildning : Essensens betydelse
- 2020
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Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 2, s. 23-40
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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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