| 1. |
- Ackesjö, Helena, 1973-, et al.
(författare)
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"Att jag kallar mig själv för lärare i fritidshem uppfattar jag skapar en viss provokation" : Om de nya grundlärarna med inriktning mot arbete i fritidshem
- 2016
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Ingår i: Educare. - 1653-1868 .- 2004-5190. ; :1, s. 86-109
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Tidskriftsartikel (refereegranskat)abstract
- In 2014 the first cohort of (a newly designed group of teachers) ”primary teachers with a specialization in extended school education” graduated from Swedish universities. In addition to the traditional formal qualifications as leisure pedagogues their degree also includes the competency to teach practical/aesthetical subjects in compulsory school up to year six. The newly designed teachers thus have to relate to dual professional identities and try to maintain balance between their work in the traditional socially oriented recreation centers against their teaching in a goal- and results-driven school. In this article we study a group of 40 new teachers before and after graduation, trying to get hold of how they perceive and negotiate their professional identities and how they orient themselves in the professional landscape. The results show that the graduates try to balance their own ideals and professional intentions against traditional professional identities and labor market conditions.
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| 2. |
- Asklund, Jonas, 1968-
(författare)
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Varför ska jag inte berätta? : litteraturarbete som språkintroduktion
- 2018
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Ingår i: Educare - Vetenskapliga skrifter. - Malmö : Faculty of Education and Society, Malmö University. - 1653-1868. ; :2, s. 90-106
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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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| 3. |
- Asklund, Jonas, 1968-
(författare)
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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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| 4. |
- Asplund Carlsson, Maj, 1948-, et al.
(författare)
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Bedömnings-, dokumentationspraktiker och pedagogiska identiteter
- 2015
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Ingår i: Educare. - 1653-1868 .- 2004-5190. ; 2015:2, s. 206-233
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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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| 5. |
- Axelsson, Thom
(författare)
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Vad händer inom utbildningshistoria : några nedslag
- 2019
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1 : History of Education, s. 1-17
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Utbildning brukar ses som lösningen på en rad olika problem i samhället, allt från sociala orättvisor till att servera näringslivet med adekvat arbetskraft. Få ämnen i den samhälleliga debatten väcker så starka känslor som utbildning gör. Inte sällan diskuteras utbildningen och dess roll med överhettade politiska och ideologiska tongångar.
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| 6. |
- Bach, Frank, 1958, et al.
(författare)
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De nationella proven i NO åk 6 - Skillnader i resultat mellan olika grupper
- 2015
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Ingår i: Educare. - 1653-1868. ; 2015:2, s. 48-70
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Tidskriftsartikel (refereegranskat)abstract
- In the spring of 2013 national tests in biology, physics and chemistry in grade 6 were implemented for the first time in Sweden. Data collected in connection to the tests are used to analyse student performance at different levels. This paper reports on differences in performance in biology, physics and chemistry between teaching groups, as well as differences in results related to gender and Swedish / Swedish as a second language. Comparisons are also made with results from TIMSS 2011, which tested the same group of students. Analyses were carried out with the aim to discuss equity in science education in Swedish schools. Overall, the results indicate that differences in student performance related to teaching group have increased since 2011 and that differences depending on the linguistic background are considerable. Additionally, girls perform better than boys in all science subjects. All these differences are large enough to be paid attention to on political levels and by principals and teachers. Both overall structural changes and changes in teaching and learning activities in schools are needed to increase equity in science education.
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| 7. |
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| 8. |
- Berg, Gita, 1982-, et al.
(författare)
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Aesthetic judgments and meaning-making during cooking in Home and Consumer Studies
- 2019
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Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; :2, s. 30-57
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Tidskriftsartikel (refereegranskat)abstract
- In Swedish home and consumer studies (HCS), cooking forms apart of the core content, and students often experience the results in a sensuous way–by eating the food. Sensuous, or aesthetic, experiences may affect students’ meaning-making and thus what is learned within the subject. There is a lack of research concerning the aesthetic aspects of cooking in a learning context; therefore, this study aims to explore HCS students’ meaning-making by focusing on aesthetic judgments during formalized cooking practices. The research question is, in what ways do students use aesthetic judgments in meaning-making processes during cooking? The data comes from video-documented classroom observations where the students cook together. Using a pragmatic approach and practical epistemology analysis (PEA), three ways in which the students use aesthetic judgments are illustrated: as arguments in negotiations, as reference points when reactualizing experiences, and as nonverbal actions evaluating sensory qualities. Empirical examples exemplify how aesthetic judgments play a role in establishing power relations, entail social/normative values, and influence the “tacit knowing” of cooking. The study found that aesthetic experiences are integral and important in students’ meaning-making during cooking practices. Moreover, by adding a new classroom context to the methodology used, its applicability for investigating aesthetic experiences and meaning-making is confirmed and widened.
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| 9. |
- Berggren, Kalle
(författare)
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Theorizing Power, Identity and Hip Hop : Towards a Queer, Intersectional Approach
- 2016
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Ingår i: Educare. - 1653-1868 .- 2004-5190. ; :2, s. 75-90
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Tidskriftsartikel (refereegranskat)abstract
- Power and identity are central themes in hip hop scholarship, whether it is race and class that are in focus, or gender and sexuality, or a combination. Yet power and identity are contested concepts that are used with varying theoretical outlooks. This article seeks to outline some key differences between different understandings of power and identity, and their consequences for the study of hip hop. Four models are identified. In the expression model, hip hop is understood as the cultural expression of a specific group. In contrast, the catalogization model and the two-plane model both acknowledge the existence of different dimensions of power and identity, but treat these either in a list-like manner or according to a base-superstructure dichotomy. The limitations of these two models can be overcome, it is suggested, by turning to the complexity model, which builds on contemporary feminist, intersectionality and queer theory
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| 10. |
- Bergh Nestlog, Ewa, 1959-
(författare)
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De första naturvetenskapliga skoltexterna
- 2017
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Ingår i: Educare. - : Malmö högskola. - 1653-1868 .- 2004-5190. ; :1, s. 72-98
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Tidskriftsartikel (refereegranskat)abstract
- In a research project conducted in a multilingual classroom, the teaching practice and pupils’ texts are studied during their first years of schooling. The teaching practice entails explicit teaching of text structures and experiences for the students to use in their writing. The aim of the study, presented here, is to investigate students’ first school texts, students’ relations to their texts and the texts’ relation to the teaching practice. The material of the study consists of pupils’ written texts, and data are also collected by observations and interviews. The study draws on dialogism, systemic functional linguistics and theories of the language of schooling. The main theoretical framework is supplemented by theories of second language acquisition and discoursal construction of writer identity. The main findings of the analysis are that the students in their texts make use of the teaching of text structures and the experiences they were involved in. The texts are characterized by everyday knowledge and language, as well as attempts to use scientific knowledge and language. The students show high text movability, i.e. ability talk about their texts in different ways, which indicates their potentials to take discourse roles and positioning themselves in the texts.
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