| 21. |
- Lundqvist, Eva, 1972-, et al.
(författare)
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Mangling Didactic Models for Use in Didactic Analysis of Classroom Interaction
- 2023. - 1
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Ingår i: Didactics in a Changing World. - Switzerland : Springer Nature. - 9783031208096 - 9783031208102 ; , s. 103-121
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Bokkapitel (refereegranskat)abstract
- The purpose of this chapter is to illustrate the idea behind the notion of mangling as part of the empirical development of didactic models. Didactic models range from macro theories concerned with the selection of goals, content, and methods to micro level modelling of individual lessons and students’ performance, and may take various shapes such as schemata, classification patterns, and rationales for didactic action, i.e., for teaching and learning. Didactic modelling consists of three core activities: extraction, mangling, and exemplification. Mangling designates a process of successive and deliberate adaptation of didactic models by applying them in didactic analysis and design in new contexts. We provide an example of mangling of two existing didactic models, the curriculum emphases (Roberts, Science Education, 66(2), 243–260: 1982) and subject foci (Fensham, Development and dilemmas in science education. The Falmer Press: 1988; Östman, Journal of Curriculum Studies, 28(1), 37–55: 1996). These models were initially developed for didactic analysis of science textbooks and national curricula. In this study we show how these models needed to be modified when mangled through a different practice, viz., analyses of actual teaching in science classrooms. Through the mangling process, the models were modified in the following three senses: (1) Their application range was extended, as a result of demonstrating that they could be meaningfully applied to a new context. (2) The conditions for their application needed to be changed, particular by the need for dividing classroom data into workable pieces that could thereafter be analyzed. (3) The application purpose of the two models changed, from analyses of regularities to analyses of variation in meanings offered to students. These modifications testify to the need for mangling of didactic models in different practices, rather than assuming that they may be unproblematically applied across contexts.
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| 22. |
- Meckbach, Johan, et al.
(författare)
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Förändringar i lärares sätt att leda undervisning
- 2022
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Ingår i: Ledarskap för lärande. - Linköping : Linköping University Electronic Press. - 9789179292881 ; , s. 54-64
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Detta kapitel beskriver hur lärarna bedrev ledarskap för lärande utifrån skattningar som gjorts vid observationerna. Kapitlet innehåller fyra delar, (a) en beskrivning av det kvantitativa analysarbetet, (b) en beskrivning av den generella utvecklingen hos lärarna till följd av interventionen, (c) en analys av lågt, medel och högt skattade lärares sätt att bedriva ledarskap för lärande, och (d) en diskussion som fokuserar på förändrade sätt att leda undervisning och vad det kan bero på. Kapitlet svarar på forskningsfrågan; om och på vilket sätt lärares sätt att leda undervisning påverkas mellan för- och efter-observation och där emellan liggande intervention.
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| 23. |
- Sjöström, Jesper, Docent, 1974-, et al.
(författare)
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The Bildung theory : from von Humboldt to Klafki and beyond
- 2020. - 1
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Ingår i: Science Education in Theory and Practice. - Cham : Springer Nature. - 9783030436193 - 9783030436209 ; , s. 55-67
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Bokkapitel (refereegranskat)abstract
- Bildung is a complex educational concept that has connections to both the Enlightenment and Romanticism. It has its roots in the late eighteenth century in Germany and has had a central place in educational philosophy and policy in central and northern Europe since then. In the history of education, one can identify at least five educational theories with reference to the basic ideas of Bildung: (a) Wilhelm von Humboldt’s classical Bildung, (b) liberal education, (c) Scandinavian folk-Bildung, (d) democratic education, and (e) critical-hermeneutic Bildung. In this chapter, we discuss the development of the concept of Bildung as a humanistic theory and its relevance for science education. We show how Bildung, when it comes to science education among other disciplines, emphasizes both personal subjectification and skills for socio-political action. In doing so, we relate contemporary interpretations of Bildung to issues of scientific literacy, education for sustainability, and transformative learning.
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| 24. |
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| 25. |
- Uusimäki, Liisa, 1959, et al.
(författare)
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VET Education for Sustainable Development in Sweden.
- 2024
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Ingår i: Ametller, J., Asikainen, E., Gual Oliva, M., & Němejc, K. Eds. (2024) Teacher Training for Education for Sustainable Development: Developing a Shared Competence Framework.. - Prague, Czech Republic : Czech University of Life Sciences.
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Bokkapitel (refereegranskat)abstract
- The book “Teacher Training for Education for Sustainable Development: Developing a Shared Competence Framework” is tangible evidence of the collaborative efforts of committed researchers, educators and policy makers who are striving to improve the quality of teacher education for sustainable development. This work crystallizes valuable insights gained from in-depth research, workshops and interviews conducted in five collaborating countries, and lays the foundation for a unified competency framework that crosses borders and strengthens the global dialogue on education.
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| 26. |
- aus der Wieschen, Maria Vanessa, et al.
(författare)
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Divergent language choices and maintenance of intersubjectivity : the case of Danish EFL young learners
- 2021
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Ingår i: International Journal of Bilingual Education and Bilingualism. - : Routledge. - 1367-0050 .- 1747-7522. ; 24:1, s. 107-123
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Tidskriftsartikel (refereegranskat)abstract
- The role of students’ first language(s) in foreign language classrooms has been hotly debated in the last decades. Although this line of research has advanced our understanding of language choice in the L2 classroom, it has mostly dealt with adolescent and adult learners. From a contextual perspective, then, more micro-analytic research that focuses on language choice at the primary school level is needed. Against this background, this paper presents a case study of a Danish third-grade English as a foreign language classroom, in which a pattern of divergent language choices has been observed: the teacher consistently uses English, whereas the learners almost exclusively speak Danish, which might entail trouble in maintaining intersubjectivity and a joint pedagogical focus. Using Conversation Analysis methodology, we found two sequential formats that help ensure student understanding and thus maintain intersubjectivity: (1) learner translations and reformulations for peer support in expansion sequences, and (2) expansions initiated by students requesting information or clarification that display partial or no understanding. We argue that the sense-making practices co-constructed in this classroom context are possible because the teacher encourages shared multilingual meaning-making practices. This research has implications for teaching EFL to young learners, and classroom language policies.
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| 27. |
- Claesson, Silwa, 1947, et al.
(författare)
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Ricoeurs kritiska hermeneutik vid empiriska studier
- 2011
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Ingår i: Pedagogisk forskning i Sverige. - Göteborg. - 1401-6788 .- 2001-3345. ; 16:1, s. 18-35
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Tidskriftsartikel (refereegranskat)abstract
- I artikeln lyfts frågan om tolkningens roll i pedagogisk och didaktisk forskning och specifikt prövas Paul Ricoeurs kritiska hermeneutik i vid empiriska studier. Ricoeurfilosofiska projekt handlar framför allt en kommunikation, där han bygger broar mellan det som kan förefalla vara motsägelsefulla ståndpunkter. I artikeln belyses några möjligheter som kan erbjudas forskare med empiriska data inom ramen för denna inriktning. Mer specifikt prövas här först möjligheten att använda begreppet tid så som Ricoeur framställer det, därefter tolkning där spän-ningsfält mellan att förklara och att förstå står i centrum samt, slutligen några frågeställningar runt transkription av inspelade dialoger. Artikelförfattarna kommer till slutsatsen att kritisk hermeneutik kan lämpa sig väl för praxisnära pedagogisk och didaktisk forskning och att det kritiska hermeneutiska förhållningssättet i många fall kan utgöra en god grund för förståelse och förklaring av fenomen i skolans komplexa och motsägelsefulla värld. Författarna menar också att kritisk hermeneutik öppnar för en reflektiv hållning i relation till empiriska data. Slutligen hävdas att tolkningsprocessen kan och bör uttryckas explicit vid empiriska studier.
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| 28. |
- Fingalsson, Rebecka, et al.
(författare)
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Constructing a ‘Nordic Nativeness’ in Swedish Sexuality Education
- 2022
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Ingår i: Education and involvement in precarious times. - Reykjavik, Iceland : School of Education, University of Iceland. - 9789935468222
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The Nordic countries' progressive sexuality education (SE) has become synonymous with gender equality, sex-positive attitudes, and norm-critical awareness (Allen & Rasmussen, 2016; Bengtsson & Bolander, 2020; Zimmerman, 2015). In global comparison, Nordic SE is perceived to be a queer utopia regarding LGBTQ rights (Kjaran, 2017). Despite the prominence, feminist scholars argue it to cultivate forms of sexuality through notions of secularism and progressive pedagogy (Scott, 2018). According to Scott (2018) has Western sexual freedom represented the “fulfilling of natural inclinations of all women” (p. 157) in which sexual desire becomes a defining attribute of the human and a form of “natural law outside of history” (ibid). Svendsen (2017) argues the secular logic within Norwegian SE to be an ‘operating technology’, constructing a secular native and a religious Other. Similar constructions have been found by Honkasalo (2018) in Finnish textbooks, where culture is assigned to non-Finnish Others in contrast to liberal and progressive ""Finnish"" sexuality. When seemingly neutral and depoliticized notions of sexuality, the human body, health, and morality are addressed in SE, it becomes crucial to think about how these notions affect educational practices. In this paper we continue the path of critique and explore Swedish SE to understand how ‘Nordic nativeness’ is constructed through educational practices. Our data consists of observations, interviews, and textbooks in which we highlight how ‘the native’ and ‘the Other’ are represented. In our paper, we use a thematic analysis to flesh out how positions of ‘nativeness’ and ‘otherness’ are represented in SE. Our preliminary findings support previous research but also present a paradox in which attempts of widening perspectives simultaneously re-construct and re-position nativeness and otherness. Although the empirical example is from a Swedish context, the paper’s results are of interest to a wider audience because it contributes to an understanding of how sexuality education is actively positions different ethical, social, political, and cultural values.
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| 29. |
- Francia, Guadalupe, 1961-, et al.
(författare)
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Children's rights and violence : A case analysis at a Swedish boarding school
- 2017
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Ingår i: Childhood. - : SAGE Publications. - 0907-5682 .- 1461-7013. ; 24, s. 51-67
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Tidskriftsartikel (refereegranskat)abstract
- Drawing on the Convention on the Rights of the Child, the article highlights various conceptions of violence at a Swedish boarding school and is based on a critical discourse analysis of different educational and media documents. The investigation indicates that ambitions to protect childrenfrom violence need to overcome the dichotomy of private and public in order to protect children affected by violence in the borderland between the private and public spheres.
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| 30. |
- Jensen, Mikael, 1969
(författare)
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Ledarskapsteorier
- 2022
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Ingår i: Lärarens ledarskap - professionell pedagogisk praktik. - Malmö : Gleerups. - 9789151107172
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Bokkapitel (refereegranskat)abstract
- Ledarskap är mångfasetterat och går att betrakta från flera olika synvinklar. Hur man än väljer att se på ledarskap fångar man bara ett fåtal aspekter. Detta har medfört att ledarskapsforskning är ett av de mest omfattande forskningsområdena och dessutom ett av de mest omtalade. Enigheten kring vad ledarskap är, är ganska låg. Så vad är ledarskap egentligen? Svaret på den frågan kan beskrivas med någon av alla de ledarskapsteorier som finns. Ju fler ledarskapsteorier man tar del av, desto bättre förstår man fenomenets komplexitet. I detta kapitel presenteras ett urval av ledarskapsteorier med relevans för lärares undervisning. De representerar en rad olika synsätt för att du som läsare både ska kunna se bredden inom ledarskapsforskning och kunna fördjupa dig i de teorier som du finner användbara.
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