| 51. |
- Doyle, Andrew, 1992-, et al.
(författare)
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Subject(s) matter : A grounded theory of technology teachers’ conceptions of the purpose of teaching technology
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Technology education internationally has for some time struggled to achieve continuity between what is depicted in policy and curricular documents and the reality of day-to-day practices. With its focus often articulated through the nature of activity students are to engage with, technology teachers are recognised as having significantly more autonomy in the design and implementation of their practices than teachers of other subjects. From this, it is important to understand the role of teachers’ beliefs about technology education and subsequently, how their beliefs may influence enacted practices. As such, this study sought to investigate teachers’ conceptions of the purpose of teaching technology through reflection on their enacted practices. A constructivist grounded theory methodology was employed for the design of the study and analysis of data. According to our analysis, despite similarities between the nature of student activity that interviewees designed and implemented, interviewees represented the purpose of the subject in different ways. Three different conceptions of the purpose of teaching technology were identified; obtaining knowledge and skills for application, ability to act in a technological way, and ability to think in a technological way. Central to the three conceptions were contentions in the representations of what constituted subject matter knowledge in the subject, and the role that different application cases played in teaching technology. Without consideration and explicit articulation of the purposes for teaching technology, this lack of clarity and differences in rationale for teaching technology are likely to continue.
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| 52. |
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| 53. |
- Erixon Arreman, Inger, 1954-, et al.
(författare)
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Social Justice in Swedish Post-16 Education? New preparatory programmes
- 2018
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 62:4, s. 570-585
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Tidskriftsartikel (refereegranskat)abstract
- Under a recent national curriculum reform in Sweden within a highly decentralised, competitive, and marketised education system, access to post-16 education is restricted. In this study, we map and analyse the early onset of new preparatory programmes. We draw on interviews with local politicians and school staff in six different municipalities, along with documents and statistics. The study is positioned within a framework of analysis of policy ideas and theoretical perspectives on inclusive education, equal education opportunities, and marketisation. Bernstein’s theoretical concept of “pedagogic rights” serves as a lens for the interpretation of the findings. The study suggests that the preparatory programmes tend to have marginalising effects for vast numbers of 16 plus students, in contrast to wider policy aims of social and economic inclusion and employability.
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| 54. |
- Finnveden, Göran, et al.
(författare)
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Evaluation of integration of sustainable development in higher education in Sweden
- 2020
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Ingår i: International Journal of Sustainability in Higher Education. - : Emerald Group Publishing Limited. - 1467-6370 .- 1758-6739. ; 21:4, s. 685-698
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Tidskriftsartikel (refereegranskat)abstract
- Purpose Since 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government asked the Swedish higher education authority to evaluate how this study is proceeding. The authority chose to focus on education. This paper aims to produce a report on this evaluation. Design/methodology/approach All 47 HEIs in Sweden were asked to write a self-evaluation report based on certain evaluation criteria. A panel was appointed consisting of academics and representatives for students and working life. The panel wrote an evaluation of each HEI, a report on general findings and recommendations, and gave an overall judgement of each HEI in two classes as follows: the HEI has well-developed processes for integration of SD in education or the HEI needs to develop their processes. Findings Overall, a mixed picture developed. Most HEIs could give examples of programmes or courses where SD was integrated. However, less than half of the HEIs had overarching goals for integration of SD in education or had a systematic follow-up of these goals. Even fewer worked specifically with pedagogy and didactics, teaching and learning methods and environments, sustainability competences or other characters of education for SD. Overall, only 12 out of 47 got a higher judgement. Originality/value This is a unique study in which all HEIs in a country are evaluated. This provides unique possibilities for identifying success factors and barriers. The importance of the leadership of the HEIs became clear.
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| 55. |
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| 56. |
- Forssten Seiser, Anette, 1965-
(författare)
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Stärkt pedagogiskt ledarskap : Rektorer granskar sin egen praktik
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the study is to generate knowledge about principals´ pedagogical leadership practice. Furthermore, the study aims at generate knowledge of what is happening in a joint action research practice when principals explore a pedagogical leadership. In the study the theory of practice architectures interacts with the choice of methodological orientation and is used to analyse the results. The study is embedded in the Nordic action research tradition. Partnership between universities and practitioners is seen as an important arena for professional development. The results are of importance to the principals who daily work to improve their schools. The students' learning and development appear to be an important and almost obvious component of the principal´s pedagogical leadership practice. The principal's pedagogical leadership is defined as an indirect leadership in which the principal focuses on arranging the conditions for the teachers so that they are given the opportunity to improve their teaching. A pedagogical leader is not just talking about changes, he/she also calls for concrete actions in the school's internal work. The principals´ pedagogical leadership can be described as orchestrating the surrounding arrangement in such a way that they enable a learning and collaborative practice at the school. Part of this orchestration is about supporting forms of cooperation so that good norms and a development-promoting culture are established. The study shows how trustworthy relationships in the groups were absolutely necessary for the participants to be able to change their understanding of the pedagogical leadership. The changes in the joint action research practice have been described as three stages: the establishment stage, the testing stage and the critical stage, where the names of the stages characterize what happened in the groups during different periods of time in the change process. A critical and emancipatory approach was developed in the process.
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| 57. |
- Fredholm, Kent
(författare)
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Flerspråkig användning av Google Translate : Det utökade transspråkandets affordanser för skriftlig produktion på spanska L3
- 2023
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Ingår i: Språk i praktiken – i en föränderlig värld. - Stockholm : Stockholms universitet. - 9789187884306 ; , s. 131-156
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Konferensbidrag (refereegranskat)abstract
- I denna artikel redogörs för elva gymnasieelevers flerspråkiga användning av Google Translate i samband med skrivuppgifter i spanska under ett läsår. Tidigare studier har fokuserat på tvåspråkig användning av maskinöversättning. Svenska elever i moderna språk har dock i regel minst tre språk i sin språkliga repertoar: svenska, engelska samt minst ett modernt språk. Genom att ge exempel på mer komplexa sökstrategier där tre eller fler språk blandas bidrar studien till fördjupade inblickar i elevers användning av maskinöversättning i undervisningen i moderna språk. Med hjälp av skärminspelningar av elevernas datorskärmar har deras användning av Google Translate detaljgranskats. Eleverna uppvisade olika preferenser i fråga om vilket språk de oftast utgick ifrån i sina sökningar: företrädelsevis svenska, engelska, eller en jämnare blandning av språken. Några elever uppvisade olika beteenden vid olika skrivtillfällen. Gemensamt för dem alla var att de frekvent växlade fram och tillbaka mellan svenska, engelska och spanska (samt i ett fall även tyska). Dessa språkväxlingar gjordes för att kontrollera tillförlitligheten i sökresultat, för att komplettera söksträngar när språkkunskaperna på det föredragna utgångsspråket inte var tillräckliga, samt för att möjliggöra fortsatt sökande när utgångsspråket inte gav tillförlitliga eller konsekventa resultat. Användandet av språk och teknik förstås här i termer av ett utökat transspråkande, där kunskaper i flera språk och förmågan att hantera tekniken tillsammans bildar en semiotisk resurs som erbjuder affordanser för skriftlig kommunikation.
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