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Träfflista för sökning "AMNE:(SOCIAL SCIENCES Educational Sciences Pedagogical Work) "

Sökning: AMNE:(SOCIAL SCIENCES Educational Sciences Pedagogical Work)

  • Resultat 51-60 av 6556
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51.
  • Levin, Lena, 1958-, et al. (författare)
  • Unpacking corrections in mobile instruction : Error-occasioned learning opportunities in driving, cycling and aviation training
  • 2017
  • Ingår i: Linguistics and Education. - : Elsevier BV. - 0898-5898 .- 1873-1864. ; 38, s. 11-23
  • Tidskriftsartikel (refereegranskat)abstract
    • This article deals with the organisation of correction in mobile instructional settings. Five sets of video data (>250 h) documenting how learners were instructed to fly aeroplanes, drive cars and ride bicycles in real life traffic were examined to reveal some common features of correction exchanges. Through detailed multimodal analysis of participants’ actions, it is shown how instructors systematically elaborate their corrective instructions to include relevant information about the trouble and remedial action – a practice we refer to as unpacking corrections. It is proposed that the practice of unpacking the local particulars of corrections (i) provides for the instructional character of the interaction, and (ii) is highly sensitive to the relevant physical and mobile contingencies. These findings contribute to the existing literature on the interactional organisation of correction and mobility, as well as to ongoing work in ethnomethodology and conversation analysis on teaching and learning as members’ phenomena.
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52.
  • Aili, Carola, 1963-, et al. (författare)
  • Qualifying teacher work : everyday work as basis for the autonomy of the teaching profession
  • 2007
  • Ingår i: Teachers and Teaching. - 1354-0602 .- 1470-1278. ; 13:3, s. 287-306
  • Tidskriftsartikel (refereegranskat)abstract
    • Teachers' work in tuition-free (non-classroom) time was investigated to see to what degree teachers do work that could be considered as qualifying for the status of professional autonomy. The question arises in Sweden and elsewhere as both teachers and the state actively, and in tandem, strive to professionalise the work of the teacher. Abbott's work on the division of expert labour is taken as a point of departure. Based on data collected by an organisation sampling method, the article describes what teachers do in their tuition-free time. The study data consist of 1166 reports from 59 Swedish teachers' daily work situations in school years 1-12. Qualifying teacher work is related to teachers' ways of handling divergent cases, discretionary work and problem solving. Situations where teachers can use specific professional knowledge are described. One of the main findings is that in 22.2% of the situations studied, such professional knowledge can be applied. This corresponds to at least 7.5 hours of the Swedish teachers' weekly working hours; with the reservation that 10 hours of teachers' weekly 45 hours working time is not examined. This time corresponds roughly with the non-regulated working time, that is, time when the teachers do not have to be at school.
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53.
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54.
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55.
  • Hjelmér, Carina, 1956-, et al. (författare)
  • Time, space and young people´s agency in vocational upper secondary education : a cross-cultural perspective
  • 2010
  • Ingår i: European Educational Research Journal. - Oxford, United Kingdom : Symposium Journals Ltd. - 1474-9041. ; 9:2, s. 245-256
  • Tidskriftsartikel (refereegranskat)abstract
    • This article is based on ethnographic studies in the context of vocational education: two in Sweden and one in Finland. The Swedish data originate from the Vehicle programme and the Child and Recreation programme; the Finnish data originate from the social and health-care sector. In this sense, the authors’ perspective is cross-cultural. The article focuses on temporal and spatial dimensions of these three educational contexts and analyzes how young people exhibit their agency when negotiating their time and constructing their own space. The authors’ analysis elucidates how time–space paths in the context of vocational education are classed and gendered. In the female-dominated fields of vocational upper secondary education, disciplinary practices related to time and space are more visible than in the male-dominated fields. Moreover, it is argued that the political atmosphere in Sweden has been more favourable for promoting equality than that in Finland. Despite this, divisions between students and pigeonholing exist in everyday school life.
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56.
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57.
  • Andersson, Joakim, 1966 (författare)
  • Kommunikation i slöjdundervisningen
  • 2022
  • Ingår i: Skolporten, slöjdkonferens.
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • Att ge en instruktion kring exempelvis en hantverksteknik kan göras på en mängd olika sätt. Instruktionen kan ges verbalt, visas i handling eller med en blandning av olika kommunikationsformer. Vilka konsekvenser får lärarens val sett till möjligheter och omöjligheter för den enskilde eleven att ta till sig det läraren avser? • Val av kommunikationsform i förhållande till elevens lärande och görande. • Förförståelsens betydelse för val av kommunikationsform. • Att visa ”på riktigt” eller ”som om ”.
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58.
  • Andersson, Joakim, 1966 (författare)
  • Sammansättningstekniker i en skolkontext
  • 2023
  • Ingår i: Sjællandsstævnet- Dansk slöjdförening.
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • Workshop i sammansättningstekniker- Vad går det att skapa med ett ny tänk och hur kan det användas i undervisningen
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59.
  • Andersson, Per, et al. (författare)
  • “One day, one problem” : applying SOTL on a course about teaching in higher education
  • 2015
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • At the Centre for Teaching and Learning at Umeå University, we are responsible for the development of university teachers’ pedagogical competence. One of the main purposes of our courses is to help teachers develop an array of teaching methods – including a sound basis for their decisions about which method to use. We work with teaching methods for student active learning that develop sustainable knowledge (Hattie, 2009), for example Problem Based Learning, PBL. Our problem is that this usually takes a lot of time on our short courses. So we asked ourselves: How can we use SoTL to describe, develop and evaluate a method that gives key transitions in the university teachers’ journey towards pedagogical competence, both theoretically and practically (Dietz-Uhler and Bishop-Clark, 2012)? We wanted a group of teachers on one of our courses to learn more about PBL and to be active while doing this. We also wanted a meta-didactic discussion about it afterwards. We found a method called “One day, one problem” (O’Grady, 2012) that we wanted to try. We had to redesign the method slightly to fit our context, by writing a relevant scenario in line with our expected learning outcomes. Apart from this we followed the suggested process in the article. We carried out formative and summative evaluations, and we as teachers documented the activity. Our preliminary analysis shows that this method gave us what we wanted since the learners were positive towards working this way, and the self- evaluated learning process and product was given high grades. Our preliminary results and conclusion is that this method is a useful way to both teach about the PBL process and to work with course content. We also saw that SoTL, systematically searching, finding, developing and evaluating a new teaching method is a good way to develop both our own and our students’ pedagogical competence. 
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60.
  • Barow, Thomas, 1969, et al. (författare)
  • Elevassistenter i särskolan: mellan elever och speciallärare : Student assistants in special school: between student and special teacher
  • 2021
  • Ingår i: Forskning pågår.
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • Den presenterade studien tar upp elevassistenters roll och uppgift i särskolan. Det empiriska materialet består av en enkätstudie med 60 elevassistenter och halvstrukturerade intervjuer mer fyra speciallärare och fem elevassistenter. Resultaten diskuteras baserande på ”street-level bureaucracy”-ansatsen och fokuserar på elevassisternas intermediära roll mellan speciallärare och elev i grundsärskolan. Elevassistenterna upplever avsaknad av stöd i sin professionella utveckling. Baserande på bristande resurser och omfattande uppgifter har de begränsade möjligheter i att kooperera med specialläraren gällande undervisningens planering, genomförande och evaluering. Komplexiteten att inneha både en undervisande och en omsorgsorienterad roll i klassrum diskuteras, särskilt med hänsyn till elevers välmående och relationer till andra elever.
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