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21.
  • Cronqvist, Marita (författare)
  • Yrkesetik i lärarutbildning - en balanskonst
  • 2015
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • The aim of the study is to examine and to increase the understanding of how student teachers implicitly (in action) and explicitly (through oral and written statements) express and learn professional ethics and what these expressions reveal about professional ethics. Previous research has indicated that professional ethics as phenomenon is difficult to separate and to view in the meeting between pedagogue and child. Professional ethics is often unspoken and based on personal feelings and not on formulated knowledge. In this study professional ethics is examined as the student teacher´s lived practice in the meeting with the child. The study is based on life-world theory and Reflective Life-world Research (RLR). This means for example that the phenomenon of professional ethics is examined as it present itself to student teachers and that the researcher must make efforts to be open to the phenomenon, reflect on it and to bridle preunderstandings. Ten student teachers with different orientations to preschool and elementary school have been followed, eight of them from second to fourth semester in periods when university courses and school-based education meet. Empirical data is collected from interviews, observations and different written statements. Findings are presented in three parts: Part 1 presents the issues for each individual student teacher. In part 2 the essence of professional ethics is formulated as seven elements of meaning: 1) that ambiguity requires an approach to responsibility, 2) that external factors can be obstacles, 3) that relationships and learning are interwoven, 4) that experiences should be for a child´s best interest, 5) that inclusion should be available to every child, 6) that authority should be exercised through an atmosphere of joy, respect and safety, and 7) that development occurs when theory and practice meet in reflection. Part 3 is a theoretical presentation. Reflection, self-reflection, judgment and student teachers as role models emerge as the primary tools of professional ethics. These tools are dependent on each other and intertwine cognition and emotion, experiences, theories and practice. In addition to the essence of professional ethics, my conclusion is that learning about professional ethics is based on the student teacher´s life world and takes place in a lifelong learning process. Consequently, teacher education needs to support meta-learning (learning how to learn) and build education on the student teacher´s individual life world as a resource. The student teachers as role models are developed through virtuous actions continuously being performed and through teacher educators acting as role models. Judgment and phronesis are also developed in practice through student teachers´ experiences of balancing between various factors in the complex situation. Since learning is developed in practice and from experiences, school-based education becomes valuable in order to stimulate learning. Another conclusion is that experiences must be discussed and analyzed thoroughly and systematically in education. In this process reflection is crucial. Based on the findings, a didactic model, Didethics, has been created in order to implement ethics in the same way as content (subject) and methods are included in didactics. Through asking questions, the model implements ethics, links it with content and methods and follows ethics through the planning, implementation and evaluation of the learning process.
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22.
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23.
  • Economou, Catarina (författare)
  • "I svenska två vågar jag prata mer och så" : en didaktisk studie om skolämnet svenska som andraspråk
  • 2016
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • This thesis takes its point of departure in recent criticism directed at the Swedish school system, especially regarding the fact that students with a foreign background do not get the same opportunities or attain the same results as Swedish-born students. The general aim of this thesis is to study and analyse multi-lingual students’ situation from a critical didactic perspective, focusing on content and teaching in Swedish as a Second Language in upper secondary school. The legitimacy of and views on the subject are examined, as well as how the students are selected and categorised. The role that fiction has in the context of the subject is also investigated and discussed. The main sources of inspiration for the theoretical framework of the study have been the works of Nussbaum and Cummins. In addition, theoretical and methodological approaches are drawn from McCormick ́s socio-cultural model, Rosenblatt’s reading forms, as well as Tengberg, and Goodlad’s curriculum theory. The methodology used in this thesis is ethnography as well as curriculum and text analysis. The thesis consists of four articles. Article one, “The secondary school subject of Swedish as a Second Language – is it necessary?” examines the subject from different angles. The second “Swedish and Swedish as A Second Language – two equal subjects?” compares and analyses the two curricula. The third “Reading Fiction in a Second Language Classroom” and fourth “Multilingual Pupils’ Reading of Doctor Glas” consider the role of fiction within the subject, examining how a group of second language learners interpret and discuss the novels and how they interact with each other in relation to the literary texts. Furthermore, the last two studies analyse what forms of reading the students use. The thesis shows that the subject Swedish as a Second Language is still subordinated to the first language subject Swedish, with fewer cognitive challenges, as the aims of the curriculum reveal. Swedish as a Second Language focuses more on linguistic forms, often in isolated contexts, and less on meaning-making, e.g. reading of fiction and personal development. It also indicates that second language learners, in this context, are competent readers, able to understand and make meaning of different novels, use different forms of reading as well as make use of their broad experiences of different cultures in relation to literary texts. Finally, the thesis concludes with a discussion about the content in a future, new and inclusive subject of Swedish that is necessary to develop in today’s multicultural and globalized society.
24.
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25.
  • Eilard, Angerd, 1962- (författare)
  • Förändrade genusmönster i grundskolans läseböcker
  • 2009
  • Ingår i: Genus i förskola och skola : förändringar i policy, perspektiv och praktik. - Göteborg : Acta Universitatis Gothoburgensis. ; s. 121-138
  • Bokkapitel (övrigt vetenskapligt)
26.
  • Eklöf, Anders, 1956- (författare)
  • Project work, independence and critical thinking
  • 2014
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • This thesis studies how students do projects in a Swedish upper secondaryschool. The students have to produce products and at the same time provethem self as independent in relation to the teachers, and negotiate therequirements of the project setting and the written instructions within thegroup. The study focuses on what comes out as problematic for the students,how they solve these dilemma situations and what resources are used in orderto do so.A choice was made only to analyse student group interaction in parts ofthe project process where the teachers were not physically present thus fillinga research gap.The empirical material was collected during three years in sex secondaryschool classes through filmed sessions of groups or pairs working with theirproject.Each of the four articles primarily focuses a special dilemma; structure,independence, instructions and critical thinking. By combining Goffman’sframe analysis with the concepts of risk and uncertainty from a Risk – societyperspective, issues related to what it means to do project work asindependent, critical 21st-century learner are illustrated and discussed.The choice to look only at situations in which students have to managewithout the aid of a physically present teacher illuminates several practicalconsequences like an unwillingness to go to the teacher and ask questions andan increased concentration on and interpretation of the written instructions. Adevelopment of Miller and Parlett’s (1974) discussion of student approach tocues are suggested. The concept of the cue choosing student are constructedin order to better respond to demands from an individualised interactionsociety. The study also emphasises how the students have to balance differentframeworks in order to be both authors and assessed students. Byimplementing a risk society perspective new ways of analysing andunderstanding independence and classroom interaction is suggested and arecontextualization of critical thinking proposed.
27.
  • Emilson, Anette, 1964- (författare)
  • Det önskvärda barnet Fostran uttryckt i vardagliga kommunikationshandlingar mellan lärare och barn i förskolan
  • 2008
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • The aim of this research is to acquire knowledge about fostering young children, as expressed in everyday interactions between teachers and children in Swedish preschools. The three empirical studies in this doctoral thesis investigated partly specific democratic values such as participation and influence and partly the values that teachers explicitly or implicitly encourage and how these values are communicated to children. The thesis takes a critical approach in order to also acquire knowledge about important fostering aspects that can move hierarchal power structures towards a fostering of values characterized by intersubjectivity. In order to understand the interactions, the concepts of communicative and strategic action (Habermas, 1984) are used, as well as strong and weak classification and framing (Bernstein, 2000). Preschool fostering is also analyzed from a double perspective, with a starting-point in Habermas’ (1984, 1995a) concepts of the system and the life-world. The fieldwork took place with three different groups of toddlers in Swedish preschools. Forty-six children (aged 1 to 3 years) participated, as well as their ten teachers. The data consisted of videotaped observations of teacher and child interactions. The first study investigated how a toddler’s participation can be understood in two kinds of educational activities where the degree of teacher control differs. The results showed how strong classification and framing risk restricting children’s participation and how a weak classification and framing can promote children’s opportunities to participate on their own terms. Important issues for children’s participation were found to be a participant teacher who creates meaningful contexts, where teacher control is about being emotionally present, supportive and responsive. The purpose of the second study was to investigate how very young children can exert an influence in circle-time situations in relation to teacher control. The results showed that the children do, in fact, make choices, mostly based on several fixed alternatives, and that they do take the initiative, sometimes to express an opinion or a right, sometimes to express what they want to do in circle time. It was also found that the influence young children are able to exert varies with the control the teacher exercises. It is evident that strong teacher control is maintained in different ways and that strong control does not necessarily limit children’s influence; it depends on the nature of the control. Children’s influence increases when the teacher’s control over the what and how aspects of communications is weak, and is characterized by closeness to the child’s life-world and a communicative approach. The third study examined the values that teachers explicitly or implicitly encourage and how these values are communicated to children. The analyses resulted in ten specific values embedded in value dimensions of discipline, caring and democracy. These, in turn, can be divided into different social orientations – both collective and individualistic. The values are communicated differently and the what aspect of the communication (the value) is interrelated with the how aspect of the communication; how teachers communicate influences and sometimes changes the communicated value. In order to change power structures in teacher and child interactions, three aspects of importance have been identified: teachers’ closeness to the child’s perspective, their emotional presence and playfulness. Theoretically, the aspects are within the framework of communicative action and contribute to the understanding of what the theory might mean in communication with the youngest children in the educational system. 
28.
  • Eriksson, Anita (författare)
  • Om teori och praktik i lärarutbildning en etnografisk och diskursanalytisk studie
  • 2009
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • This thesis takes its point of departure in the discussion about theory and practice relationships in the 2001 Teacher Education Reform Act. In this reform a clear point is made concerning the conne... merctions between teacher education to research on the one hand and the teaching profession on the other, through an emphasised relationship between theoretical knowledge and practical experience. The main aim of the thesis is therefore to investigate how the theory and practice relationship appears within teacher education in educational conversations between students and between students and teacher educators. The intention is to record and analyse the content of these conversations in relation to formal policy texts and the content and organisation of the education as a whole and to try to understand more about how students in pre-service teacher education construct knowledge about their coming profession and what role conversations of the kinds focussed play in this process. The questions raised in the research are related to how theory and practice can be brought into a closer and more productive relationship, which is a key aim of teacher education since 2001 according to formal policy texts. The research has used a combination of ethnography and critical discourse analysis as a theoretical and methodological framework. Data production has been founded upon participant observation, interviews, field interviews and an analysis of policy and other texts about higher education in general and teacher education in particular. The field research has been conducted in a teacher education programme for the Swedish pre-school and early school years at one particular Swedish university. In the analysis of written policy the concepts of scientific foundations, proven experience, theory and practice were given particular attention and it was seen that these concepts are used and situated dualistically. Proven experience is the concept that seems to be most problematic of the four in so much that it is not defined in the policy documents and in texts about higher education there are several different definitions. Teacher educators predominantly use two teaching strategies to generate possibilities for students to couple theory and practice and construct professional knowledge. However, some differences were noted in the aims with conversations expressed by school/pre-school and university based teacher educators respectively. These differences created some difficulties for student teachers in constructing their professional knowledge. In their conversations students look for, compare, share, professionally relate, professionally ground, theoretically relate and theoretically ground and analyse content. Practical experience has been pointed out as important for connecting theory and practice and seems to be a precondition for students when they try to professionally ground literature and lecture content. The absence of such experiences made these activities more problematic. A performativity demand in relation to formal examination requirements tended to eclipse discussions about professional knowledge and to a certain extent this obstructed the realisations of the aims teacher educators have had.
29.
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30.
  • Ferry, Magnus (författare)
  • Idrottsprofilerad utbildning i spåren av en avreglerad skola
  • 2014
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • This thesis aims to contribute to a deeper understanding of the Swedish school sports system, a system which has evolved since the beginning of the 1970s, the prevalence of which has increased significantly at all school levels since the mid-1990s and today attracts a large number of pupils and teachers.Starting with the neoliberal discourse which has had a major impact on the development of the Swedish school system, and inspired by Pierre Bourdieu’s theoretical framework, the reasons for the emergence of the school sports system and the reasons why schools chose to specialise in sport is described. Also examined are the pupils and teachers involved and the mechanics behind their participation.Empirically, this thesis is based on registry data, telephone interviews with principals at schools offering school sports and questionnaires responses from pupils and teachers involved in school sports.The results of the thesis suggest that the main reason school sports has become so common is closely connected to increased competition on the local school market; by offering school sports, schools have found a possible way to attract more pupils. Furthermore, the results show that the social characteristics of pupils who have been selected or have chosen to participate in school sports differs from the national population of pupils and participants in sports clubs. This suggests that the available supply of school sports is better adapted to some pupils’ social backgrounds and habitus. In relation to the teachers involved, the results show that other resources than what is normally required to become a teacher is valued in school sports. Instead of a teacher certificate, a coaching education and experiences in competitive sport is valued highly which suggests that this is recognised as symbolic capital for teachers in school sports.In conclusion this thesis demonstrates that school sports is influenced by both the fields of education and sport, and that the increased supply of school sports has implications for both fields.
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