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Sökning: L773:2002 1534

  • Resultat 11-19 av 19
  • Föregående 1[2]
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11.
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14.
  • Lindqvist, Per (författare)
  • Ödmjuk orubblighet : En avgörande (och rimlig) ingrediens i lärares yrkeskunnande
  • 2015
  • Ingår i: Nordisk tidskrift för allmän didaktik. - 2002-1534. ; 1:1, s. 61-74
  • Tidskriftsartikel (refereegranskat)abstract
    • The article provides one answer to the question of what the ingredients of teacher qualityare. The findings are based on data collected from experienced teachers. Three differentmethods have been used; e-Delphi, stimulated recall and dialogue seminars. In cooperationwith the teachers, the scholars have tried to conceptualize decisive qualities in the teachersprofessional experiences. Two words – humble tenacity – appeared as an essential descriptionof the characteristics of a skilled teacher. The generation of the concept is inspired byDavid Hansen’s writing, in which he claims “tenacious humility” as an ideal for good teaching.To do justice to the empiricism in the present study Hansen’s word order are reversed.In contrast to a tenacious humility, a humble tenacity stresses the tenacious, the teacher’sportrait of him- or herself. The knowledge of the teacher is then more focused on makingoneself and one’s ideals visible and less about trying to see the pupils, or that the pupils haveto make themselves visible. Finally the article discuss such knowledge in relation to the riseof an individualized society enclosed with a therapeutic education in which the pedagogy ofseeing, a pedagogy which emphasizes closeness and intimacy, has become an important ingredientwithin the teaching profession.
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15.
  • Nordmark, Jonas, 1978-, et al. (författare)
  • Att bilda eller bedöma? : Om skapandet av demokratiska medborgare
  • 2018
  • Ingår i: Nordisk tidskrift för allmän didaktik. - Göteborg : Institutionen för didaktik och pedagogisk profession, Göteborgs universitet. - 2002-1534. ; 4:2, s. 3-16
  • Tidskriftsartikel (refereegranskat)abstract
    • In this article we take a closer look at the relation between general didactics and civic studies education through a critical analysis of civic studies syllabuses in primary education, in order to illuminate some general motives that legitimizes the role and content of general didactics. It seems to us that the idea of general didactics in Sweden either is about learning theories for instruction, regardless the subject, or to emancipate the democratic potentiality of the subject. In his article, we focus on the latter: First we present our theoretical perspective. With the help from Klafki’s understandings of school as an engaging part of democratic society we discern two aspects of general didactics. In relation to education, one emanates from democracy and learning, and the other springs from democratic virtues and political action. Secondly, and with these two understandings in mind, we engage in a critical reading of the Curriculum for compulsory school (LGR 11) and the syllabuses for civic studies in primary education in order to trace some similarities that might give civic studies a central position for democratic socialization in general. Thirdly, and through our analysis, we reach the conclusion that, due to the similarities between the curricula and syllabus when it comes to foster the democratic subject, the pupil risks not only to be evaluated and graded subject wise, but also for his or her democratic disposition.
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16.
  • Pettersson, Gerd, et al. (författare)
  • Rektor i kläm mellan uppdrag och förutsättningar : specialpedagogisk verksamhet i svenska glesbygdsskolor
  • 2017
  • Ingår i: Nordisk tidskrift för allmän didaktik. - 2002-1534. ; 3:1, s. 23-42
  • Tidskriftsartikel (refereegranskat)abstract
    • There are most likely considerable differences between running schools in rural areas and in big cities. Research has not paid attention to these differences and therefore, there is a lack of knowledge about running schools in rural areas in Sweden. The purpose of this study has been to describe and analyse how principal in schools in rural areas organize their activities, with a focus on special education. The study includes answers from 45 principals in a web survey. These principals represented the four northernmost counties of Norrbotten, Västerbotten, Västernorrland and Jämtland in Sweden. In this study, a school in a rural area is defined as a school of 55 students at the most. The principals represent 53 schools in rural areas, with some principals working in more than one school in these areas. The results show that more than half of the principals govern their schools by distance and seem to be very familiar with the steering documents regarding special education. The results also show that more than half of the principals considered that students’ needs for special support depend mainly on individual student-related factors rather than factors related to the learning environment. However, more than half of the principals emphasized the relevance of the learning environment for the students’ development of knowledge and the importance of flexible ways of working. Overall, the results show how complex the situation of conditions and requirements is for the everyday life for the principals as they strive for equivalent schools.
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18.
  • Varga, Anita, 1966- (författare)
  • Metakognitiva perspektiv på läsförståelseprocessen : en studie av skolans textsamtal kring skönlitteratur
  • 2015
  • Ingår i: Nordisk Tidskrift för Allmändidaktik. - Göteborg : Göteborgs universitet. - 2002-1534. ; 1:1, s. 43-60
  • Tidskriftsartikel (refereegranskat)abstract
    • Offering tuition to help pupils enhance their reading proficiency is one of the most important tasks of education. Within research into reading processes the impact of metacognitive aspects on reading-comprehension has been emphasised. Research has been able to identify a clear connection between the ability to apply metacognitive strategies when reading and a highly developed reading capacity. The current study is a contribution to reading research dealing with tuition in reading-comprehension, and specifically with the issue of arranging tuition to support the development of metacognition.  The empirical findings referred to in this study are from text-talks in grades 6-7. The specific focus of the study is the correlation between the linguistic strategies used by the teacher and the pupils’ opportunities to develop metacognitive perspectives as a consequence of these strategies. The study shows how the teachers, by use of a series of linguistic strategies, can offer pupils support in order to:  1) identify and visualise the premises of their personal queries, 2) observe and verbalise their processes of interpretation together with their emotional reactions when reading, 3) survey, adjust and communicate their use of reading-comprehension strategies and 4) recognise the text as an aesthetic construction and the interaction/transaction between texts and the reader.
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19.
  • Vigsø, Orla, 1962, et al. (författare)
  • Satirteckningar i Danmark och Sverige
  • 2020
  • Ingår i: Nordisk Tidskrift. - 2002-1534. ; 2020:2, s. 181-188
  • Tidskriftsartikel (övrigt vetenskapligt)abstract
    • Artikeln jämför utvecklingen av satirteckningar i dansk och svensk dagspress och skillnaden i status.
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  • Resultat 11-19 av 19
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