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Sökning: WFRF:(Brante Göran 1951)

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  • Föregående 12[3]45Nästa
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21.
  • Brante, Göran, 1951- (författare)
  • Relationer inom handledning
  • 2012
  • Ingår i: Högskolepedagogisk debatt. - 2000-9216. ; :2, s. 109-116
  • Tidskriftsartikel (övrigt vetenskapligt)abstract
    • Göran Brante beskriver problem med handledningsrelationen inom några områden som frekvent tas upp i diskussioner till exempel distinktionen personlig och professionell, genderrelationer och olika handledningsstilar. Han formulerar handledningsrelationen i pedagogiskt didaktiska termer och argumenterar för att det trots allt finns några viktiga faktorer som är gemensamma för allt lärande och som bör prägla relationen. En god handledningsrelation präglas av att handledaren har kunskap om det som skall läras och vad som krävs för att detta skall kunna läras. Handledningsrelationen måste vara tillåtande och ge utrymme för att doktoranden att kunna fungera självständigt genomtänkt och kritiskt. Den måste ta hänsyn till temporala aspekter, till exempel till att handledning är en process där relationens förutsättningar ständigt förändras.
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22.
  • Brante, Göran, 1951 (författare)
  • Subjects didactics - a universal general didactic position?
  • 2015
  • Ingår i: The 43rd Annual Congress of the Nordic Educational Research Association 4-6 March 2015.
  • Konferensbidrag (övrigt vetenskapligt)abstract
    • Subject didactics have got a vast influence in teacher education; you could say that it seems to be the focused and most important part in curricula for becoming teachers. But what is the difference between general and subject didactics? In subject didactic text books it is suggested that didactic subject knowledge is sufficient for thinking and planning of teaching, and/or that everything concerning school is subject didactics. The aim of the presentation is to problematize the concept of subject didactics and its claims in relation to planning and teaching subject knowledge. It is here proposed that subject matter planning and teaching within school education can be understood as general didactics, and that it is a universal statement. The universal position encompasses that aspects used for planning the teaching of a subject or a subject matter, can be applied to any subject or subject matter, any group of learners, and in any culture. This will be shown in two ways. First, three theories strongly involving thinking about subject matter for the planning of teaching, is used to illustrate that these actually are general didactic theories of how content can be thought about, treated and handled in the planning of teaching. It is Klafkis didactic analysis, the variation theory including learning study developed by Marton, and Whites theory of content dimensions. They are also all universal. Secondly, scientific articles in mathematics, history and biology, claimed to be representative for subject didactics will be used to demonstrate that what is stressed in them as subject didactics, in fact can be shown to be traditional general didactic positions. The claims in the articles are also universal in the above mentioned way. If this reasoning has credibility it should be reason to investigate more profoundly the intersection between general and subject didactics. Swedish teacher education policies, in line with the evidence discourse, emphasize subject knowledge. There may be a risk that the focus on subject knowledge will diminish the invaluable knowledge concerning personal, institutional and structural relations in classrooms.
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23.
  • Brante, Göran, 1951, et al. (författare)
  • Svårt för SD:are att jobba i skolan
  • 2014
  • Ingår i: Svenska Dagbladet. - 1101-2412. ; :27 september
  • Tidskriftsartikel (populärvet., debatt m.m.)
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25.
  • Brante, Göran, 1951, et al. (författare)
  • Theorising teaching and learning: pre-service teachers' theoretical awareness of learning.
  • 2015
  • Ingår i: European Journal of Teacher Education. - 0261-9768 .- 1469-5928. ; 38:1, s. 102-118
  • Tidskriftsartikel (refereegranskat)abstract
    • We examine pre-service teachers’ theoretical learning during one five-week training module, and their educators’ learning about better lecture design to foster student learning. The study is iterative: interventions (one per group) were implemented sequentially in student groups A–C, the results of the previous intervention serving as the baseline for the design developed for the next. These learning study participants, 79 students from year three of a teacher training programme, studied the variation theory (VT) of learning. Three lesson cycles were completed, each comprising four steps: (1) a pre-test, (2) a 15-min intervention discussing VT, (3) a post-test and (4) a delayed post-test conducted eight weeks later. The results indicated learning differences between groups; qualitative analysis identified three categories of student answers, i.e. emergent, premature and unaware, regarding their theoretical understanding. Group C had more students with emergent knowledge (36%) than did groups A (20%) or B (17%) at post-testing.
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26.
  • Brante, Göran, 1951, et al. (författare)
  • To double a recipe - interdisciplinary teaching and learning of mathematical content knowledge in a home economics setting
  • 2014
  • Ingår i: Education Inquiry. - 2000-4508. ; 5:2, s. 301-318
  • Tidskriftsartikel (refereegranskat)abstract
    • This study examines if interdisciplinary teaching can be said to facilitate the learning and use of fractions by Swedish 12-year-old pupils. Home and Consumer Studies is well suited to interdisciplinary teaching, and young people can therefore find it interesting to study maths since the setting is relevant to them. Building on variation theory and a learning study, we examined pupils’ (n18) ability to double fractions greater than 1/2 when using a recipe. The general results show that what is to be learned benefits if it is presented in different ways, that teachers should not take pupils’ knowledge for granted, and mathematically that it is not necessary to divide something to be able to double it. We argue that the study shows that genuine problems based on pupils’ interest and life world can enhance motivation and, in turn, learning.
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29.
  • Brante, Göran, 1951 (författare)
  • Vad är att vara lärare?
  • 2015
  • Ingår i: En lektion för livet. En bok om ett yrke i förvandling.. - Stockholm : En bok för alla. - 9789172217324 ; , s. 147-167
  • Bokkapitel (övrigt vetenskapligt)
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30.
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  • Resultat 21-30 av 47
  • Föregående 12[3]45Nästa
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