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Träfflista för sökning "WFRF:(Brante Göran 1951 ) "

Sökning: WFRF:(Brante Göran 1951 )

  • Resultat 11-20 av 47
  • Föregående 1[2]345Nästa
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11.
  • Brante, Göran, 1951- (författare)
  • Förbättrad interaktion mellan studerande och lärare genom ökad professionalism?
  • 2002
  • Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 11:3, s. 91-105
  • Tidskriftsartikel (refereegranskat)abstract
    • In recent years, there has been a lively debate on the state of schools. Two aspects have so far been discussed separately: the problematic status of the teaching profession, and interaction problems between teachers and students. These aspects have been considered in an inquiry involving 110 upper secondary school students. The analysis revealed severe criticism of teachers' actions and attitudes towards their students. Using this study as a basis, several theories are put forward - starting point for understanding the causes of the problems that have provoked students' criticism. These theories cover the following factors: interaction, the generation gap, relations between Human Service Organization Workers and their clients, and dissonance in the interaction between teachers and students. One particular implication is that teachers' inadequate professionalism may limit their possibilities to counteract the tendencies noted in the theoretical approaches mentioned above.
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12.
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13.
  • Brante, Göran, 1951 (författare)
  • Generationsförrädaren -på barnets sida!
  • 2014
  • Ingår i: Motbok. Kritiska perspektiv på styrdokument, lärarutbildning och skola. Redaktör Olof Franck. - Lund : Studentlitteratur. - 9789144101934 ; , s. 23-41
  • Bokkapitel (övrigt vetenskapligt)
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14.
  • Brante, Göran, 1951- (författare)
  • In what ways can Lesson Studies, Variation Theory and Learning Studies help pre-service teachers to be better prepared for work?
  • 2012
  • Ingår i: Abstracts book. ; , s. 1-
  • Konferensbidrag (övrigt vetenskapligt)abstract
    • Education is a complex and difficult work. It is an immense responsibility to take care of the society’s young members and help them develop the necessary knowledge and required abilities essential for life in society. During the last centuries different theories and methods have been developed to help teachers to be prepared for the educational activity. Simultaneously we have seen that one problem for education and teachers is the gap between theory and practice, which perhaps has always been an issue. Two models to test and discuss teaching, learning and to accomplish a way to help learners are lesson and learning study. Lesson study is a method mostly used by experienced teachers to develop teaching regarding certain topics, to meet curriculum goals to help learners take initiative or develop certain learning prerequisites. Lesson studies are accomplished through research lessons in different forms, but all these build on teacher collaboration, self-critical reflection, and are in certain ways connected to demands from curriculum. Learning study, based on variation theory, is inspired from lesson study and design experiments. In learning studies researchers and teachers collaborate concerning targeted objects of learning and how to best help students to discern these. The theoretical base of variation theory guides teaching and learning, which focuses on the object of learning and how it should be varied, instead of focusing on the method or the context. Both models have shown positive results in practice. They definitely enhance teachers’, researchers’, and students’ knowledge as well as develop learning and teaching. But in what way can they enhance pre-service teachers in their knowledge about their upcoming practice? If you have tools helping you to understand or handle the somewhat difficult and complicated situation at school, your ability to do this in a more powerful way increases. This has been shown in the results of several studies of lesson and learning study, but what aspects are critical to such an increase and in what way can these models or this theory also be used in teacher education?
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15.
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16.
  • Brante, Göran, 1951- (författare)
  • Lärare av idag : om konstitutioneringen av identitet och roll
  • 2008
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • This thesis comprises four articles and a summarizing text. The articles build on three sets of data regarding various aspects of the teaching profession. One objective is to illustrate and discuss what may make teaching appear to be a complex and intensive profession, as well as what conditions are necessary to make the relationship between teachers and pupils appear to be characterized by asymmetry. A second objective is to discuss which changes to working conditions could in turn lead to changes to the apparent complications in teachers’ working conditions. Using a systemic approach as the point of departure, different mechanisms that may contribute to the constitution of teachers’ identity and role are discussed. On the one hand the systemic analysis moves from a biological point of view, via a cultural, a psychological and a societal point of view, to explain and comprehend how groups can develop asymmetrical relationships. On the other hand, curriculum changes, as well as changes in the school system over the last twenty years and the synchronous nature of teacher work, are used in discussing the complex and intensive character of teaching. Abduction makes it possible to explain the complex and intensive character of the teaching profession, as well as the asymmetric relationship between teachers and pupils, using these mechanisms. It is also proposed that interplay exists between these two aspects. A third result is the proposal that many of these problems may be explained by the extensive reforms that have burdened teachers and schools since the end of the last century. In conclusion, changes in teachers’ attitudes towards innovation, their approach to knowledge, the relationship with the pupils, and the teachers’ mission, are suggested as possible means of modifying the situation.
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17.
  • Brante, Göran, 1951- (författare)
  • Lärarutbildning : förändring över tid
  • 2011
  • Ingår i: Skolan och läraruppdraget. - Lund : Studentlitteratur. - 9789144059488 ; , s. 235-250
  • Bokkapitel (övrigt vetenskapligt)
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18.
  • Brante,, Göran, 1951- (författare)
  • Läroplanen som skolans uppdrag
  • 2011
  • Ingår i: Skolan och läraruppdraget. - Lund : Studentlitteratur. - 9789144059488 ; , s. 217-233
  • Bokkapitel (övrigt vetenskapligt)
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19.
  • Brante, Göran, 1951- (författare)
  • Multitasking and synchronous work : complexities in teacher work
  • 2009
  • Ingår i: Teaching and Teacher Education. - 0742-051X .- 1879-2480. ; 25:3, s. 430-436
  • Tidskriftsartikel (refereegranskat)abstract
    • Teacher work is described as increasing in complexity and intensity. Reasons for this include societal changes, reformed and increased work tasks, and the changed moral and normative character of teacher work, but also teachers' experiences of doing more than one thing at the same time, and of thinking about one's work at all times. The concept of multitasking is discussed as it relates to teachers' activities. The study is based on data collected with an organizational sampling method (OSM). The concept of synchronous work is developed and discussed as it relates to structural influences, involving concepts that conflict in some respects. It is concluded that the confrontation between teacher engagement and structural and social constraints can lead to work satisfaction, frustration, indifference or ignorance.
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  • Resultat 11-20 av 47
  • Föregående 1[2]345Nästa
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refereegranskat (26)
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Brante, Göran, 1951- (47)
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Göteborgs universitet (20)
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