| 31. |
- Rovio-Johansson, Airi, 1939
(författare)
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Being Good at Teaching: Exploring different ways of handling the same subject in Higher Education.
- 1999
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This investigation has had three main aims. The first was concerned with revealing and describing the different ways three teachers presented, varied and handled subject matter during three specific lectures in Management Accounting in Higher Education with first year students. The second was to examine the qualitatively different ways students experienced and apprehended the content of the lectures. The third, the main objective of the study, was to investigate the possibility of developing a model for observing, describing and analysing teaching skills in Higher Education. The investigation involved three lecturers and fifteen first year undergraduate students. The empirical data consisted of three subsequent video recorded lectures by the three lecturers, comprising eighteen hours of video taped material. Five students from three different lecture groups were also interviewed after each lecture making forty-five recorded and fully transcribed interviews. The students´ experiences and understandings of the subject matter were investigated through a problem solving process where the content of the problems was related to the lectures. The theoretical rationale for the analysis of the empirical material comes from the latest development within phenomenographic research, the theory of variation. Differences between the three teachers´ ways of presenting, varying and handling the same lecture content were found and expressed in subject matter terms. The differences of the students´ experiences and understanding also expressed in subject matter terms seemed to be systematically related to the different ways in which the content of the lectures was handled by the teachers. The teacher teaching objects and the students´ learning objects revealed clear similarities. A model of description for observing and analysing teaching in Higher Education was developed.
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| 32. |
- Rovio-Johansson, Airi, 1939
(författare)
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Changing teaching, changing teachers: learning through contrast, generalization and fusion
- 2019
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Ingår i: Paper presented at the EARLI Conference 12-16 August 2019 at Aachen University, Germany..
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Konferensbidrag (refereegranskat)abstract
- In all its adaptations, Lesson Study emphasises the use of evidence to guide teachers’ collaborative reflection on what works in the classroom. Phenomenography and variation theory provide us with the tools to explore the experience of teacher learning through participation in Lesson Study. From an analysis of reports providing evidence of the experience of teacher learning voiced by teachers participating in the Learning Study (LS) adaptation of Lesson Study, we sought to identify the object of learning and the path of learning - separation, contrast, generalization, fusion (Marton, 2015) - that led to change in the teachers’ experience of teaching. We were interested also in the experience of the facilitator or coach, and in the part, they play in the teacher group's pursuit of that path. Variation theory posits that, if learning has occurred, it has resulted from an experience of variation. Our question: ‘What is that experience of variation that leads to teacher learning through LS?’ In summary, we are interested to identify necessary conditions of teacher learning through participation in LS. From this study, we are able to argue that LS should have a central role in initial and in-service teacher education programmes in higher education.
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| 33. |
- Rovio-Johansson, Airi, 1939, et al.
(författare)
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Collaborative production of pedagogical knowledge: enhancing students' learning
- 2012
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Ingår i: Journal of Applied Research in Higher Education. - 1758-1184. ; 4:1, s. 72-83
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to investigate students’ qualitatively different ways of understanding basic economic relationships in three undergraduate courses in the discipline of accounting. The theoretical frame is variation theory, which is a learning theory about the different ways students understand the learning object (in this study, basic economic relationships). The instructors chose a learning object which was investigated under two different teaching conditions – the traditional lecture model and the adjusted Learning Study model. Two student groups in a Business Programme (one group admitted the year after the first group) were identified as a comparison group and a target group. The two groups were comparable in various relevant parameters. All students took three required accounting courses. In the comparison group, the instructors used the traditional lecture model; in the target group, the instructors used the adjusted Learning Study model. The first year of the study was used for training the instructors and for the preparation of teaching prerequisites. There were significant differences between the two groups’ examination results in the three courses. Students in the adjusted Learning Study model group performed better. The conclusions have scientific implications for students’ understanding of the subject and educational implications for teaching in terms of new teaching methods and revised curricula. The findings are valuable to professional instructors/lecturers in higher education. The findings and methods of this study contribute to the international research on empirically based didactic knowledge of subject content in higher education. Even though the subject content is specific in the study, the methodology of variation theory is applicable to other disciplines.
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| 34. |
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| 35. |
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| 36. |
- Rovio-Johansson, Airi, 1939, et al.
(författare)
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Continuity and Development in the Phenomenography and Variation Theory Tradition
- 2016
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 60:3, s. 257-271
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Tidskriftsartikel (refereegranskat)abstract
- This special issue includes 5 contributions of contemporary work based in the phenomenography and variation theory research tradition and also actualises theoretical and methodological discussions. This introduction consists of 3 main parts. First is a brief introduction to and framing for the contributions through pointing to some of the main points made and putting them in perspective in the tradition. Second, the use and meanings of 4 key terms in the tradition—phenomenon, object of learning, dimension of variation, and critical aspect—are analysed across the contributions. Third, and finally, possible emergent strands of future research based in phenomenography and variation theory are discussed, and how the contributions relate to and are reflective of such emergent strands.
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| 37. |
- Rovio-Johansson, Airi, 1939, et al.
(författare)
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Designat experiment - ett sätt att granska förbättringen av studenternas förståelse av grundläggande ekonomiska samband
- 2008
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Ingår i: Företagsekonomiska Konferensen (FEKIS), 12-13 november 2008, Handelshögskolan, Göteborgs universitet, Göteborg.
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Konferensbidrag (refereegranskat)abstract
- Studiens syfte var att undersöka om en teoretiskt förankrad undervisningsmodell och ett systematiskt sätt att arbeta med lektionsinnehåll baserat på variationsteorin, en generell lärandeteori, förbättrade studenternas förståelse av ämnesinnehållet. Två antagningsgrupper ingick i studien, en jämförelsegrupp antagna 2004 och en målgrupp antagen 2005 till det treåriga ekonomprogrammet. I den första gruppen användes den traditionella akademiska föreläsningsmetoden och i den sistnämnda gruppen infördes en ny modell, Learning Study, som bygger på en teori om lärande. Avgränsade ämnesinnehåll i tre obligatoriska redovisningskurser under termin två och tre valdes som jämförelseobjekt mellan grupperna. Resultatet av processen studerades i studenternas skriftliga lösningar på examinationsproblem. Resultatet visade att studenternas förståelse förbättrades mycket på de tre kurserna. Studien bidrar med (a) ämnesdidaktisk kunskap som är användbar i utveckling av nya program, kursplaner och revision av äldre kursplaner, (b) utveckling av läromedel och (c) förbättring av lärarnas didaktiska och pedagogiska kunskaper. Ämnesinnehållet är specifikt i denna studie, men såväl variationsteorin som studiens uppläggning kan tillämpas i andra ämnesområden.
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| 38. |
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| 39. |
- Rovio-Johansson, Airi, 1939, et al.
(författare)
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Employability and Career Development – Perceptions of employability among professional employees
- 2008
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Ingår i: 26:e International Labour Process Conference (ILPC), 18-20 mars 2008, Dublin, Irland.
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Konferensbidrag (refereegranskat)abstract
- The aim of the study is to investigate employee attitudes and strategies towards employability and career development in the Swedish labour market. Employability can be discussed from a range of theoretical perspectives, and the present study interprets this concept as the employee’s disposition and commitment to keep him- or herself employable from the perspective of human capital theory and theories of human resource management. The study is based on a questionnaire which has been sent to 959 employed graduates after one to five years after graduation, in total 546 civil engineers and 413 business administrators (average response rate 62%). The results indicate the complexity of the employability concept. It is argued that the complexity seems to consist of a multidimensional balance of relations including the relation to the employer, to the group of colleagues and the individual’s disposition and commitment to enhance own competence. To enhance and to stabilise the individual’s employability, equilibrium seems to be needed among those relations. The results indicate the value for organisations to have proactive human resource practices in order to enhance and maintain the individuals’ commitment to the organisation and to competence development. A tentative model of employability is suggested based on the results from this study.
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| 40. |
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