| 721. |
- RENISIO, YANN
(författare)
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L'origine sociale des disciplines
- 2015
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Ingår i: Actes de la Recherche en Sciences Sociales. - : CAIRN. - 0335-5322 .- 1955-2564. ; 5:210, s. 10-27
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Tidskriftsartikel (refereegranskat)abstract
- Based on the variance of the social characteristics of students in all French universities between 2007 and 2011, this article suggests that their social origin is sufficient to account for a disciplinary space and the disciplinary groupings that strongly overlap with the classification by groups of the National Council of Universities. This overlap, confirmed by other characteristics such as gender or educational capital, justifies the assumption that the more or less explicit hierarchies between fields of knowledge, usually premised upon epistemological or practical arguments, correspond with class-based social judgments.
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| 722. |
- RENISIO, YANN, et al.
(författare)
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Proximités épistémologiques et stratégies professionnelles : Qualifier l’interdisciplinarité au CNU, 2005-2013
- 2015
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Ingår i: Actes de la Recherche en Sciences Sociales. - : CAIRN. - 0335-5322 .- 1955-2564. ; 5:210, s. 28-39
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Tidskriftsartikel (refereegranskat)abstract
- This article analyses all the associate professor accreditations delivered by the National University Council (CNU) between 2005 and 2013 by subjecting them to two statistical operations. The first makes visible the relational space between disciplines through the case of individuals who have been simultaneously accredited by several sections of the CNU. The second accounts for the strong relationship between the establishment of a disciplinary section and the chances of securing an academic position for candidates. This sheds light on an important issue that approaches based solely on bibliometrics tend to bypass : the entanglement of academic and scientific logics. Far from being random, multiple accreditations express both epistemological closeness and professional strategies. The upstream social factors that facilitate the disposition toward interdisciplinarity and the downstream logic of academic marketability to which they seem to correspond make it possible to understand differently the recent calls for interdisciplinarity.
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| 723. |
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| 724. |
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| 725. |
- Ringarp, Johanna, et al.
(författare)
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Les syndicats d’enseignants suédois : un travail stratégique commun
- 2022
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Ingår i: Revue internationale d'éducation Sèvres. - : OpenEdition. - 1254-4590 .- 2261-4265. ; :91, s. 55-65
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Tidskriftsartikel (refereegranskat)abstract
- Education faces major challenges and teachers’ unions have a major role to play. We discuss how unions reacted to Swedish educational reforms and which career path they advocate for their members. We particularly examine the 2011 initial teacher certification reform, when the teachers’ unions pushed to strengthen the professional legitimacy of their members. Arguments for reform are examined as an expression of an ideological process. We analyse ideas and ideologies to see how policy is shaped in the relationship between union representatives and politicians and how messages are formulated and addressed among stakeholders. This article is based on the authors’ research.
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| 726. |
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| 727. |
- Rocher Hahlin, Céline
(författare)
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La motivation et le concept de soi : Regards croisés de l'élève et de l'enseignant de français langue étrangère en Suède
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis contains two studies focusing on motivation in learning and teaching French as a foreign language in Sweden. In the first study, the effect of three specifically designed pedagogical activities on learners’ Ideal French Self (IFrS) and Intended Effort (IE) was examined in a group of 15-year-old Swedish pupils. No significant difference could be found between the two intervention classes (n=45) and the control class (n=14) after the intervention (z=0,56, p=.924). However, a positive and significant effect was observed in one of the two intervention classes (Class M: t(23)=-2,33, p=.029). Moreover, the interviews and open questionnaires indicated that the activities increased the learners’ awareness of the possibility of French becoming a part of their future. After the intervention, students mentioned they realised that (teenage) French speaking cultures were closer to their own and they considered the school subject “French” to be more “real”. The students found the activities’ authenticity and the fact that they connected directly with French speaking cultures very stimulating. The study also confirmed a strong link between the variables IFrS and IE (rs=.71**).The second study proposes a new concept, the Teacher Motivator Self (TMS), to examine French teachers’ perception (n=294) of their role as a motivator. The TMS is built on teachers’ beliefs which in turn are based on their experiences and knowledge gathered from their past experiences, their current situation and their vision of a future and an ideal teacher situation. The responding teachers reported a strong and increasing TMS over the years. Cluster analysis revealed two major teacher profiles: in the first cluster, teachers had a generally high and stable level of TMS over the years and a weaker Ideal TMS whereas in the second cluster, teachers had a general weaker TMS over the years but a stronger Ideal TMS. The variables I had motivating teachers during my schoolyears (rs=.35**) and I perceive my work as meaningful (rs=.32**) had a moderate and positive effect on the TMS’s strength. The three motivational strategies reported as mostly used in the classroom were adapting the lessons’ content to individual student needs, reinforcing the link between lessons’ content and the world outside and using authentic material.The two studies highlight the complexity of the process of motivation and the close relation between learners’ and teachers’ psychology. They also underline the need to, not only inform pre- and in-service teachers about their important role as motivator, but also to help them reflect upon their own teacher beliefs and give them tools to support language students with different levels of motivation in the classroom.
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| 728. |
- Rocher Hahlin, Céline
(författare)
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Motivation pour apprendre une langue étrangère – une question de visualisation? : Les effets de trois activités en cours de français sur la motivation d’élèves suédois
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Despite the vast research on motivation and foreign language acquisition during the last decades, little is known about the motivational effects of concrete pedagogical activities in the classroom. The work of, among others, Z. Dörnyei shows that imagined reality can have positive effects on language learning outcomes. Foreign language learners with a vivid Ideal Language Self (i.e. the vision of the language user one wants to become) that is regularly maintained and activated will feel more motivated when learning a foreign language than learners with a less vivid view of themselves as future foreign language users.This semi-longitudinal intervention study investigates the effects of three specific classroom activities on the pupils’ Ideal L3 Self and their Intended Effort to continue to learn French. The study was conducted in two Swedish 9th grade classes (n= 30 and n= 15 respectively) and also includes a control class (n=14). The three activities in the experiment classes were a) to compose an Ideal L3 Self stimulating text, b) to interact in an online French-speaking forum and c) to complete a webquest. In order to find out the pupils' level of Ideal L3 Self and Intended Effort before intervention began, an introductory text, a closed-ended questionnaire and a semi-structured interview was used. Data from these three instruments were triangulated to establish a baseline level for each pupil in the three classes. After completion of each classroom activity the same questionnaire, an open-ended questionnaire and a semi-structured interview were used to tap the effects of each activity on the pupils' Ideal L3 Selves and Intended Effort.The results confirm that pupils’ Ideal L3 Self is stimulated when, on the one hand, activities reinforce positive images of the pupils’ view of themselves as future users of French and, on the other hand, when an on-line activity makes the students experience the target cultural context almost as in real life. The results also revealed the importance of including such activities as early as possible in the curriculum. For some of the learners, it was already too late in 9th grade. The findings also include a strong correlation between the learners’ Ideal French Self and their Intended Effort in French, which is another convincing argument as to why teachers should include Ideal Self-stimulating activities in their foreign language classrooms.
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| 729. |
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| 730. |
- Romeborn, Andreas, 1981
(författare)
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La romanistique dans le contexte universitaire suédois d’aujourd’hui. Présence de la discipline et identité professionnelle : Romance studies in the current Swedish university context. Presence of the discipline and professional identity
- 2024
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Ingår i: Merete Birkelund & Susana S. Fernández (éd.). Nouvelles tendances de la romanistique scandinave / Nuevas tendencias de la romanística escandinava / Nuove tendenze della romanistica scandinava / Novas tendências da romanística escandinava. - Aarhus : Aarhus University Library/Det Kgl. Bibliotek. - 9788775075577 ; , s. 574-594
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Bokkapitel (refereegranskat)abstract
- In this meta-disciplinary study, a reflection is conducted on Romance studies in the current Swedish university context. There are tendencies towards division and fragmentation of this academic discipline. However, as the study shows, it is possible to observe institutional and organizational facts and practices that nevertheless testify to the presence of Romance studies in Sweden today. With the help of Kronning’s (2020) distinctions between different types of scientific communities and his analysis of the notion of Romanist, we also try to understand the complex and multifaceted professional identity of researchers who are currently working in Romance languages in Sweden. This identity is shaped by the possible co-belonging to several scientific communities of different orders and may include a greater or lesser proportion of Romanist identity. The existence of a community of Romance scholars indeed offers the researchers the possibility, if they wish, to be part of this community, thus contributing to the constitution of their professional identity. Dans cette étude de type métadisciplinaire, une réflexion est menée sur la romanistique dans l’actuel contexte universitaire suédois. Il existe de nos jours des tendances à la division et au morcellement de la discipline. Cependant, comme le montre l’étude, il est possible d’observer des faits et des pratiques institutionnels et organisationnels qui témoignent pourtant d’une présence de la romanistique en Suède aujourd’hui. À l’aide des distinctions de Kronning (2020) entre différents types de communautés scientifiques et de son analyse de la notion de romaniste, nous essayons également d’appréhender l’identité professionnelle complexe et multiforme des chercheurs en langues romanes en Suède. Cette identité est façonnée par la coappartenance possible à plusieurs communautés scientifiques de différents ordres, et peut inclure une part plus ou moins importante d’identité romaniste. L’existence d’une communauté de romanistes offre en effet au chercheur la possibilité, s’il le souhaite, de faire partie de cette collectivité, pouvant ainsi contribuer à la constitution de son identité professionnelle.
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