| 1. |
- Eriksson, Inger, 1952-, et al.
(författare)
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Enriching ‘learning activity’ with ‘epistemic practices’ – enhancing students’ epistemic agency and authority
- 2016
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Ingår i: Nordic Journal of Studies in Educational Policy. - : Informa UK Limited. - 2002-0317. ; 2:1
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Tidskriftsartikel (refereegranskat)abstract
- This article is an unchanged, re-published version of: Inger Eriksson & Viveca Lindberg, ‘Enriching learning activities with epistemic practices – enhancing students’ epistemic agency and authority’, with Maja Elmgren, Maria Folke-Fichtelius, Stina Hallsén, Henrik Román (2016), Att ta utbildningens komplexitet på allvar. En vänskrift till Eva Forsberg, Uppsala Universitet: Uppsala Studies in Education 138.
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| 2. |
- Hirsh, Åsa, et al.
(författare)
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Formativ bedömning på 2000-talet – en översikt av svensk och internationell forskning
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This systematic review maps and reports on 21st century Swedish and international research into the field of formative assessment in compulsory school. Our analysis shows that theoretical studies are increasingly positioning formative assessment as a context-bound social practice, rather than a set of general methods. Meanwhile a few large meta-studies, featuring remarkable effect sizes of increased learning on behalf of students, have contributed to policy decisions advocating large-scale implementation of formative assessment practices in many countries around the world. Researchers seem to agree that classroom implementation of formative assessment practices needs to be supported by processes in which professional learning is given space, but in reality such processes are often lacking. It has been seen that the lack of peer learning among teachers and school leaders often means that pseudo-formative practices evolve, where the understanding of formative assessment tends to be instrumental and linked to ritual work with a general method package. We have also seen that ICT-related tools for formative assessment are gaining ground. When formative assessment is regarded as time consuming from the teacher point of view, ICT tools are seen as one way to streamline instructional processes. It is evident in some of these studies that computers/mobile devices tend to be understood as independent actors, who in themselves are regarded as formative, i. e. as being the ones analysing students’ "learning" (answers to questions) and providing feedback. As a result, we predict that important issues for future research will concern, for instance, which type of feedback that can be provided by computers, and with what quality it can be provided. The consequence of digital tests and digital feedback for teachers’ professionalism is of course another important issue, since formative assessment serves to develop not only the students but also the teachers’ understanding of how learning processes can be customized to meet students’ needs. A third interesting question, linked to the former, concerns who develops the software used for this purpose. Generally, it can be concluded that empirical studies conducted at compulsory school level are few, and that we often rely on studies conducted in higher education when commenting on beneficial effects of formative assessment on student learning. Meta studies dealing with general effects of formative assessment are problematized, in part because the umbrella term formative assessment involves so many and disparate phenomena that it is problematic to speak of one overall effect. Swedish research into formative assessment is rather scarce, especially considering how large impact formative assessment as a set of methods/approaches seems to have in Swedish schools. Nevertheless, the results from the various Swedish studies point to a certain coherence. Studies of documentation, mainly through individual development plans, dominate the research field, along with a few classroom studies of teachers’ formative assessment work. There are also studies that focus on national - and to some extent local/municipal - governance of the school, and the consequences of various types of control for teachers’ assessment work. The need for different types of studies that include the perspectives of multiple levels of actors, is evident: a collaboration between research based on qualitative and quantitative data are needed. Intervention studies that measure the impact of different aspects of formative assessment need to be complemented by studies of how teachers, principals and local/municipal policy levels analyse and use assessment information to shape the instructional processes that will ultimately lead to increased learning/higher goal attainment among students. In addition, surveys and studies of Swedish teacher training would be desirable, given that international research shows that too few educators within teacher education programs have the in-depth knowledge required for adequately making teacher students assessment literate. Our review also shows that a very small percentage of studies take the students' perspective, wherefore we know very little about how they perceive and are affected by various methods which are classified as formative assessment.
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| 3. |
- Löfgren, Håkan, et al.
(författare)
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Att ständigt bli bedömd
- 2017. - 1:1
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Ingår i: Att ständigt bli bedömd. - Lund : Studentlitteratur AB. - 9789144115900 ; , s. 175-188
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Lindberg, Viveca, 1954-, et al.
(författare)
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Literacy as part of professional knowing in a Swedish dental education
- 2021
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Ingår i: BMC Medical Education. - : Springer Science and Business Media LLC. - 1472-6920. ; 21:1
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Tidskriftsartikel (refereegranskat)abstract
- Background: Academic reading and writing are seen as self-evident literacy competences in most contemporary higher educations, however, whether students also are introduced to professional literacy of relevance for dentistry during their education is a question. The purpose of this study is to analyze one of the Swedish dental programmes, with respect to its design, in relation to possible content of relevance for academic and professional literacy. Secondarily, to identify and analyze Swedish dental students’ writing in an academic setting, i.e. what these students are expected to read and write, and how they write.Methods: Data, for this ethnographically inspired case-study, was produced by observations and audio-recordings of lectures, copies of teachers’ handouts and of volunteering students’ notes, and a multiple-choice-test. Dataanalysis was made in five steps, starting with macro-level data, i.e. curriculum and syllabuses, followed by the syllabuses for the two observed modules, the teacher-provided material, analysis of the students’ notes, while in the fifth and final step, the results from the previous steps were compared, to find patterns of what students were expected to read and write, and what in the teacher-provided multimodal material that was emphasized in teachers’ talk.Results: This study showed that students were engaged in several types of literacy events, such as reading, finding and watching videos on their learning platform, writing, and following instructions. The study also showed that there is a recurrent academic content comprised of anatomy, physiology and pathology, while the professional content comprised of patient communication and anamnesis. Further, an integrated content was found and was initiated in teacher-constructed PowerPoints and by student-questions. Note-taking patterns varied between individual students, but the general pattern for this group of students were the use of complementary notes. This type of note-taking was used to make available further descriptions of the teacher-constructed text in PowerPoints, but also an independent text describing pictures shown on teachers’ PowerPoints or the blackboard.Conclusion: Findings from the present study reveal that students either copy text from teachers’ PowerPoint-slides, re-formulate text from teachers’ PowerPoint-slides, or write complementing text to teachers’ PowerPoint-slides. Further, the students individually choses type of note-taking based on situation. The study also revealed that the academic literacy – in the two modules during the fifth and sixth semesters of a dental education analyzed – mainly has a professional basis for reading, writing, and communication purposes. The study also showed that academic and professional literacy are closely connected through recurrent integration.
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| 5. |
- Christidis, Nikolaos, et al.
(författare)
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Swedish dental students’ clinical notes and reflections as part of a case-based examination – challenges for undergraduate education
- 2023
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Ingår i: Medical Research Archives. - : European Society of Medicine. - 2375-1916 .- 2375-1924. ; 11:10
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Tidskriftsartikel (refereegranskat)abstract
- Clinical records are the basis for clinical reasoning, diagnostics, treatment planning, and management as well as for management of the patient and the outcome of the treatment, and therefore an important aspect of health professionals’ work. Several articles emphasize the importance of adequate and correct content in these records. Previous research shows that even health professionals need to improve the content and structure of their clinical records, for them to give the information needed for various needs. The focus of this article are the clinical records of undergraduate dental students. The aim of the study was to explore patterns of adequate and inadequate content in clinical notes of undergraduate dental students in their final year of education. Secondly, whether these results could provide insights for development of health professions education.Data comprised of 33 cased-based examinations collected during January 2020 at the University Dental Clinic, Department of Dental Medicine, Karolinska Institutet, in Huddinge Sweden. Also, data included teachers’ assessment of these examinations. The texts were analyzed with thematic analysis.Analytical results showed three themes. The first theme, (i) Professional content knowledge, concerned information in patient history, status, diagnostics and treatment plan, and an information ambiguity. The theme also included the students' use of professional terminology and the choice of articles to support reflections. The second theme (ii) incomplete method of investigation involved the actual patient interview, but also students’ various misunderstandings of the template. The third theme was (iii) Academic formalities. This theme concerned students' understanding of the purpose of referencing and its function, but also a non-use of references, the use of irrelevant references, errors in the given citation style, and an incorrect structure of the text according to the template. In conclusion, results showed the need for continuous training in clinical note-taking and reflections during dental students' professional education. In this training, teachers’ assessment is important for students' development of professional literacy and professional judgment. Also, a continuous reminder of science and proven experience as the basis for the profession which is also made visible through academic formalities.
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| 6. |
- Lindberg, Viveca, 1954-, et al.
(författare)
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Literacy as Part of Professional Knowing in Dental Education
- 2018
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Konferensbidrag (refereegranskat)abstract
- The issue of this paper to scrutinise Swedish dental students’ writing in academic setting: what these students are expected to read and write, how they are expected to do this, and for what purposes they read and write.Dental education is one of several professional programmes in higher education. The national learning outcomes stated in the Higher Education Ordinance (SFS 1993:100- SFS 2017:284) point out for example the importance of knowledge of the scientific basis as well as of proven experience for dental work, the capability of making diagnoses aw well as treating various dental diseases and malformations, but also leadership and collaboration. Such learning outcomes obviously are abstract, as they coven a whole program of 300 ECTS, and are to be somewhat more concretized in syllabuses for the various courses that together form the programme. However, as in other professional programmes within academia, part of the learning outcomes relate to content like physiology and neurology, others relate to tools, and materials used for dental work and their properties – in everyday terminology the ‘theoretical’ aspects of dental work. Other learning outcomes relate to what a dentist does – the ‘practical’ (clinical) aspects of dental knowledge. Furthermore, as becoming a dentist requires attending an educational programme, reading and writing are seen as self-evident aspects of the education. While it seems obvious that it takes time to become a skilled dentist and a degree is the necessary beginning in this direction, it seems less obvious that it also takes time to become a skilled writer in academia – where the meaning of being a skilled writer varies between disciplines (Bazerman, 1995; Blåsjö, 2004; Hjalmarsson et al. 2017; Lea & Street 1998; Airey 2011). Being a student in any higher education assumes participating in an activity that to a large extent is literacy based. To have the literacy competences and strategies needed for educational activities are crucial resources for students – these are the means for coping with literacy demands in varying but relevant situations, depending on the purpose of reading and or writing (Bazerman 1995; Dias et al. 1999; Berthén et al. 2006; Street, 2003). For students in professional programmes, there is also another aspect – today part of a dentist professional work is literacy-related: documentation of work done, reports, subscriptions, referrals – these are one type of examples of what dentists are expected to write as part of their work. Other types of writing that today are imposed on most professions, be they academic or not, are related to quality control, sustainability and security (Lindberg, 2003). Previous studies show that the transition from upper secondary school to higher education is challenging for students (Ask 2007), since the literacy practices they have experiences of differ from those they encounter in academia. Appropriating relevant academic literacies is relational – i.e. students of course need to struggle but it is also a question of what is made available to them (Edwards 2005). Characteristic for of academic literacies, whether in science (Airey 2011); engineering (Berthén et al. 2006; Hållsten 2008); in history or national economy (Blåsjö 2004), is that students nee to master different genres (a breadth), but also a progression, in terms of complexity, in order to become successful within a programme or a discipline. So the overarching question for this paper is what literacy practices that characterise one of the Swedish dental programmes? MethodThe present study is conducted during the third year of the study programme in dentistry (SPD), during the modules “orofacial pain and jaw function 1 and 2”, at the Department of Dental Medicine, Karolinska Institutet, Sweden. The SPD has a duration of five years (300 credits) divided into 10 semesters. Each of the 10 semesters is composed by courses and the courses in modules. The third year consist of the fifth and sixth semesters. The modules “orofacial pain and jaw function 1 and 2” are closely connected with each other and are divided into two modules due to the semester break. The data analysed for this paper are modules part of the courses ”clinical odontology 2 and 3. For the overall project, the data produced are of three types: (i) curricular documents, including information given in study guides to the students; (ii) ethnographic data from lectures and clinical work (sound-recordings and field-notes during lectures, textbooks, hand-outs from the lectures, student notes from the given lectures, multiple-choice questions from the digital examination and clinical instructions); as well as (iii) interviews with students and teachers. Literacy events, i.e. what students read or write, and text-related communication (Barton 2007; Karlsson 2006; Street 2003) are mapped throughout all activities (lectures, clinical work, and examinations). During clinical work, only field-notes were taken and only one of the researchers that also were teachers in the programme took the notes since clinical work also involves patients. As a first step of the analysis, we use literacy event for identifying patterns related to text genres (Barton 2007; Street, 2003), and will pay attention to multimodal aspects (Airey 2011; Kress 2003) of text used and produced. The second step is to analyse relations between patterns, i.e. questions like What literacy practices characterize dental education? Which of these patterns are related to dental academic literacy practices, and which are related to professional dental literacy practices? Since data produced so far are from the first phase of the project, this is how far we have come.Expected OutcomesAs some of the data production will continue during spring, we have so far concentrated on the mapping of literacy events (step 1 in the analysis), which mainly is a descriptive result. During lectures, powerpoints were used for structuring the physiological knowledge related to orofacial pain and jaw function. All slides were distributed in advance to the students via the digital learning environment used by KI. Most slides were multimodal in that they combined graphical pictures of neurological and physiological information related to the construction of a jaw and the different functions of the parts, highlighting aspects specifically related to orofacial pain. Students’ notes vary: while some made notes directly in the powerpoint, others took notes separately. During clinical work, students were given forms to fill in with the purpose of two types of documentation: medical and narrative. The analytic result will complement this descriptive result.
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| 7. |
- Lindberg, Viveca, 1954-, et al.
(författare)
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Att ge röst åt de yngre barnen : en kartläggning i nio kommuner läsåret 2014-2015
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Under läsåret 2014-2015 kartlades nio kommuners arbete med på vilka sätt elever i förskoleklass till årskurs 3 'ges röst' i skolan. I var och en av kommunerna genomfördes fokusgrupp intervjuer med nyckelpersoner representerade administrativ/pedagogisk ledning och verksamma pedagoger. Inför intervjuerna ombads kontakpersonen i var och en av kommunerna aända in sådan dokumentation eller mallar för dokumentation som de ansåg vara av relevans för projektet. Fokusgruppsntervjuerna baserades dels på den dokumentaiton vi fått in, dels på de erfarenheter de olika typerna av deltagare hade av skolornas arbete med att ge röst åt de yngre barnen. Vidare analsyerades styrdokument, myndigheters uppföljnings- och utvärderingsrapporter samt viss tidigare forskning inom området. Resultatet av studien visar dels att yngre elevers inflytande och delaktighet i skolans verksamhet vanligen relateras till rådsfunktioner såsom klass- och elevråd, matråd etc. och att inflytande gäller val mellan förutbestämda alternativ. Det är ovanligare att elever får inflytande över innehållet i skolarbetet - däremot kan de få välja i vilken ordning de ska göra olika uppgifter. Medverkande kommuner efterfrågar redskap med vilka de kan arbeta med elevers reella inlytande och delaktighet i klass.
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| 8. |
- B. Boistrup, Lisa, et al.
(författare)
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Challenging theory versus practice : Connections between mathematics and vocational education
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this paper we discuss connections between two teaching contents in Swedish upper secondary school programs in vocational education; mathematics and vocational content. Simultaneously, we challenge a dichotomous understanding of theory and practice, while paying an interest in connections between the two. We have adopted the framework of praxeology by Chevallard. Through analysis of empirical examples, we illuminate how, for example, theoretical aspects may derive from both mathematics and vocational content, challenging mathematics as mainly theoretical and vocations as only practical.
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| 9. |
- Berglund, Ingrid, 1954-, et al.
(författare)
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Assessment of vocational knowing : experiences from the Swedish pilot project with upper secondary apprenticeship 2008-2011
- 2012
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Ingår i: Bulletin of Institute of Vocational and Technical Education. - 1348-4893. ; :9, s. 24-34
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Tidskriftsartikel (refereegranskat)abstract
- In 2008, a pilot project with apprenticeship as an alternative pathway of upper secondary vocational education (USVE) started in Sweden. This paper is based on a follow-up study 2009-2011, funded by the Swedish National Agency for Education (SNAE) focusing on pedagogical aspects of apprenticeship. We interpreted ‘pedagogical aspects’ as concerning teachers’ curriculum work, i.e. the organisation and design of apprenticeship in relation to following aspects: division of labour between school and work; the content; the roles of teacher and supervisor; and follow-up and assessment of students’ development regarding vocational knowing in relation to the Swedish national curriculum for each of the programmes. In this article, we present results related to assessment in upper secondary VET apprenticeship. The issue for this article is to illuminate conditions for assessment in USVE-apprenticeship, the foci of assessment and the tools used for assessment.According to regulations of apprenticeship, trilateral assessment sessions (teacher-supervisor-apprentice) are to be held regularly for follow-up and, at the end of a course, marking students knowing. As a representative for the education authority, the teacher is responsible for marking, but the supervisor is to provide the teacher with the information needed for follow-up and marking. The assumption is that during these sessions, there will be a dialogue between supervisor, apprentice, and teacher that will contribute to both follow-up and marking.The results presented in this paper build on interviews with teachers, apprentices and supervisors, as well as some audio-recorded trilateral sessions for assessment. Our preliminary results show that these trilateral sessions are one of the critical situations in USVE-apprenticeship. A main result is that assessment was either focused on social and behavioural aspects or on vocational knowing. Which one that dominated was related to firstly, the qualifications of the teacher; secondly, to the division of labour on the workplace; and thirdly, to the local history of USVE-apprenticeship. These results and the consequences of them will be further developed in our article.
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| 10. |
- Berglund, Ingrid, 1954-, et al.
(författare)
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Challenges for Swedish VET-teachers in upper secondary apprenticeship.
- 2012
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Konferensbidrag (refereegranskat)abstract
- After several decades with little or no interest in apprenticeship as an alternative to upper secondary vocational education (Lundahl 1998), the first attempts to re-introduce apprenticeship were made during the 1990’s. Characteristic for these was that they were embedded in school-based VET, offering an extended period of work-based learning for potential drop-outs or as individualized programmes. The political motive relates to studies showing that youth with incomplete upper secondary education were significantly more often unemployed than was the case for those who had completed a programme (Olofsson 2008). However, an informal apprenticeship has existed for several decades, especially in vocational areas related to construction and electricity. In these cases, apprenticeship is regarded as a necessary complement to the 3-year school-based VET-programmes. The respective training boards have established these requirements. In order to become what is labelled as “fully qualified” (in terms of fully paid), apprenticeship adds another three years to upper secondary education (Berglund 2009).Apprenticeship in connection to and as an alternative track for upper secondary vocational programmes was implemented in Sweden as a 3-year probation in 2008. The schools are responsible for the designing and organisation of upper secondary apprenticeship but there are two central conditions: firstly that minimum half of the programme must be realized in a workplace, and secondly that the same objectives apply for the programmes, are they given in the form of school based VET or as apprenticeship. This paper is based on a study of pedagogical aspects of apprenticeship during the second and third year of the probation (Berglund & Lindberg 2012). Here we focus on VET-teachers’ work within the apprenticeship form of upper secondary vocational education. The main issue of our paper is to illuminate the consequences and challenges for VET-teachers’ work within upper secondary apprenticeship.
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