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| 2. |
- Bergmark, Ulrika, et al.
(författare)
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Why become a teacher? : Student teachers’ perceptions of the teaching profession and motives for career choice
- 2018
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Ingår i: European Journal of Teacher Education. - : Taylor & Francis. - 0261-9768 .- 1469-5928. ; 41:3, s. 266-281
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study is to discursively identify student teachers’ perceptions of the teaching profession early in their education and their motives for this career choice. Students wrote a letter sharing thoughts on why they want to become a teacher, how they regard the teaching profession and if someone inspired them in their career choice. The empirical data consists of 259 student texts from three Swedish teacher education programmes. The study employed a qualitative method denoting different categorizations compared to previous studies, emphasising the idea of multiple motives for career choice and the link to student teachers’ evolving pedagogical identity. Major differences can be distinguished among the programmes, emphasising different main motives and shifting incipient pedagogic identities. The results indicate the value of organising teacher education programmes drawing on multiple motives, which is expected to contribute positively to completion of teacher education and teacher retention in future profession.
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| 3. |
- Manderstedt, Lena, 1966-, et al.
(författare)
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Meeting eye to eye: the power relations in triadic mentoring of the degree project in teacher education
- 2023
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Ingår i: Mentoring & Tutoring. - : Taylor & Francis Group. - 1361-1267 .- 1469-9745. ; 31:4, s. 512-531
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Tidskriftsartikel (refereegranskat)abstract
- This study highlights and discusses power aspects within discourses discerned in articulations on triadic mentoring in degree projects in teacher education in Sweden. Each mentoring triad consisted of a pre-service teacher, a professional teacher acting as co-mentor, and a university mentor. As teacher education is to be based on a scientific foundation and proven experience, a symmetrical and complementary approach was to be implemented. Data from interviews, logbooks, and observations of mentoring were analysed discursively using CDA. Two main discourses were distinguished: The hegemony of science, and A gateway to the profession and science: The potential third space. The study shows that the academic paradigm tends to overshadow the symmetrical and complementary approach, but that the third space, the metaphorical meeting outside of the participants’ comfort zone, potentially balances up the mentoring triads through the pre-service teachers’ ownership of the process.
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| 4. |
- Manderstedt, Lena, 1966-, et al.
(författare)
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More than an Arena for Communication and Sharing Practices : A Meta-Analysis of Young Readers’ Use of Digitized Media
- 2018
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Konferensbidrag (refereegranskat)abstract
- Social media has affected the lives of the individuals, and the societies, globally speaking. The study presents a meta-analysis of six published and two ongoing studies on young readers’ use of digitised media. The studies were presented as articles in journals, and as conference papers, between December 2009 and December 2017. The data for all articles was collected online, on open networking sites, or social media. The data collection draws on virtual etnography, while the theoretical framework includes gender studies, media, sociology of literature, education and intersectionality. The meta-analysis discusses theories and practice regarding young readers’ use of digital environments and the activities related to their preferred reading, to share material and thoughts, to process personal experiences and to publish school work. In these activities, the young readers use digitised media for inclusion into a networking community or a particular group. The results show that young readers’ use of digitised media can be classified in four key categories: personal development, promotion of self, socio-political engagement and as an alternative to educational establishment. These four key categories show that young readers not only use digitised media for inclusion, but also for taking a stance on a personal, or societal, level. For educators, political scientists and politicians who might believe that young people do not read, or do not care for politics or the future, this meta-analysis might provide a more nuanced image.
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| 5. |
- Manderstedt, Lena, 1966-, et al.
(författare)
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Win-win through triadic supervision and collaboration : Structures for L1 degree projects
- 2022
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Konferensbidrag (refereegranskat)abstract
- According to the Higher Education Act (SFS 1992:1434), the education, as well as the degree project, must be based on scientific foundation and proven experience. In order to achieve that balance, sustainable models of collaboration between universities and schools must be developed (ULF-avtal, n.d.).In 2021, a pilot project encompassing four student teachers’ degree projects was carried out within a practice-based theoretical framework (Rönnerman, 2018; Rönnerman & Olin, 2021). Each student teacher in the pilot project was supervised in a triad, with a university lecturer and a L1 schoolteacher.The aim of this study is to present the pilot project, and one example of the degree projects, and discuss how the L1 subjects in schools and teacher education are impacted. The research questions are:(a) How are the L1 school subjects and the teacher education impacted by the triadic supervision and collaboration?(b) Which are the benefits of triadic supervision?The gathered material consists of two interviews, and two logbook posts per participant, and one observation of the supervised sessions of each triad (Bruneel & Vanassche, 2021; Viklund et al., 2022). The data was analysed thematically (Cresswell, 2014).The result shows the benefits of the pilot project on different levels. Firstly, from a school-perspective where the student teacher works closely with teachers at a school. This provides a relevant subject for the degree project and helps other L1 teachers to develop their teaching (Nilsson, 2021). Secondly, the pilot project contributes with an organizational-perspective (Thorsten, 2021), where the results are presented to stakeholders. Thirdly, the university and the L1 teachers gain theoretical, practical and useful knowledge through the degree projects’ L1 perspective. The collaboration regarding co-supervision of degree projects will become a permanent part of the teacher education at the university in question, encompassing other collaborating partners, and student teachers.
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| 6. |
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| 7. |
- Dahlbäck, Ann-Charlotte, et al.
(författare)
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Utmaningar när hemmet involveras i läsningen
- 2021
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Ingår i: Svenskläraren. - : Svensklärarföreningen. - 0346-2412. ; :1/2, s. 26-28
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Läsprojekt ihop med vårdnadshavare kan ge guldstunder, men i värsta fall även öka kunskapsklyftorna. Här berättar lärare, från två F-3 skolor i Piteå, om sina erfarenheter efter att ha genomfört ett läsprojekt med forskares hjälp.
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| 8. |
- Holmbom, Lena, et al.
(författare)
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När jag talar måste jag vara alfahonan
- 2008
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Ingår i: Genus i norrsken. - 1654-7640. ; 1:3-4, s. 16-18
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Kokkola, Lydia, 1967-, et al.
(författare)
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Protest and Apology in the Arctic : Enacting Citizenship in Two Recent Swedish Films
- 2019
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Ingår i: Humanities. - Basel : MDPI. - 2076-0787. ; 8:1
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Tidskriftsartikel (refereegranskat)abstract
- Today, Sweden enjoys a positive international reputation for its commitment to human rights issues, for instance, in relation to the recent migrant crisis. Abuses committed by the Swedish state against certain ethnic groups within the country are less well known, both within and beyond its borders. These included systematic attempts to curtail the use of indigenous and local languages, thereby causing communicative and ideological rifts between children and their parents. These policies were enacted through the school system from the 1920s until the 1970s, and particularly affected people living in the Arctic region where the national borders are disputed. In this article, we examine two twenty-first-century films set during this era, featuring feisty female characters responding to the school policy. Elina: As though I wasn’t there is a children’s film created by people “outside” the cultural group represented; and Sámi Blood features an adolescent protagonist (and her older self), created by “insiders” of the cultural group represented. In both films, the female protagonists’ relative lack of agency within the state school system is contrasted with their powerful connections to the Arctic landscape. We seek to examine how these films contribute to the work of apology, beginning with a public acknowledgement of the wrongs of the past. Whilst one of the films concludes with a celebration of the female protagonists’ agency, the other proffers a more ambiguous portrayal of power in relation to culture, nationality, and identity.
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| 10. |
- Lindberg, Ylva, et al.
(författare)
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Experiencing virtual spaces through Amor and Eros : L1-language teaching and literary competence
- 2015
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Konferensbidrag (refereegranskat)abstract
- In today’s digitalized world, text is no longer bound to a book, nor social activities to the actual world. This context, where virtual and real spaces are blurred, transforms reading and writing activities, as well as views on personal relationships (Buckingham Shum & Ferguson, 2012:8: Murray 2011; Turkle, 2005; 2011). Literary narration is perceived as more closer to fiction and distant from reality, since readers are more passive in the part-taking of the story. However, in digital environments, especially those distributed in three dimensions, readers merges with the author since participants have to invent and live the story at the same time. Thus, the created narrative becomes real and the participant’s feeling of risking oneself is augmented. Since multimodal features of the virtual environments activate several senses creating an immersive experience, the present study perceive virtual spaces as an important complement to reading and writing, with the potential to enhance motivation and learning about narrative features. The curricula for compulsory and secondary school in Sweden state that reading and writing in different media are part of the subject of Swedish (Skolverket, 2011a, 2011b). Both activities are linked to the development of identity, knowledge and understanding of the surrounding world. Reading and writing embrace cognitive and emotional development and offer tools to interpret and critically analyse different types of genres and content. This study focuses the theme of love and erotic love, in particular related to avatars in social media like Second Life and games like World of Warcraft (See Lindberg 2013), and ask questions about plot, environment, characters and other narrative features that literary and virtual experiences have in common. The in-world observations and analysis are carried out with netnographic methodology (Kozinets 2010), focusing on environment, interaction, activities and communication at different levels, as well as on identities appearing in the observed material. The results consist of a critical study of the theme in virtual communicative contexts and provide tools for teachers to make use of virtual environments in order to help pupils achieve the curricular objectives. The latter part is further problematizing and deepening results of a previous Swedish study (Manderstedt & Palo 2009).
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