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- Gu, Limin, 1963-
(författare)
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From national commitment and initiatives to implementation in the classroom : some critical issues on integration of ICT into education in the Swedish context
- 2011
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Ingår i: The University of the Fraser Valley Research Review. - Canada : University of the Fraser Valley. - 1715-9849. ; 4:1, s. 29-40
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Tidskriftsartikel (refereegranskat)abstract
- Since 1994 Sweden has carried out a number of initiatives funded by the government and other actors for integrating ICT into education. Huge amounts of money have been invested in developing infrastructure and raising teachers’ level of ICT knowledge and competence. However, it seems that there is still a gap between the claims for ICT use in education and the current practice of integrating ICT into the classroom. Some recent investigations indicate that a majority of Swedish teachers actually do not use computers in the classroom as much as they are expected to do. Knowledge about the use of ICT in teacher education is reported as being not good enough. This paper intends to describe the status quo of ICT integration in education in the Swedish context and discuss some critical issues on effective ICT practice in schools in relation to the demands on teachers and their professional development, and thus provide some backgrounds for suggesting models of Technology Enhanced Teacher Professional Development.
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| 5. |
- Gu, Limin, 1963-
(författare)
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Becoming a teacher of young children : student teachers' understanding of professional learning and professional identity
- 2008
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper explores how student teachers construct the notion of teacher professional identity in relation to their understanding of their future role as teachers of young children. Qualitative data were collected consisting of 61 open-end questionnaires and 5 personal semi-structured interviews. The major findings show that there is an obvious connection between the student teachers’ prior work experiences and their choice of being teacher of young children. In describing their view on teacher profession and professional learning, the student teachers of primary school early years emphasize learning of subject matter and pedagogical knowledge; while student teachers of pre-school focus on the importance of ethic of care and knowledge of child development, and they prefer to identify themselves as pedagogues rather than as teachers. The results also indicate a common sense of viewing teacher’s work as an important, multiple and challenging profession by both groups of student teachers.
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| 6. |
- Gu, Limin
(författare)
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Chinese Daycare in Cultural Change
- 1996
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Ingår i: Tidskrift för lärarutbildning och forskning. - Umeå : Dept. of Education, Umeå Univ.. - 1404-7659. ; 3:4, s. 17-44
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Gu, Limin
(författare)
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Chinese early childhood education in transition
- 2006
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Ingår i: Wingspan : the Pedamorphosis communiqué. - 0892-2659. ; 16:1, s. 30-41
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Tidskriftsartikel (refereegranskat)abstract
- This article is about changes in Chinese early childhood education in recent years. The content, process and outcomes of reform in early childhood education in China have been affected by the national goals of reform, the social context of early educational institutions, their organizational characteristics, family structure, family policy, the specific professional culture of teaching and learning, as well as the global influence. The previous welfare model of kindergarten, which was regarded as one of the outcomes of a socialist system, is being transformed into a new market competitive model to meet a political demand for the marketisation of society. The curricula of early educational program, teachers� attitudes to children, and their professional activities have been re-shaped according to new ideas about the needs and abilities of children, new conceptions of child development and, not least, the new modernisation �knowledge� that gained ascendancy in China.
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| 8. |
- Gu, Limin
(författare)
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Comparison of national preschool curricula in China and Sweden
- 2006
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Ingår i: Proceedings of the Asia-Pacific Educational Research Association International Conference 2006.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Sweden and China have different histories and traditions in the field of early childhood education. In the secondary part of the 1990s, both counties adopted national curricula for preschool. The purpose of this study is to compare the preschool education of these two countries at policy and ideological level by examining and analyzing the frameworks and content of the national curricula for preschool within their respective social, political, cultural and pedagogical contexts. The special emphasis is on the similarities and differences in the statements on goals, tasks, and pedagogy for early childhood education in the national official documents. The major result shows that both curricular are goal directed policy documents in forms of regulations or guidelines. No methods for preschool work are stated, which leaves much room for the local and individual implementation. Learning and development of the child are stressed. Play is viewed as the important means for learning of preschool children in both curricula. The Swedish curriculum emphasizes on the fundamental democratic value for preschool, and the perspectives and values of children�s learning and development. The preschool model is based on the premise that children learn and develop in all the contexts in which they are involved. The Chinese curriculum stresses both childcare and education, and the main task of preschool is to promote physical, moral and intellectual development of the child in a harmonious way. The content of educational activities that is selected and organized in a planed way is seen as important. The idea of �respecting children� has been promoted.
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| 9. |
- Gu, Limin
(författare)
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Digital Transformation in Education and Its impact on School Governance : The European and Swedish Experiences and Reflections
- 2019
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Ingår i: International Conference in School Governance: Trends, Challenges and Countermeasures. - Shanghai, China.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper describes and discusses the transformation of school governance in the era of digitalization in education. It focuses on how the production and use of big data at different levels affect policymaking and how big data-based policies have the consequences in education practices within the European education contexts and from the Swedish experiences. The datafication of education through digital technology gives rise to the digital governance of education that increasingly influences the organisation and management of the national education system, which is resulted in the structure shifts in education governance. On the one hand, big data derived from testing and surveys facilitates the comparison and creation of global benchmarks that impacts the governance of education systems to be more centralised at international and national level. And on the other hand, when data and information become more available at the local level, it enables organisational-level decision-making to break down hierarchical structures and become more distributed. Data based steering at different levels then puts considerable pressure on schools through the organised school inspection system, the strategy of self-monitoring, self-evaluation and self-formation that are closely related to managerial accountability or answerability of school governance.
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| 10. |
- Gu, Limin
(författare)
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Educational policy and school governance in the era of digital education : the case of Sweden
- 2022. - 1
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Ingår i: School governance in global contexts. - London and New York : Routledge. - 9781032116129 - 9781032117669 - 9781003221456 ; , s. 37-50
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Bokkapitel (refereegranskat)abstract
- This chapter aims to describe, illustrate, and discuss the rationale behind Swedish educational policy and the changing school management practices related to digital education. Based on a review of selected Swedish digital education policy documents and research literature, this chapter presents the transformation of digitalization that has taken place in Swedish schools during recent decades, the target formulations in policies, and the characteristics of school governance related to the international trends of adopting comparison of student performance on standard tests such as the PISA, as well as using big data for policy legitimation.
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