| 1. |
- Sjöström, Jesper, Professor, 1974-
(författare)
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En praktisk-teoretisk vetenskap för lärare som bas för kraftfullt professionskunnande
- 2023
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Ingår i: Forskning om undervisning och lärande. - 2000-9674 .- 2001-6131. ; 11:1, s. 107-111
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Reflekterande kommentar till temanumret ”Kraftfull professionskunskap i ämnesundervisning”.”Lärarnas vetenskap” har getts olika namn såsom pedagogik, utbildningsvetenskap, didaktik och pedagogiskt arbete. Artikelförfattaren föredrar didaktik som namn.Didaktik, inkluderande ämnesdidaktik, kan ses som lärarnas centrala kunskapsområde (bl.a. Sjöström & Tyson, 2022). Kärnan i didaktik är didaktiska teorier och modeller. Didaktiska teorier för lärarprofessionen liksom didaktiska modeller kan ses som en brygga mellan teoretiska perspektiv å ena sidan och undervisningspraktik å andra sidan. Didaktiska modeller bidrar med teorigrundade lärarprofessionsstöd för informerade och reflekterade (ämnes)didaktiska val. De kan även ses som ”organisatör” och förmedlare av ”kraftfull professionskunskap”. Det är dock först vid användningen och i mötet med erfarenheter och praktik som professionskunskapen blir del av ett kraftfullt professionskunnande.Artikeln innehåller en niofältstabell/karta över ”lärarnas vetenskap”. Ämnesdidaktik, som finns i centrum av tabellen och som fokuserar på innehåll i relation till undervisning, får näring av andra områden av ”lärarnas vetenskap” såsom läroplansteori, lärandeteori, pedagogisk filosofi, utbildningssociologi och metodik.
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| 2. |
- Cone, Lucas, et al.
(författare)
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Pandemic Acceleration: Covid-19 and the emergency digitalization of European education
- 2022
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Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 21:5
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Tidskriftsartikel (refereegranskat)abstract
- With schools and universities closing across Europe, the Covid-19 lockdown left actors in the field of education battling with the unprecedented challenge of finding a meaningful way to keep the wheels of education turning online. The sudden need for digital solutions across the field of education resulted in the emergence of a variety of digital networks and collaborative online platforms. In this joint article from scholars around Europe, we explore the Covid-19 lockdowns of physical education across the European region, and the different processes of emergency digitalization that followed in their wake. Spanning perspectives from Italy, Germany, Belgium, and the Nordic countries, the article’s five cases provide a glimpse of how these processes have at the same time accelerated and consolidated the involvement of various commercial and non-commercial actors in public education infrastructures. By gathering documentation, registering dynamics, and making intimations of the crisis as it unfolded, the aim of the joint paper is to provide an opportunity for considering the implications of these accelerations and consolidations for the heterogeneous futures of European education.
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| 3. |
- Plantin Ewe, Linda, et al.
(författare)
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Teachers’ relational competence : perceptions of teachers and students with and without ADHD and ASD
- 2023
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Ingår i: Emotional and Behavioural Difficulties. - : Taylor and Francis Ltd.. - 1363-2752 .- 1741-2692. ; 28:2-3, s. 198-215
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Tidskriftsartikel (refereegranskat)abstract
- This study examined whether teachers’ professional development of their relational competence with students with attention deficit hyperactivity disorder (ADHD) and/or autism spectrum disorder (ASD) modifies teachers’ and students’ perceptions of their teacher-student relationships (TSR). Participants comprised teachers (n = 33) and students (n = 232) from two elementary schools: one intervention school (InS) and one control school (CoS). InS teachers reported significant TSR improvements, regardless of student group or gender (p =.03). Among InS students, significant results were driven by female neurodiverse (ND) students and neurotypical (NT) male students (p =.03). Nevertheless, positive effects were solely observed among ND female students, while NT male students, conversely, reported decreased TSR during follow-up tests. No significant effects were found at the CoS irrespective of teacher or student ratings. The findings suggest that enhancing teachers’ understanding of relational competence concerning ND students will not only improve their own perceptions of their TSR but also those of ND female students. Nonetheless, directing teachers’ focus towards one student group (ND students) risks diminishing teachers’ attention towards other student groups, potentially explaining the poorer follow-up results among NT boys. The finding warrants further investigation, as it indicates a challenge for teachers to establish sufficient relational engagement with all students.
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| 4. |
- Ideland, Malin, et al.
(författare)
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Culturally equipped for socio-scientific issues? : a comparative study on how teachers and students in mono- and multiethnic schools handle work with complex issues
- 2011
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Ingår i: International Journal of Science Education. - Abingdon : Taylor & Francis. - 0950-0693 .- 1464-5289. ; 33:13, s. 1835-1859
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Tidskriftsartikel (refereegranskat)abstract
- Socio-scientific issues (SSI) are not only said to increase students' interest in science, but they also strengthen the generic skills of teamwork, problem-solving, and media literacy. At the same time, these skills are prerequisites for successful work with SSI. The aim of the study is to analyze what happens when SSI are implemented in science classrooms with various degrees of ethnic diversity and socio-cultural status. We are also interested in knowing how teachers structure the SSI work from discourses on what suits different students. Quantitative and qualitative methods are combined, for example, questionnaires and ethnographic fieldwork, presented through partial least squares analysis and thick descriptions. We can notice discursive differences between 'Us' and 'The Other' and between mono- and multiethnic schools. In an earlier research, images of differences between the different student groups emerged, and we can find these in the results from the questionnaires. In an observation study, another pattern appeared that indicated similarities rather than differences between mono- and multiethnic classrooms. The students are first of all inside the discourse of 'the successful student.' Noteworthy is that the teachers' roles correspond better with the discourse than with how students actually act. The study also shows that SSI articulate a collision between different discourses on education: a discourse on differences between students in multi- and monoethnic classrooms; a discourse on how to become a successful student; and a discourse on the school's mission to educate participating citizens. It is suggested that schools should relate to, expose, and articulate discursive clashes that emerge when introducing new work forms.
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| 5. |
- Nordén, Birgitta, Dr. 1952-
(författare)
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Advancing Sustainability through Higher Education : Student Teachers Integrate Inner Development Goals (IDG) and Future-Oriented Methodologies
- 2024
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Ingår i: Challenges. - : MDPI. - 2078-1547. ; 15:2, s. 28-52
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Tidskriftsartikel (refereegranskat)abstract
- Methodologies for future-oriented research are mutually beneficial in highlighting differentmethodological perspectives and proposals for extending higher-education didactics toward sustainability.This study explores how different augmented-reality applications can enable new ways ofteaching and learning. It systematically investigates how student teachers (n = 18) in higher educationexperienced ongoing realities while designing learning activities for a hybrid conference and interconnectingsustainability knowings via didactic modeling and design thinking. This qualitative studyaims to develop a conceptual hybrid framework concerning the implications of student teachersincorporating design thinking and inner transition into their professional work with future-orientedmethodologies on didactic modeling for sustainability commitment. With a qualitative approach,data were collected during and after a hackathon-like workshop through student teachers’ reflections,post-workshop surveys, and observation field notes. The thematic analysis shed light on transgressivelearning and a transition in sustainability mindset through the activation of inner dimensions.Findings reinforcing sustainability commitment evolved around the following categories: beingauthentic (intra-personal competence), collaborating co-creatively (interpersonal competence), thinkinglong-term-oriented (futures-thinking competence on implementing didactics understanding),relating to creative confidence (values-thinking competence as embodied engagement), and actingbased on perseverant professional knowledge-driven change (bridging didactics) by connectingtheory-loaded empiricism and empirically loaded theory. The results highlight some of the keyfeatures of future-oriented methodologies and approaches to future-oriented methodologies, whichinclude collaboration, boundary crossing, and exploration, and show the conditions that can supportor hinder methodological development and innovation.
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| 6. |
- Augustsson, Dennis
(författare)
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Expansive design for teachers : An activity theoretical approach to design and work integrated learning
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores how Participatory Design (PD) and Cultural Historical Activity Theory (CHAT) can be combined and used as a theoretical framework and methodology in a professional development activity for teachers. A shift in the way we view teachers, from implementors to designers who actively construct, invent, and develop the practice of schooling also calls for changes in teacher education and professional development activities. The study presented here explores teachers' work and learning during a professional development activity conducted as a participatory design project between two K-12 schools in Sweden and the USA, using media production to create an international collaboration on Ocean Literacy. The work draws on central notions and practices based on the Scandinavian School of Participatory Design and the Change Laboratory methodology (CL) based on the theoretical framework of expansive learning. The thesis is comprised of three articles answering research questions about what challenges and strategies develop in a design process as a situated professional development approach and how we can understand learning as part of and expanding beyond a design process using activity theoretical tools.The first article presents a description of challenges and strategies developed by teachers in the first iteration of the design process and the results of using an activity theoretical model for collaborative analysis of the process. The second article analyses a CL intervention in the second iteration of the design process, adopted after the results of the first iteration. The analytical focus here was placed on empirical manifestations of the epistemological principles of the theoretical framework of expansive learning. The third article explores the occurrences and cyclicity of the learning actions postulated by the theoretical framework in the same intervention through a detailed analysis of the participants' discourse in the process. The thesis comes to a conclusion with a tentative formulation of design principles based on findings from the studies.The results point to how innovative educational design can have consequences for teachers' work with conflicting needs, tensions, and contradictions at the systemic level of the activity. PD processes in educational settings require toolsand concepts to capture this complexity and create sustainable solutions. In this study, activity theoretical models served as a collaborative tool for teachers to analyse and change their practice and to describe and explain work integrated learning in the design process. The work highlighted the need for teachers' expertise in design as well as the important role of media literacy in the use of new technology. Their active and practical engagement in the materials, basedupon the tradition of PD, must be understood as an important part of the development of agency and volition, and findings suggest that the combination of PD and CL methodologies can serve as a vehicle for expansive learning and new innovative learning designs in educational settings. This approach was conceptualized as expansive design.
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| 7. |
- Lundberg, Osa, 1967-, et al.
(författare)
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‘Can you teach me a little Urdu?’ : Educators navigating linguistic diversity in pedagogic practice in Swedish preschools
- 2023
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Ingår i: Global Studies of Childhood. - : Sage Publications. - 2043-6106. ; :3, s. 245-260
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Tidskriftsartikel (refereegranskat)abstract
- According to the national framing of the Swedish preschool system, educators are expected to act as mediators of the dominant language while simultaneously promoting multilingualism. Previous research shows that educators display an insecurity as well as a lack of knowledge of how to implement this dual undertaking. This article examines educators’ dual undertaking of linguistic diversity (changeability), on the one hand, and a national standard (stability) on the other, based on ethnographic data from three preschools with socioeconomic differences. The data are analysed employing concepts from pedagogic theory and linguistic diversity. Bernstein’s competence model with weak classification and framing accommodates translanguaging, giving room for the children’s own linguistic initiatives. Translanguaging is understood from a local as well as a global perspective; the local is based on global norms and global norms relate to local practices. The results show that educators support children as linguistic and multilingual beings. Unlike previous studies showing that middle-class children benefit from the competence model, this study shows how children with different socio-economic backgrounds benefit from the competence model. The diversity of language practice in Swedish pre-schools has the potential to create opportunities for new forms of agency and identity for children.
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| 8. |
- Olander, Clas, et al.
(författare)
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Representations as mediation between purposes as junior secondary science students learn about the human body
- 2018
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Ingår i: International Journal of Science Education. - : Informa UK Limited. - 0950-0693 .- 1464-5289. ; 40:2, s. 204-226
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Tidskriftsartikel (refereegranskat)abstract
- © 2017 Informa UK Limited, trading as Taylor & Francis Group The aim of this article is to investigate students’ meaning-making processes of multiple representations during a teaching sequence about the human body in lower secondary school. Two main influences are brought together to accomplish the analysis: on the one hand, theories on signs and representations as scaffoldings for learning and, on the other hand, pragmatist theories on how continuity between the purposes of different inquiry activities can be sustained. Data consist of 10 videotaped and transcribed lessons with 14-year-old students (N=26) in Sweden. The analysis focused instances where meaning of representations was negotiated. Findings indicate that continuity is established in multiple ways, for example, as the use of metaphors articulated as an interlanguage expression that enables the students (and the teacher) to maintain the conversation and explain pressing issues in ways that support of the end-in-view of the immediate action. Continuity is also established between every day and scientific registers and between organisation levels as well as between the smaller parts and the whole system.
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| 9. |
- Björklund, Camilla, 1977, et al.
(författare)
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Sharpening the Focus on Numbers and Counting: Preschool Educators Differentiating Aspects of Mathematical Knowledge for Teaching
- 2017
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Ingår i: Mathematics Teacher Education and Development. - : Mathematics Education Research Group of Australasia. - 1442-3901. ; 19:3, s. 117-134
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Tidskriftsartikel (refereegranskat)abstract
- This article reports a study of educators differentiating aspects of mathematical knowledge for teaching in preschool as part of a further-education programme. Eight Swedish preschool educators participated in focus group discussions about documentations from their own practice during a school year, to enhance their awareness of their mathematics education practice. The object of learning for the participants is more specifically how numbers and counting are made content for learning in preschool practice. The educators’ authentic documentations are reflected upon in focus group meetings and further analysed by the researchers to find out what aspects the educators differentiate during the programme. Results show that educators’ learning about content for children’s learning in preschool is a complex process. This process involves several aspects necessary to discern for a professional development to occur, but the collaborative approach seems prosperous in that new aspects are brought to the fore, influencing their reflective practice.
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| 10. |
- Hofverberg, Hanna, et al.
(författare)
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Hållbarhet i slöjdämnet : Innehåll och undervisningstraditioner
- 2021
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Ingår i: Techne series. - : Universitetsbiblioteket OsloMet. - 1238-9501 .- 1893-1774. ; 28:1, s. 16-32
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Tidskriftsartikel (refereegranskat)abstract
- Trots att hållbar utveckling har funnits med som ett konkret innehåll i slöjdämnet i Sverige sedan 2011 vet vi väldigt lite om vad slöjdlärare gör när de undervisar om hållbar utveckling. Syftet med studien är därför att undersöka vad och på vilket sätt slöjdlärare undervisar om hållbarhetsfrågor. Studien presenterar resultat från en kvalitativ enkätundersökning där 70 yrkesverksamma slöjdlärare i Sverige har deltagit. Våra forskningsfrågor är: (1) Vilket undervisningsinnehåll om hållbar utveckling lyfts fram i slöjdlärarnas beskrivningar av sin undervisning? (2) Vilken/vilka undervisningstraditioner framträder genom lärarnas utsagor? Tre övergripande undervisningsinnehåll har identifierats: att återbruka, att få kunskap om material och hållbar konsumtion. Resultatet visar också att även om samma ord används, så som återbruk, finns det en variation kring vad det konkret innebär. Det sätt lärarna undervisar på, vilket har studerats utifrån olika miljöundervisningsstraditioner, visar att en faktabaserad och en normativ undervisningstradition är tydligast framträdande i lärarnas utsagor. Artikeln avslutas med en diskussion om vilket hållbarhetsinnehåll som är framträdande i resultatet, hur undervisningsinnehållet om hållbar utveckling är rotat i olika förståelser av vad som anses vara hållbart och vilka pedagogiska utmaningar, men även möjligheter, det för med sig.
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