| 1. |
- Lundgren, Berit, 1951-
(författare)
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Retoriken i den pedagogiska praktiken
- 2008. - 1
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Ingår i: Sjätte nationella konferensen i svenska mned didaktisk inriktning. - Uppsala : Uppsala universitet. - 9789150620948 ; , s. 70-82
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Studien, som redovisas, lyfter fram betydelsen av styrdokumentens och lokala arbetsplaners utformning samt lärares undervisning för att utveckla elevers kommunikativa förmåga uttryckt i förberett tal. I studien görs en retorisk analys av en elevtext, ett manus till ett förberett tal, från en sydafrikansk kontext. I manuset kan tre topos urskiljas, byggnader, samhälle/familj och kroppen, vilka utgör ramen för den retoriska analysen. Vidare visar analysen att eleven i sin text, My name is HIV, tydligt använder sig av retoriska grepp på ett övertygande, intressant och associativt sätt. Avslutningsvis för jag en didaktisk diskussion om undervisning i tal i en svensk kontext, där jag menar att ett kritiskt reflekterande över skrivande och i synnerhet tal måste övervägas.
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| 2. |
- Ekström, Kenneth, 1956-, et al.
(författare)
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How to organise transitions between units in preschool : does it matter
- 2010
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Ingår i: International Journal of Transitions in Childhood. - Melbourne : The University of Melbourne, Australia. - 1833-2390. ; 4:1, s. 4-12
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is, to deepen our understanding of what transitions within a preschool institution mean from the perspective of those involved. The issue is important to focus on, since an overview of research shows, that there are hardly any studies made on transitions within preschools. In the study presented nine preschool teachers were interviewed, representing two preschools differing in approach regarding how the transitions between different units were organised. One of the preschools had “marked” transitions between four units for groups of children strictly based on age. The transitions were perceived as a matter of course, as something natural. The other preschool with only two groups, one for younger children and one for older children, had “smoother” transitions based on individual considerations. Here, the maturity of the individual child was taken into account. In the interpretation of the results, in order to gain a deeper understanding of the meaning of the transitions for the people involved, using the concept of rites of passage, two approaches were revealed. The first regarded transitions to be a part of the pedagogy, supporting the natural development of the child, as a rite of passage, leaving one social stage in their life and move over to another. The second saw transitions as necessary due to external factors, trying to attain a pedagogical environment, where transitions were as smooth as possible, with no marked rites of passage, not for the individual, not for the collective.
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| 3. |
- Ärlemalm-Hagsér, Eva, 1958, et al.
(författare)
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”Business as usual”? Or transformative and transactive teaching leading towards the Agenda 2030 goals in Swedish Early Childhood Education.
- 2021
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Ingår i: International Journal of Early Childhood Environmental Education. - 2331-0464. ; 9:1, s. 94-102
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, the national parliament has adopted objectives to implement the United Nations (UN) 2030 Agenda for Sustainable Development (UNESCO, 2017). Sweden’s objectives are more ambitious and far-reaching in several policy areas than the targets listed in the 2030 Agenda and outlined in the report Agenda 2030 and Sweden: Challenges and Possibilities for the Earth (SOU 2019; UNESCO, 2017). In this article, we discuss Swedish early childhood education in relation to these new national objectives. We employ a critical perspective and recognize early childhood education as both a political and educational setting, one where major and minor politics are interconnected and embedded in practice. We discuss these interconnections as a narrative inquiry scrutinizing different transformations and transactions in Swedish early childhood education practice. Our inquiry focus is an early childhood teacher case study narrative of her everyday education for sustainability (EfS) practices and the UN, Sustainable Development Goals (SDGs). The findings revealed everyday pedagogical practices where children’s own interests, curiosities and investigations enhanced EfS as integral to transformative and transactive early childhood education. We argue that further action is required to go beyond “business as usual” and embed transformative and transactive teaching for promoting the new national objectives and global objectives as 2030 Agenda. Such teaching for sustainability builds on pedagogical strategies where both children and teachers are engaged in a collaborative critical inquiry to challenge unsustainable thinking and actions in everyday life.
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| 4. |
- Ödalen, Jörgen, 1975-, et al.
(författare)
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Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities
- 2019
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Ingår i: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 38:2, s. 339-353
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Tidskriftsartikel (refereegranskat)abstract
- Do pedagogical training courses for university teachers have desirable effects on the participants? We set out to answer this question by following a panel of 183 university teachers from Sweden’s six largest universities, who participated in pedagogical training courses. Our study reveals that the participants’ self-reported confidence in their role as teachers increased slightly, and their self-assessed pedagogical skills increased notably after they had finished their courses. Even though the courses were rather short, we could also observe some changes in fundamental approaches to teaching in some of the subgroups of respondents, both toward more student-centeredness and, perplexingly, toward more teacher-centeredness. Additionally, most respondents (7 out of 10) found the courses useful or very useful. Course satisfaction was most notable among participants with less than three years of teaching experience. Considering the fact that we find the positive effects of pedagogical training courses to be present mainly in the group of participants with less than three years of teaching experience, we discuss whether a policy of making these courses mandatory for all university teachers implies an overestimation of their impact.
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| 5. |
- Karlsson Vestman, Ove, 1944-
(författare)
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Evaluation as learning : A study of social worker education in Leningrad County
- 2004
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The results presented in this report are based upon an evaluation of the "Social project in Leningrad County". The project fan between 1998-2001 and was carried out by the social services in Sörmland County and Leningrad County, with financial support from Sida (Swedish International Development Coop- eration Agency). The overarching goal of the project was to provide support and direction in the development of social services in Russia. The project involved 160 social workers from Leningrad County who look part in a professionai development edu- cation program in Sweden. The program functioned as a support for local social service projects in Leningrad County. The goal of the evaluation was to exarnine the program of education and the manner in which participants used their acquired knowledge and experiences in their own projects. Ove Karlsson Vestman is a professor at Mälardalen University, in the Division of Social- and Behavioral Sciences. He is also the director of The Mälardalen Evaluation Academy - MEA; a multidisciplinary research environment on evaluation theory and practice.
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| 6. |
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| 9. |
- Lundgren, Berit, 1951-
(författare)
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"Jag har tio barn så jag behöver inte bekymra mig om min ålderdom" : om skolans möjligheter att skapa förståelse
- 2004. - 1
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Ingår i: Andra nationella konferensen i svenska med didaktisk inriktning. - Göteborg : Göteborgs universitet. - 9197472212 ; , s. 123-139
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Skolan har ett stort och viktigt ansvar för att utveckla kunskaper i det svenska språket för människor som kommer till Sverige från andra länder. I kapitlet beskrivs, utifrån ett sociokulturellt perspektiv, hur några kvinnor som är analfabeter lär sig det svenska språket samt lär sig läsa och skriva på svenska inom svenskundervisning för invandrare. Studien som har sitt ursprung i avhandlingen Skolan i livet - Livet i skolan visar att kommunikation vanligtvis bygger på I-R-U mönster men att kollaborativa samtal förekommer. Det som också framkommer är att deltagarnas erfrenheter inte tas tillvara i undersvisningssituationer i någon större utsträckning. Det medför i sin tur att deltagarna känner sig okunniga.
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| 10. |
- Lundgren, Berit, 1951-, et al.
(författare)
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Reading events from child to student
- 2010
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Ingår i: Education Inquiry. - Umeå : Umeå School of Education, Umeå University. - 2000-4508. ; 1:4, s. 289-308
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Tidskriftsartikel (refereegranskat)abstract
- The implication of reading competence in developing reflection and thinking is an important issue for student teachers to consider. Reading is also a competence, in which the language at the disposal of a person is included, to use for social development and mutual understanding. This article is based on a case study and is concerned with how some student teachers in South Africa and Sweden conceive of themselves as readers from child to student and the value of language for reading competence. In the article we reflect on different reading practices in the two countries. The data consist of 25 written narratives with the theme,I as a reader, written by student teachers in South Africa and Sweden. By using a socio-cultural basis for understanding reading, one can identify six reading practices concerning the students’ reading events in the narratives. One reading practice, critical reading, is more explicit in the South African students’ narratives than in the Swedish students’ narratives.
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