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| 2. |
- Arvidsson, Minna, 1981-, et al.
(författare)
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Spegeln som resurs i hår- och makeupstylistklassrummet : Yrkesämnesundervisning på hantverksprogrammet
- 2024
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Ingår i: Nordic Journal of Vocational Education and Training. - : Linköping University Electronic Press. - 2242-458X. ; 14:2, s. 30-54
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Tidskriftsartikel (refereegranskat)abstract
- This study explores the interaction between students and teachers in subject-specificvocational education, specifically focusing on the hair and make-up stylist classroomwithin the handicraft programme in Swedish upper secondary school. The aim is tounderstand the role and significance of the mirror in enabling teacher-studentinteraction and mutual understanding. By integrating Conversation Analysis andVariation Theory into a unified approach (CAVTA), the study seeks to providecomprehensive insights into the ‘what’ and ‘how’ aspects of learning. CAVTA enablesthe identification of the visible content in teaching and how it manifests in the stagedvocational education setting. The findings reveal the teacher’s strategic use of the mirrorto emphasise critical aspects of the Object of learning, in this study referring to theapplication of eye shadow. This utilisation of the mirror serves as a valuable teachingtool in the interaction between the teacher and student.
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| 3. |
- Enochsson, Ann-Britt, et al.
(författare)
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ICT in initial teacher training : Research review
- 2009
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Ingår i: OECD Education Working Papers. - Paris : OECD Publishing. - 1993-9019.
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Rapport (refereegranskat)abstract
- This research review reports on articles presenting empirical research in the area of how teacher- training institutions work on preparing future teachers for the integration of information and communication technologies (ICT) in their future classrooms. It was conducted mainly in English and French and covers research in 11 OECD-countries during the years 2002-2009. The research is unanimous, even if it is not comprehensive, and it shows that ICT is not used regularly or systematically in the countries reviewed. There are good examples, carried out by enthusiastic teacher trainers, but only a minority of the student teachers benefit from this. Very few articles report innovative use of recent technology. Most of the research reports on the use of computers and traditional computer software. Overall, student teachers do not integrate technology into their teaching. A number of reasons for this are identified. The overall picture is that implementation is necessary at all levels (macro, meso, micro) for a successful outcome, but research also gives examples of how problems can be overcome at a micro-level, which is the level of the actors pedagogical practice. Enthusiasts do seem to have room for maneuver, but the lack of incentives makes it difficult to involve everyone. According to the presented research, the following is needed: Policy level: Define clear expectations, carry out evaluations and give room for enough flexibility for the changing field. Management level: Offer career possibilities, relevant incentives and suitable equipment, define clear expectations on cooperating schools and mentor teachers in addition to what is already mentioned for a policy level. Local actors level (teacher trainers, mentor teachers and student teachers): Ensure basic technological skills, integrate technology as a natural part in subject courses as well as internship, and learn about pupils technological worlds
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| 5. |
- Enochsson, Ann-Britt, et al.
(författare)
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ICT, teacher education and assessment : What is assessed and how is it done?
- 2011
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Konferensbidrag (refereegranskat)abstract
- Although it is mandatory for student teachers in Sweden to show an ability to use ICT in pedagogical activities to obtain a teacher's degree, this ability is not always assessed in courses. Student teachers themselves claim that they are not enough prepared, not only in Sweden. Assessment in teacher training has two sides, the students will be assessed themselves, but they will also learn how to assess others. When ICT is involved there are further two sides; the student teachers ability to use ICT will be assessed and ICT can be used for assessment. When discussing teacher training, ICT and assessment there are several perspectives to take into account. This paper presents a review of research within the area, but it also takes a step further and looks at how ICT is used in combination with assessment in other parts of higher education to discuss how teacher education can be developed in this respect.
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| 6. |
- Enochsson, Ann-Britt, et al.
(författare)
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Incongruence in Ethical and Methodological Issues in Research Concerning Children's Perspective
- 2003
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Konferensbidrag (refereegranskat)abstract
- Abstract Experiences from two doctoral dissertations where childrens perspective has been focused have shown that ethical as well as methodological issues have to be highlighted. Interview studies and ethnographical studies often take up the perspective of the researcher or other adults to obtain as valid results as possible. The authors would like to extend the problem to include also what it means to the children in preschool and school to participate in a scientific study, and put focus on ethical aspects which can arise when chil-dren and researchers meet.
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| 7. |
- Enochsson, Ann-Britt, et al.
(författare)
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Student teachers discussing literature : A comparison between online and offline discussions
- 2011
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Konferensbidrag (refereegranskat)abstract
- An important element in the professional development of student teachers in most European countries is their progression towards becoming reflective practitioners - reflecting on and in practice (Schön, 1987) - and this can be evidenced in both oral and written forms of assessment. These two evaluative processes - oral feedback (for example in seminars) and written reflections (for example in reflective journals or assignments) are seen as different modes; some students who do not perform well in writing might be better in oral discussions, and vice-versa. A key difference in terms of how these two modes are performed is that while oral discussion is generally interactional, written assignments are typically completed in solitude. Thus students who prefer written mode do not get the same feedback as in a discussion, while those who prefer discussion may struggle with the lone nature of the written form. In this paper we compare outcomes of student teachers use of both oral classroom and written online-forum discussions for reflections on course literature, with the aim of examining each mode in facilitating reflective practice. Initial findings indicate that both modes have benefits and drawbacks. Further analysis which explores the interaction between modal preference and modal presentation, and the implications for online peer-collaboration, are discussed
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| 8. |
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| 9. |
- Enochsson, Ann-Britt, et al.
(författare)
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Understanding learning design when the classroom goes online
- 2010
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Konferensbidrag (refereegranskat)abstract
- The Internet is increasingly being used by educators and educational institutions not only for information seeking, but also for communication and publishing students work. This paper explores how this can affect the learning situation and how we can understand the difference between an assignment carried out by a student and which is handed over directly, and only, to the teacher, compared to something that will be published and public on the net.The Learning Design Sequence developed by Selander (2008) has been used as an analytical tool when analyzing 5 examples from schools using web 2.0. Not having the teacher as the only addressee for a school assignment changes the value of the work and opens up for further development of knowledge, and we argue that the Selander model in some cases can be extended, when the classroom goes on line.
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| 10. |
- Andersén, Annelie, 1977-, et al.
(författare)
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Att stärka bron genom reflektion : Lärarutbildares lärande i arbetet med att överbrygga klyftor mellan universitet och VFU
- 2021
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Ingår i: Bidrag från universitetspedagogisk konferens. - Karlstad : Karlstads universitet. - 9789178672400 - 9789178671908 ; , s. 13-32
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I yrkesutbildning talas det ofta om klyftor, mellan det lärande som sker på skola/universitetet och det lärande som sker i Arbetsplatsförlagt lärande (APL) eller Verksamhetsförlagd utbildning (VFU). Användandet av digital teknik kan vara ett sätt att överbrygga sådana klyftor. Tidigare studier visar att digital teknik kan öka insynen i elevers eller studenters praktik (Cattaneo & Aprea, 2018; Enochsson m fl. 2020; Kilbrink m fl. 2021; Motta m fl., 2014; Schwendimann m fl., 2015). I föreliggande projekt fokuserar vi på yrkesutbildningen till lärare och att belysa lärarutbildarnas eget lärande och hur deras läraridentitet utvecklas och transformeras när de arbetar med digital teknik för att koppla samman olika lärandearenor.Under sin VFU i en kurs på en yrkeslärarutbildning har studenterna fört en multimodal digital loggbok kring några på förhand bestämda uppdrag, som hänger samman med aktuella kursmål. I projektet har upprepade intervjuer genomförts med lärarutbildarna om deras erfarenheter av att införa och låta studenterna arbeta med loggböckerna, i syfte att koppla samman lärandet mellan den universitetsförlagda delen av kursen och VFU.Av resultaten framkommer att loggboken fungerar som en bro mellan universitetet och VFU. Samtidigt som lärarutbildarna får större insyn i vad studenterna gör och lär sig på sin VFU får de också större insikt i den verksamhet de utbildar sina studenter för. För även om många lärarutbildare själva har en lärarutbildning är det ofta ett tag sedan de själva var verksamma i skolan. Resultaten visar också att då lärarutbildarna reflekterar över studenternas lärande och den nya teknikens roll så sker ett lärande även hos dem.
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