| 1. |
- 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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| 2. |
- 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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| 3. |
- Pantzos, Panagiotis, Doctoral Student, et al.
(författare)
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Engineering students’ perceptions of the role of work industry-related activities on their motivation for studying and learning in higher education
- 2022
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Ingår i: European Journal of Engineering Education. - : Informa UK Limited. - 0304-3797 .- 1469-5898. ; , s. 1-19
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Tidskriftsartikel (refereegranskat)abstract
- A number of key graduate outcomes related to industry-based interventions and work-industry-related activities (WIA’s) are specified by the Swedish Higher Education Ordinance for all Engineering Degree Programmes. A paucity of research regarding student perceptions of these WIAs and their role in student’s motivation for learning motivates the current study. Understanding student perceptions of WIA is critical to ensuring the effective integration of WIAs into engineering education. This study explores the perceived motivational effects of WIAs with which students engage through the lens of self-determination theory. Semi-structured interviews were conducted with nineteen master’s students studying in two research-intensive Swedish universities. Six themes emerged from thematic analysis. The themes describe the impact WIAs can have on student motivation in terms of their perceptions of (1) relevance for the development of knowledge and skills, (2) influence on the student’s future profession identity, (3) utility for gaining industrial experience, inclusive of research experience, (4) relevance to student’s programmes of study, (5) industry marketisation agendas, and (6) alignment with industry needs over the student’s own needs. The motivating and demotivating aspects of WIA’s based on these themes are discussed to improve the collaboration between industry and academia in engineering education.
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| 4. |
- Engdahl, Ingrid, et al.
(författare)
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Swedish Teachers in the Process of Implementing Education for Sustainability in Early Childhood Education
- 2021
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Ingår i: New Ideas in Child and Educational Psychology. ; 1:1, s. 3-23
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Tidskriftsartikel (refereegranskat)abstract
- Background. We are living in challenging times, with an urgent need for transformation that requires new and sustainable ways of living. Young children are exposed to these global challenges. This study responds to the need for further understanding of how education for sustainability (EfS) is being handled in early childhood education (ECE). Objective. This study investigated ECE teachers in the process of implementing early childhood education for sustainability (ECEfS). This was initiated by the 2019 revised Swedish National Curriculum for the preschool, where education for sustainable development is included as an overall value and objective. We based our work on a critical and transformative theoretical perspective that highlights the need for critical transformative pedagogies, with a focus on Education for Sustainability. The participating teachers were enrolled in a research and development program initiated by the Swedish institute Ifous. Design. The data presented in this article was obtained in May 2021. An initial questionnaire was emailed to all Ifous participants. One hundred fifty-three teachers (76.5%) responded. The intention of the questionnaire was twofold: first, to investigate what the teachers considered to be education for sustainability in ECE; and second, to scrutinize the teachers’ knowledge base, for the further planning of the research and development program. Content analysis was used to analyze the data. Results. The findings of the study showed a tendency to describe education for sustainability as “business-as-usual” rather than treating EfS as a new field, and to contend that the teachers addressed EfS before it became a compulsory task in 2019. There were few connections made to the UN Sustainable Development Goals (2015) and to the ongoing pandemic. A common trend when describing the content and activities was to divide the content into three areas, following the three dimensions of sustainability. The teachers described the physical changes and pedagogical changes made after the revision of the national curriculum. Most of the changes in the school environment seemed to be a result of priorities set at higher levels in the organizations, e.g., deleting toxic plastic and recycling food waste. Only a few of the teachers described an educational program that included transformative change. Conclusion. The teachers in the study were interested in EfS, and some articulated a longing for more knowledge about ECEfS and for transformative change. The teachers also showed the need for courage and professionalism to lead the way in finding the relevant content and activities for EfS. The teachers were struggling to find new ways to meet the demands from the governing documents especially during a planetary crisis.
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| 5. |
- Ledin, Per, et al.
(författare)
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Play and imitation : Multimodal interaction and second language development in preschool
- 2017
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Ingår i: Mind, culture and activity. - : Taylor & Francis. - 1074-9039 .- 1532-7884. ; 24:1, s. 18-31
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Tidskriftsartikel (refereegranskat)abstract
- This paper targets the multimodal character of children’s play and its potential for scaffolding second language development. We follow children who are newcomers to a Swedish preschool, and analyze their interactions. Play is, we argue, based on rules or tacit agreements between children, originating in the human capacity of imitation, and creates an opportunity to test out cultural patterns. Despite their limited language abilities, the children naturally engage in bodily play interactions where different objects are deployed. This can potentially underpin second language development, not least when a child or teacher with better Swedish language proficiency participates.
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| 6. |
- Lagrosen, Yvonne
(författare)
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Waldorf pedagogy as an innovative approach for school health and learning
- 2019
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Ingår i: Proceedings of the European Conference on Innovation and Entrepreneurship, ECIE. - : Academic Conferences and Publishing International Limited. - 9781912764341 ; , s. 572-580
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Konferensbidrag (refereegranskat)abstract
- A research project regarding health promotion for school health, in the context of a Waldorf School received grants from the Swedish National Agency for Education. Waldorf pedagogy contains methods different from contemporary pedagogy such as integrating aesthetics and movement together in the learning process. The purpose of the study is twofold. First, to explore and evaluate the methods used in Waldorf pedagogy regarding their effects on health and learning. Second, to evaluate the suitability of the approach and methodologies per see for this kind of study. A case-study has been carried out involving pupils, staff and parents. A verified measurement instrument has been used. It is aimed at measuring health, quality and learning and it was further refined to better fit the present context. Quality dimensions previously identified for pupils and staff were used. Questionnaires were sent with a response rate ranging from 66% to 100%. Based on the questionnaires, pertinent questions were defined and explored in five quality cafés based on the world-café methodology. Feed-back from five focus-group interviews including all of the above-mentioned categories were also collected. In addition, a follow-up questionnaire was sent to co-workers and pupils. The results indicate that the school's activities with their basis in Waldorf pedagogy might have a health-promoting effect, since the school's activities are of high quality and the health of the pupils is generally good. The pupils greatly appreciated the quality cafes which gave them a forum to discuss things thoroughly as well as experiences of being listened to. The focus group interviews revealed that the pupils generally think that the school is good now, even better than before this project. Other perceived effects of the study concern increased team-building, happiness, increased awareness of importance of teachers' health, advantages of serving healthy food for learning and acceptance of each pupil's uniqueness. The study provides a holistic methodology to evaluate health promotion activities in a school project and provides insight into benefits of the Waldorf pedagogy.
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| 7. |
- Ehn, Micael, et al.
(författare)
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Adaptive strategies for cumulative cultural learning
- 2012
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Ingår i: Journal of Theoretical Biology. - : Elsevier BV. - 0022-5193 .- 1095-8541. ; 301, s. 103-111
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Tidskriftsartikel (refereegranskat)abstract
- The demographic and ecological success of our species is frequently attributed to our capacity for cumulative culture. However, it is not yet known how humans combine social and asocial learning to generate effective strategies for learning in a cumulative cultural context. Here we explore how cumulative culture influences the relative merits of various pure and conditional learning strategies, including pure asocial and social learning, critical social learning, conditional social learning and individual refiner strategies. We replicate the Rogers' paradox in the cumulative setting. However, our analysis suggests that strategies that resolved Rogers' paradox in a non-cumulative setting may not necessarily evolve in a cumulative setting, thus different strategies will optimize cumulative and non-cumulative cultural learning.
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| 8. |
- 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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| 9. |
- Ryve, Andreas, 1973-, et al.
(författare)
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Educational policy to improve mathematics instruction at scale : Conceptualizing contextual factors
- 2019
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Ingår i: Educational Studies in Mathematics. - : Springer Science and Business Media LLC. - 0013-1954 .- 1573-0816. ; 102:3, s. 379-394
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Tidskriftsartikel (refereegranskat)abstract
- Theories for conceptualizing educational policies aimed at improving classroom instruction at scale are under development in the educational sciences. In using such theories, it is essential to note the specific educational context. In this article, we conceptualize the role of contextual factors when operationalizing Cobb and Jackson (2012)[Journal of the Learning Sciences] in the Swedish context. Drawing on data and results from a large-scale project carried out during 2012–2017, studies of Swedish educational contexts, and international research, we conceptualize contextual factors for large-scale projects. Besides rather obvious explicit contextual factors such as ongoing policies and practices, we elaborate on how the underlying, more implicit contextual factors of (1) the positioning of teachers within the educational system, (2) the positioning of teachers within the classroom, and (3) traditions of visible and invisible pedagogy affected the establishment of policy in the Swedish context. Insight into these factors deepens earlier frameworks of context, and helps not only to operationalize of the policy within the context but also in making explicit hidden features of a cultural context that are important to influence if the aim of the educational policy is to reorganize school practices.
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| 10. |
- aus der Wieschen, Maria Vanessa, et al.
(författare)
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Divergent language choices and maintenance of intersubjectivity : the case of Danish EFL young learners
- 2021
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Ingår i: International Journal of Bilingual Education and Bilingualism. - : Routledge. - 1367-0050 .- 1747-7522. ; 24:1, s. 107-123
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Tidskriftsartikel (refereegranskat)abstract
- The role of students’ first language(s) in foreign language classrooms has been hotly debated in the last decades. Although this line of research has advanced our understanding of language choice in the L2 classroom, it has mostly dealt with adolescent and adult learners. From a contextual perspective, then, more micro-analytic research that focuses on language choice at the primary school level is needed. Against this background, this paper presents a case study of a Danish third-grade English as a foreign language classroom, in which a pattern of divergent language choices has been observed: the teacher consistently uses English, whereas the learners almost exclusively speak Danish, which might entail trouble in maintaining intersubjectivity and a joint pedagogical focus. Using Conversation Analysis methodology, we found two sequential formats that help ensure student understanding and thus maintain intersubjectivity: (1) learner translations and reformulations for peer support in expansion sequences, and (2) expansions initiated by students requesting information or clarification that display partial or no understanding. We argue that the sense-making practices co-constructed in this classroom context are possible because the teacher encourages shared multilingual meaning-making practices. This research has implications for teaching EFL to young learners, and classroom language policies.
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