| 1. |
- Örbring, David, 1981-
(författare)
-
Geografiska perspektiv i utbildning av lärare i samhällskunskap
- 2014
-
Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; 1, s. 41-52
-
Tidskriftsartikel (refereegranskat)abstract
- Teachers in Social Studies can benefit from geographical perspectives in their teaching of Social Studies in elementary and high school. The aim is to connect geographical perspectives to various social processes and to integrate it in teaching of Social Studies. But how can the relevance of geographical perspectives in an education for teachers in Social Studies be motivated and to what benefits can it be internalized? I will try to answer that question in this article. This relevance is mainly, with basis in a literature study, focused on democracy, sustainable development and digital literacy. It is also relevant by giving teachers a broader teaching skill and thus they are able to help pupils achieve higher-order skills.
|
|
| 2. |
- Nordén, Birgitta, Dr. 1952-, et al.
(författare)
-
Redesign of an Outdoor Space in a Swedish Preschool : Opportunities and Constraints for Sustainability Education
- 2020
-
Ingår i: International Journal of Early Childhood. - : Springer. - 0020-7187 .- 1878-4658. ; 52, s. 319-335
-
Tidskriftsartikel (refereegranskat)abstract
- Abstract: Children’s early engagement in design of outdoor spaces can form the basis of laterattitudes and responsible action for sustainability. The present study is part of a participatoryaction research project in an urban multi-ethnic preschool in Sweden,involving children, parents, preschool staff and management with a focus on improvingthe preschool playground. The methodology involved children taking pictures ofthe outdoor space, informal participant observation by one researcher and conversationswith children and teachers. Analyses completed of selected fieldwork excerptsfocus on learning opportunities for children and adults, children’s participation,cooperation and leadership for sustainability. Deeper awareness and confidence, andpractical pedagogies for staff in preschools are required for effective sustainabilityeducation. A joint frame of reference on pedagogical practices and processes forreflection is needed within and across early childhood institutions. More continuoustraining of staff and preschool leadership would be of benefit. However, such commitmentis ultimately a matter of policy to invest in giving preschools the means todevelop and realise ambitions for environmental and sustainability education. Résumé: L’engagement précoce des enfants dans la conception des espaces extérieurs peutconstituer une base d’attitudes ultérieures et d’action responsable en faveur de ladurabilité. La présente étude fait partie d’un projet de recherche-action participa-* Birgitta Nordénbirgitta.norden@mau.se1 Department of Science, Mathematics and Society, Faculty of Education and Society, MalmöUniversity, Nordenskiöldsgatan 10, 211 19 Malmö, Sweden2 Centre for Middle Eastern Studies and Centre for Environmental and Climate Research, LundUniversity, Lund, Sweden3 Department of Languages, Faculty of Arts and Humanities, Linnaeus University, Kalmar,SwedenB. Nordén, H. Avery1 3tive (RAP) dans un établissement préscolaire multiethnique urbain en Suède, oùles enfants, les parents, le personnel et la direction sont impliqués dans un objectifd’amélioration du terrain de jeux de leur maternelle. La méthodologie utilisée faitappel à des prises de photos de l’espace extérieur par les enfants, une observationinformelle des participants par une personne de la recherche et une discussion avecles enfants et les enseignants. Les analyses réalisées sur des extraits sélectionnés detravaux de terrain sont centrées sur: les occasions d’apprentissage pour les enfants etles adultes, la participation des enfants, et la coopération et le leadership des adultesenvers la durabilité à l’intérieur des institutions et entre celles-ci. Une éducation efficaceà la durabilité exige une sensibilisation et une confiance plus profondes, ainsique des pratiques pédagogiques chez le personnel des établissements préscolaires.Un cadre de référence commun sur les pratiques pédagogiques et les processus deréflexion est nécessaire à l’intérieur et entre les établissements de la petite enfance.Il serait bénéfique d’assurer davantage de formation professionnelle continue chez lepersonnel, y compris pour la direction d’établissements préscolaires. Toutefois, detels engagements relèvent en fin de compte des politiques d’investissement pour donneraux établissements préscolaires les moyens d’établir et de réaliser leurs ambitionsen matière d’éducation à l’environnement et au développement durable.
|
|
| 3. |
- Augustsson, Dennis
(författare)
-
Collaborative Media in Educational Settings : Teaching as a Design Profession
- 2018
-
Ingår i: The International Journal of Design Education. - : Common Ground Publishing. - 2325-128X .- 2325-1298. ; 13:2, s. 1-19
-
Tidskriftsartikel (refereegranskat)abstract
- This article reports on a participatory design project conducted with K-12 schools in the US and Sweden to create an international collaboration on Marine Biology using video production as a tool for learning and representation. The aim of the project was to explore teachers' challenges and strategies due to digitalization and new curricular demands through a lens of sociocultural perspectives. Cultural Historical Activity Theory (CHAT) was used to understand and support participating teachers' development as well as the design process. Using the CHAT model as a design tool enabled teachers to grasp a complex learning environment and frame contradictions and tensions in the activity. Challenges in terms of curricular demands and media literacy could be identified and addressed as part of interacting activity systems, and the process enabled expansion of knowledge and ideas for both design and future work practice.
|
|
| 4. |
- Sonesson, Kerstin, et al.
(författare)
-
Challenges and Learning Outcomes in a Mutual Municipal Partnership on Education for Sustainable Development from Southern African/North European Perspectives
- 2021
-
Ingår i: Book of Abstract: Vitalizing partnerships - Moving forward to a sustainable future. - : Sanord.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Two cities, Swakopmund and Malmö, in Namibia and Sweden have developed a strong mutual partnership on sustainable development. The collaboration started within The Municipal Partnership Programme at the Swedish International Centre for Local Democracy (ICLD), working with poverty reduction through local democracy development funded by SIDA. The municipal partnership aims to increase civil influence by strengthening local and regional political governance organization within certain core areas, e.g. equity/inclusion, transparency, possibility to demand accountability and/or citizen participation. During 2012-2014 the two cities collaborated on two projects; Education for Sustainable Development (ESD) and Eco Tourism. The aim of this study is to deepen the understanding of processes and learning outcomes of SDG 17 in a mutual municipal partnership in the ESD-project focusing experiences on challenges and solutions. Eight project team member i.e. municipal officials, teachers, museum- and marine pedagogues, as well as three senior municipal officials in the Project Steering Committee were interviewed using semi-structured questions in the second year of the ESD-project. A phenomenographic approach was applied to analyse the transcriptions of nearly six hours recorded interview material. The findings show the experience of various challenges the respondents faced, how the challenges were solved and the benefits of the learning outcomes. This were discussed also in longer terms to shed light on what South and North can learn from one another by being in a mutual partnership, focusing how work processes contribute to develop democratic governance locally in the municipalities.
|
|
| 5. |
- Plantin Ewe, Linda, et al.
(författare)
-
Teachers’ relational competence : perceptions of teachers and students with and without ADHD and ASD
- 2023
-
Ingår i: Emotional and Behavioural Difficulties. - : Taylor and Francis Ltd.. - 1363-2752 .- 1741-2692. ; 28:2-3, s. 198-215
-
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.
|
|
| 6. |
- Fingalsson, Rebecka, et al.
(författare)
-
Constructing a ‘Nordic Nativeness’ in Swedish Sexuality Education
- 2022
-
Ingår i: Education and involvement in precarious times. - Reykjavik, Iceland : School of Education, University of Iceland. - 9789935468222
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The Nordic countries' progressive sexuality education (SE) has become synonymous with gender equality, sex-positive attitudes, and norm-critical awareness (Allen & Rasmussen, 2016; Bengtsson & Bolander, 2020; Zimmerman, 2015). In global comparison, Nordic SE is perceived to be a queer utopia regarding LGBTQ rights (Kjaran, 2017). Despite the prominence, feminist scholars argue it to cultivate forms of sexuality through notions of secularism and progressive pedagogy (Scott, 2018). According to Scott (2018) has Western sexual freedom represented the “fulfilling of natural inclinations of all women” (p. 157) in which sexual desire becomes a defining attribute of the human and a form of “natural law outside of history” (ibid). Svendsen (2017) argues the secular logic within Norwegian SE to be an ‘operating technology’, constructing a secular native and a religious Other. Similar constructions have been found by Honkasalo (2018) in Finnish textbooks, where culture is assigned to non-Finnish Others in contrast to liberal and progressive ""Finnish"" sexuality. When seemingly neutral and depoliticized notions of sexuality, the human body, health, and morality are addressed in SE, it becomes crucial to think about how these notions affect educational practices. In this paper we continue the path of critique and explore Swedish SE to understand how ‘Nordic nativeness’ is constructed through educational practices. Our data consists of observations, interviews, and textbooks in which we highlight how ‘the native’ and ‘the Other’ are represented. In our paper, we use a thematic analysis to flesh out how positions of ‘nativeness’ and ‘otherness’ are represented in SE. Our preliminary findings support previous research but also present a paradox in which attempts of widening perspectives simultaneously re-construct and re-position nativeness and otherness. Although the empirical example is from a Swedish context, the paper’s results are of interest to a wider audience because it contributes to an understanding of how sexuality education is actively positions different ethical, social, political, and cultural values.
|
|
| 7. |
- Ideland, Malin, et al.
(författare)
-
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
-
Ingår i: International Journal of Science Education. - Abingdon : Taylor & Francis. - 0950-0693 .- 1464-5289. ; 33:13, s. 1835-1859
-
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.
|
|
| 8. |
- Nordén, Birgitta, Dr. 1952-
(författare)
-
Advancing Sustainability through Higher Education : Student Teachers Integrate Inner Development Goals (IDG) and Future-Oriented Methodologies
- 2024
-
Ingår i: Challenges. - : MDPI. - 2078-1547. ; 15:2, s. 28-52
-
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.
|
|
| 9. |
|
|
| 10. |
- Björklund, Camilla, 1977, et al.
(författare)
-
Sharpening the Focus on Numbers and Counting: Preschool Educators Differentiating Aspects of Mathematical Knowledge for Teaching
- 2017
-
Ingår i: Mathematics Teacher Education and Development. - : Mathematics Education Research Group of Australasia. - 1442-3901. ; 19:3, s. 117-134
-
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.
|
|
