| 1. |
- Bergmark, Ulrika, et al.
(författare)
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Why become a teacher? : Student teachers’ perceptions of the teaching profession and motives for career choice
- 2018
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Ingår i: European Journal of Teacher Education. - : Taylor & Francis. - 0261-9768 .- 1469-5928. ; 41:3, s. 266-281
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study is to discursively identify student teachers’ perceptions of the teaching profession early in their education and their motives for this career choice. Students wrote a letter sharing thoughts on why they want to become a teacher, how they regard the teaching profession and if someone inspired them in their career choice. The empirical data consists of 259 student texts from three Swedish teacher education programmes. The study employed a qualitative method denoting different categorizations compared to previous studies, emphasising the idea of multiple motives for career choice and the link to student teachers’ evolving pedagogical identity. Major differences can be distinguished among the programmes, emphasising different main motives and shifting incipient pedagogic identities. The results indicate the value of organising teacher education programmes drawing on multiple motives, which is expected to contribute positively to completion of teacher education and teacher retention in future profession.
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| 2. |
- Anderström, Helena, et al.
(författare)
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Lärarstudenters utsagor om kvalitetsaspekter i handledning under den verksamhetsförlagda delen av utbildningen
- 2020
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Ingår i: Utbildning & Lärande. - : Högskolan i dalarna. - 2001-4554. ; 14:1, s. 45-64
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Tidskriftsartikel (refereegranskat)abstract
- Student teachers consider teacher training as an important part of teacher education. Despite this, students’ explicit descriptions of quality in mentoring have not been paid much attention in the Swedish context. This study aims to contribute with knowledge of student teachers’ expressions of quality in mentoring during the teacher training program. Two focus group interviews and seven individual interviews were conducted with student teachers specializing in teaching grades F–3 and 4–6, in teacher training schools that participated in the trial activities in Sweden. Their statements have been analysed based on the theory of social representations. The result shows that three social representations appear: Qualitative mentoring is characterized by a) student’s professional development, b) collegial cooperation, and c) trust. These social representations influence students’ expectations of mentoring and its design. Although the students want to be seen as colleagues, they expect mentors to decide when, where and how mentoring should be carried out, and to have a distinct feeling to use the right type of mentoring at the right time. The mixed professional roles, which is highlighted by the students but seem to be implicit, calls for different forms of mentoring strategies that need to be explicit for both the mentor and the student.
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| 3. |
- Manderstedt, Lena, 1966-, et al.
(författare)
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Meeting eye to eye: the power relations in triadic mentoring of the degree project in teacher education
- 2023
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Ingår i: Mentoring & Tutoring. - : Taylor & Francis Group. - 1361-1267 .- 1469-9745. ; 31:4, s. 512-531
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Tidskriftsartikel (refereegranskat)abstract
- This study highlights and discusses power aspects within discourses discerned in articulations on triadic mentoring in degree projects in teacher education in Sweden. Each mentoring triad consisted of a pre-service teacher, a professional teacher acting as co-mentor, and a university mentor. As teacher education is to be based on a scientific foundation and proven experience, a symmetrical and complementary approach was to be implemented. Data from interviews, logbooks, and observations of mentoring were analysed discursively using CDA. Two main discourses were distinguished: The hegemony of science, and A gateway to the profession and science: The potential third space. The study shows that the academic paradigm tends to overshadow the symmetrical and complementary approach, but that the third space, the metaphorical meeting outside of the participants’ comfort zone, potentially balances up the mentoring triads through the pre-service teachers’ ownership of the process.
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| 4. |
- Manderstedt, Lena, 1966-, et al.
(författare)
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More than an Arena for Communication and Sharing Practices : A Meta-Analysis of Young Readers’ Use of Digitized Media
- 2018
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Konferensbidrag (refereegranskat)abstract
- Social media has affected the lives of the individuals, and the societies, globally speaking. The study presents a meta-analysis of six published and two ongoing studies on young readers’ use of digitised media. The studies were presented as articles in journals, and as conference papers, between December 2009 and December 2017. The data for all articles was collected online, on open networking sites, or social media. The data collection draws on virtual etnography, while the theoretical framework includes gender studies, media, sociology of literature, education and intersectionality. The meta-analysis discusses theories and practice regarding young readers’ use of digital environments and the activities related to their preferred reading, to share material and thoughts, to process personal experiences and to publish school work. In these activities, the young readers use digitised media for inclusion into a networking community or a particular group. The results show that young readers’ use of digitised media can be classified in four key categories: personal development, promotion of self, socio-political engagement and as an alternative to educational establishment. These four key categories show that young readers not only use digitised media for inclusion, but also for taking a stance on a personal, or societal, level. For educators, political scientists and politicians who might believe that young people do not read, or do not care for politics or the future, this meta-analysis might provide a more nuanced image.
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| 5. |
- Florin Sädbom, Rebecka, 1976-, et al.
(författare)
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En skenbar tydlighet? : En studie om VFU-handledares och lärarstudenters beskrivningar av hur bedömningsmatrisen används i handledningssamtal
- 2019
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Ingår i: Högre Utbildning. - : Cappelen Damm AS. - 2000-7558. ; 9:1, s. 48-60
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Tidskriftsartikel (refereegranskat)abstract
- I den här studien presenteras resultatet från en delstudie som ingår i ett större forskningsprojekt om kvalitetsaspekter rörande den verksamhetsförlagda utbildningen inom grundlärarutbildningens försöksverksamhet. Det övergripande syftet med försöksverksamheten är att höja kvaliteten på den verksamhetsförlagda delen av lärarutbildningen, och att på olika sätt förbättra studenternas möjligheter till god handledning inom ramen för projektet. Syftet med föreliggande studie är att bilda kunskap om på vilka sätt som VFU-handledare och lärarstudenter beskriver användandet av bedömningsmatrisen i handledningssamtal. Studien är genomförd på lärarutbildningens inriktningar år F–3 och 4–6. Materialet består av sju skuggningar av genomförda handledningssamtal, fjorton enskilda intervjuer med VFU-handledare och lärarstudenter samt två fokusgruppsintervjuer med studenter. Data analyserades med hjälp av kvalitativ innehållsanalys och analyserades sedan med utgångspunkt i en sociokulturell ansats. Resultatet visar att bedömningsmatrisen både tolkas och används på olika sätt under VFU:n och i handledningssamtal. Studenterna efterfrågar en tydligare formativ funktion för användning av matrisen i de handledningssamtal som genomförs inom ramen för övningsskolorna medan VFU-handledarna tenderar att uppehålla sig vid att problematisera innehållsliga aspekter av bedömningsdokumentet.
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| 6. |
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| 7. |
- Manderstedt, Lena, 1966-, et al.
(författare)
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Consensus and discrepancies on quality: Mentor and student teacher statements on work placement mentoring
- 2022
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Ingår i: Teaching and Teacher Education. - : Elsevier. - 0742-051X .- 1879-2480. ; 116
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Tidskriftsartikel (refereegranskat)abstract
- Although work placement mentoring has been examined extensively in research, there are no studies drawing on critical discourse analysis combined with discourse theory, aiming to examine the discursive construction of quality aspects. Seven mentor pairs in Swedish teacher training schools were interviewed individually during student work placement. Focus group interviews were conducted with eleven student teachers. The results reveal a consensus on a general level. The significant discrepancies are intertwined to different subject positions among student teachers and mentors, thus linked to different role expectations. A likely explanation can be found in the differences between professional and academic knowledge traditions.
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| 8. |
- Manderstedt, Lena, 1966-, et al.
(författare)
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Win-win through triadic supervision and collaboration : Structures for L1 degree projects
- 2022
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Konferensbidrag (refereegranskat)abstract
- According to the Higher Education Act (SFS 1992:1434), the education, as well as the degree project, must be based on scientific foundation and proven experience. In order to achieve that balance, sustainable models of collaboration between universities and schools must be developed (ULF-avtal, n.d.).In 2021, a pilot project encompassing four student teachers’ degree projects was carried out within a practice-based theoretical framework (Rönnerman, 2018; Rönnerman & Olin, 2021). Each student teacher in the pilot project was supervised in a triad, with a university lecturer and a L1 schoolteacher.The aim of this study is to present the pilot project, and one example of the degree projects, and discuss how the L1 subjects in schools and teacher education are impacted. The research questions are:(a) How are the L1 school subjects and the teacher education impacted by the triadic supervision and collaboration?(b) Which are the benefits of triadic supervision?The gathered material consists of two interviews, and two logbook posts per participant, and one observation of the supervised sessions of each triad (Bruneel & Vanassche, 2021; Viklund et al., 2022). The data was analysed thematically (Cresswell, 2014).The result shows the benefits of the pilot project on different levels. Firstly, from a school-perspective where the student teacher works closely with teachers at a school. This provides a relevant subject for the degree project and helps other L1 teachers to develop their teaching (Nilsson, 2021). Secondly, the pilot project contributes with an organizational-perspective (Thorsten, 2021), where the results are presented to stakeholders. Thirdly, the university and the L1 teachers gain theoretical, practical and useful knowledge through the degree projects’ L1 perspective. The collaboration regarding co-supervision of degree projects will become a permanent part of the teacher education at the university in question, encompassing other collaborating partners, and student teachers.
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| 9. |
- Manderstedt, Lena, et al.
(författare)
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Identifying with Otherness : Readings of Jakob Wegelius’ novel Mördarens apa
- 2016
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Konferensbidrag (refereegranskat)abstract
- Digitization is practically inescapable for literature today, even when it is published in traditional book format. Books are reviewed on virtual networking sites, discussed in blogs and commented on Instagram, Twitter and in other networking communities. This was the case for Jakob Wegelius’ novel Mördarens apa [The Killer’s Ape], a nominee for best book for children and young adults. The aim of this study is to analyse Mördarens apa and to map its readings, as presented in media and social media. The theoretical framework draws on intersectionality theory (De los Reyes & Mulinari, 2005; Lykke, 2008) as well as posthumanist theory (Braidotti, 2002; 2013). The data collection method resembles virtual ethnography (cfr. Hine, 2015; Kozinets, 2010). The analysis uses an approach from the sociology of literature (e.g. Escarpit, 1970) in an attempt to understand how readers’ own readings of the novel deal with the theme of Otherness. The protagonist in Mördarens apa represents Otherness in many respects; Sally Jones is a mute, female gorilla who defines herself as a mechanic. The story takes place in a vaguely defined past and in settings far away from contemporary life. Tentative results show that the readings contain strong elements of identification with the Otherness.References: Braidotti, R. (2002). Metamorphoses: towards a materialist theory of becoming. Cambridge: Polity Press. Braidotti, R. (2013). The posthuman. Cambridge: Polity. De los Reyes, P. & Mulinari, D. (2005). Intersektionalitet: kritiska reflektioner över (o)jämlikhetens landskap. (1. uppl.) Malmö: Liber Escarpit, R. (1970). Litteratursociologi. Stockholm: Wahlström & Widstrand. Hine, C. (2015). Ethnography for the Internet: embedded, embodied and everyday. London:Bloomsbury Academic. Kozinets, R. V. (2010). Netnography: doing ethnographic research online. Los Angeles, Calif.: SAGE. Lykke, N. (2009). Genusforskning: en guide till feministisk teori, metodologi och skrift. (1. uppl.) Stockholm: Liber.
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| 10. |
- Manderstedt, Lena, et al.
(författare)
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Unga läsare som litteraturkritiker online : En (skol)genre på rymmen?
- 2017
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Ingår i: Barnboken. - : Svenska barnboksinstitutet. - 0347-772X .- 2000-4389. ; 40
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Tidskriftsartikel (refereegranskat)abstract
- Research has shown that the book review is part of a core of school text repertoire, and that it is characterized by particular blocks of information. Young readers also write book reviews outside the school context and post these texts online. This study focuses 50 book reviews in Swedish, written by readers age 9–20 outside the school context and posted online. The blocks of information have been mapped, showing that the plot, the characters and the evaluation are predominant among these young readers. However, in the reviews readers are often addressed directly, and the reviewer uses the affinity space provided by the digital environment, both to establish interaction with the readers and to position the young reader as an engaged and competent critic. The established genre conventions are observed to varying degrees, in particular the use of terminology with a bearing on narratives. Paratextual elements such as photos of book covers, quotes, links and spoiler warnings occur in many book reviews in the material. Three theoretical concepts are used in this article to analyse and understand young readers’ online book reviews: James Paul Gee’s concept of affinity space, Basil Bernstein’s concept of horizontal and vertical discourse, and Gérard Genette’s concept of paratext. The result shows that the book review may still, in essence, be an imitation genre, as the young readers use the blocks of information common to the genre conventions learnt at school or by reading professional reviews. The digital environment has, however, had an impact. Not only does Internet provide an arena for the young readers to act as critics, it also provides the young reviewer with national and international models, possibilities of interaction, and paratextual material to borrow. The young readers have capitalized on the possibility to position themselves as readers and critics.
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