| 1. |
- Kesak, Hennie, et al.
(författare)
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Interculturalism, ethnicity, and multilingualism in upper secondary school: an analysis of social pedagogical identities during pedagogical work with students newly arrived in Sweden
- 2023
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Ingår i: Intercultural Education. - : Taylor & Francis Group. - 1467-5986 .- 1469-8439. ; 34:2, s. 180-198
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Konferensbidrag (refereegranskat)abstract
- The aim of the present study is to attain new knowledge about interculturalism, ethnicity, and multilingualism in the upper secondary school context in conjunction with pedagogical work with students who are newly arrived in the country. The empirical material for the studies was collected in the upper secondary context in Sweden and consists of documents, field notes written up from fieldwork, and qualitative ethnographic interviews. Analysis shows that a distance relationship is created and recreated in the interactive flow between the newly arrived students and the teachers–institution when ethnic social pedagogical monitoring and control are represented in writing by the institution (the upper secondary school) and verbally in the observed and recounted situations. Social pedagogical identities are produced and reproduced in the interactive dynamic, in which the newly arrived student is represented as a successful student, developing in the social pedagogical meaning. However, the newly arrived student also is represented as a humiliated, weary, excluded student who, through demonstration of moral dissolution, displays an ethnified victim student identity that is in opposition to the teachers and institution (upper secondary school). This represented humiliation, weariness, and exclusion of the newly arrived student constructs and reconstructs the image of a disadvantaged student. The effect is likely a negative impact on the aims of the upper secondary school to include and integrate newly arrived students into the school community and society at large.
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| 2. |
- Cronhjort, Mikael, et al.
(författare)
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Leadership and Pedagogical Skills in Computer Science Engineering by Combining a Degree in Engineering with a Degree in Education
- 2020
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Ingår i: 2020 IEEE Frontiers in Education Conference (FIE). - : IEEE. - 0190-5848. - 9781728189611 ; , s. 1-9
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Konferensbidrag (refereegranskat)abstract
- In this full paper on innovative practice, we describe and discuss findings from dual degree study programmes that combine a master's degree in engineering with a master's degree in education. This innovative study programme design has emerged in Sweden due to an alarming demand for more Upper Secondary School teachers in STEM subjects. Studies on alumni from these programmes indicate that the graduates are highly appreciated not only as teachers in schools, but also in business and industry, e.g. in roles as IT consultants and computer science engineers. Data indicate that the breadth of the combined education, and especially leadership and pedagogical skills, are important factors for these graduates' success as engineers.
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| 3. |
- Jensen, Mikael, 1969
(författare)
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Ledarskapsteorier
- 2022
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Ingår i: Lärarens ledarskap - professionell pedagogisk praktik. - Malmö : Gleerups. - 9789151107172
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Bokkapitel (refereegranskat)abstract
- Ledarskap är mångfasetterat och går att betrakta från flera olika synvinklar. Hur man än väljer att se på ledarskap fångar man bara ett fåtal aspekter. Detta har medfört att ledarskapsforskning är ett av de mest omfattande forskningsområdena och dessutom ett av de mest omtalade. Enigheten kring vad ledarskap är, är ganska låg. Så vad är ledarskap egentligen? Svaret på den frågan kan beskrivas med någon av alla de ledarskapsteorier som finns. Ju fler ledarskapsteorier man tar del av, desto bättre förstår man fenomenets komplexitet. I detta kapitel presenteras ett urval av ledarskapsteorier med relevans för lärares undervisning. De representerar en rad olika synsätt för att du som läsare både ska kunna se bredden inom ledarskapsforskning och kunna fördjupa dig i de teorier som du finner användbara.
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| 4. |
- Lilja Andersson, Petra, et al.
(författare)
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Nursing students' experiences of assessment by the Swedish National Clinical Final Examination
- 2013
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Ingår i: Nurse Education Today. - : CHURCHILL LIVINGSTONE. - 0260-6917 .- 1532-2793. ; 33:5, s. 536-540
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Tidskriftsartikel (refereegranskat)abstract
- The Swedish National Clinical Final Examination (NCFE) was established in 2007 in order to examine nursing students' clinical competence upon completing their Bachelor's degree in nursing. The NCFE constitutes an innovative method of examination, divided into two parts: a written and bedside test. The aim of this study was to evaluate nursing students' experiences of being assessed by means of the NCFE, in order to obtain information that could be used to improve the examination. A survey was conducted using a questionnaire with open-ended questions concerning the written and the bedside part of the NCFE. The answers from 577 third-year nursing students were analysed using content analysis. The nursing students regarded the NCFE as promoting further learning and as an important means of quality assurance. Its comprehensive nature was perceived to tie the education together and contributed to the students' awareness of their own clinical competence. The strengths of the NCFE especially highlighted were its high degree of objectivity and the fact that it took place in a natural setting. However, the students felt that the NCFE did not cover the entire nursing programme and that it caused stress. It thus appears to be important to reconsider the written theoretical part of the examination and to standardise the bedside part. (C) 2011 Elsevier Ltd. All rights reserved.
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| 5. |
- Nilsson, Jan, et al.
(författare)
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Nurse professional competence (NPC) assessed among newly graduated nurses in higher educational institutions in Europe
- 2019
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Ingår i: Nordic Journal of Nursing Research Vol. 39(3) 159–167. - : SAGE Publications. ; 39:3, s. 159-167
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Tidskriftsartikel (refereegranskat)abstract
- Abstract Nursing education will play an important role in further advancing healthcare transformation in the future. The aim of this study was to assess and compare nursing education and self-reported professional competence among nursing students graduating with a bachelor’s degree from higher education institutions in Europe. Data were collected using the Nurse Professional Competence Scale including 88 items and eight competence areas. In total, 752 nursing students at 11 higher education institutions in Europe participated in the study, with a response rate of 88.7%. The highest measured mean scores were found in the competence areas ‘Value-based nursing care’ and ‘Medical technical care’ and the lowest were found in ‘Legislation in nursing and safety planning’ and ‘Education and supervision of staff and students’. Nursing students in central Europe scored significantly higher on seven out of the eight competence areas than nursing students in northern and southern Europe. In order to standardize and further develop nursing education in Europe, the assessment of nursing-related competences is of crucial importance.
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| 6. |
- Okenwa-Emegwa, Leah, 1973-, et al.
(författare)
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Lessons Learned from Teaching Nursing Students about Equality, Equity, Human Rights, and Forced Migration through Roleplay in an Inclusive Classroom
- 2020
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Ingår i: Sustainability. - Basel : MDPI. - 2071-1050. ; 12:17
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Tidskriftsartikel (refereegranskat)abstract
- Inclusive education, sustainable development, and core nursing values all share common goals of promoting diversity, equity, social justice, and inclusion. However, prevailing norms of exclusion may shape health systems and healthcare workers’ attitudes and threaten inclusive patient care. Ongoing global conflicts and violence resulting in growing patient diversity in terms of ethnicity and migration status have led to questions regarding healthcare systems’ preparedness for inclusive nursing. Diversity-rich classrooms and collaborative learning methods, like role play, are inclusive strategies that may be useful in nursing education. The purpose of this paper is to present lessons learned from incorporating role play about forced migration in inclusive nursing classrooms. Various diversity-rich nursing student groups participated in a two-hour role play on forced migration facilitated by youth volunteers from the Swedish Red Cross Society between 2017 and 2019. This study is based on the amplified analysis of qualitative data materials, in the form of notes and summarized feedbacks, obtained from evaluating the role play as a teaching-learning activity. Three themes were identified, specifically, knowledge exchange, existential reflections, and empathy evoked. Findings suggest that working collaboratively in an inclusive environment may improve nursing students’ understanding of the vulnerabilities created by forced migration and to be better prepared for promoting social justice for this group in health care settings.
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| 7. |
- Lundström, Ulf, 1954-, et al.
(författare)
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Market competition in upper secondary education: : Perceived effects on teachers’ work
- 2011
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Ingår i: Policy Futures in Education. - Oxford : Symposium Journals. - 1478-2103. ; 9:2, s. 193-205
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Tidskriftsartikel (refereegranskat)abstract
- The development and expansion of market solutions is one of the mostimportant changes in Swedish education in the last 30 years. The aim of the article is todescribe and analyse how students and staff in upper secondary schools perceive the impactof market competition on teachers’ work. Three groups of actors in two Swedish regionswere interviewed: students, teachers and principals. The interviews were carried out at eightschools in five municipalities, at both public and independent schools. The results show thatcompetition relations are more complex than is often assumed. Intensification of teachers’work is a common theme in the interviews. Traditional professional values and identities arechallenged by the market competition and a market-oriented teacher is shaped – whetherthe teachers like it or not. The extension of teachers’ tasks is increasingly about marketing. Anew type of service-minded and flexible teacher is created. Regarding the effects ofcompetition on teacher performance, the results are contradictory. The quality discourse isproblematised as there is no evident link between winners in the school competition and thequality of teaching and student outcomes. The Swedish case is interesting in theinternational literature as an example of a rapidly growing upper secondary school marketwhich is closer to the logic of the market than many other nations’ school systems.
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| 8. |
- Weldemariam, Kassahun, 1981, et al.
(författare)
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Care and Social Sustainability in Early Childhood Education : Transnational Perspectives
- 2022
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Ingår i: Sustainability. - : MDPI AG. - 2071-1050. ; 14:9
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Tidskriftsartikel (refereegranskat)abstract
- This article explores how the notion of care is conceptualised and described in early childhood education policies across countries in the majority (Ethiopia, Kenya and Zambia) and minority (New Zealand and Sweden) world. A central focus is the relationship and balance between care and education. The authors examined whether there are trends and tendencies to strengthen or weaken the care/education component at the expense of the other. Grounded in local and national knowledge, the authors employed a cross-national collaborative inquiry approach and interrogated the notion of care while extrapolating its implications for the endeavour to design socially sustainable early childhood education. The results revealed that care has remained ingrained within policies in the minority world, while there is a tendency to view it as separate from education in the majority world. Although quantitative goals for early childhood education and care still dominate the majority world, the importance of care and sustainable development are present in all policy documents across the five nations. The authors concluded that strengthening these promising policy endeavours paves the way towards effective educare approaches, which lay the foundation for social sustainability in early childhood education.
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| 9. |
- Weldemariam, Kassahun, 1981, et al.
(författare)
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(Re)thinking teacher education in the Anthropocene. Perspectives from South Africa and Sweden
- 2022
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Ingår i: Science and Technology Teacher Education in the Anthropocene. - New York : Routledge. - 9781032039947 ; , s. 55-73, s. 55-73
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Bokkapitel (refereegranskat)abstract
- This study is a critical inquiry on how teacher education programmes respond to the contemporary Anthropocene era and associated challenges. Theoretically, the study is framed within critical inquiry framework. Data is generated through comparative analysis of four teacher education programmes in South Africa and Sweden: University of Gothenburg, Karlstad University, University of the Witwatersrand and University of Limpopo. The analysis is anchored around these four aspects: essence of the programme, views of knowledge, goals and learning outcomes and core competence emphasised. Although there are some varieties, findings indicate that across the four programmes, there is an emphasis on: mastery of content, subject specialisation, theoretical knowledge, teaching methods/didactical competence, assessment and leadership competence. While these knowledge and skill areas remain vital, we argue that there is an inevitable need to challenge and even demystify education at large, and teacher education in particular, in today's precarious Anthropocene era. Given impending catastrophe, we argue that it is high time for teacher education to pose and address these existential questions pertaining to Anthropocene and prepare teacher trainees accordingly.
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| 10. |
- 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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