| 1. |
- Lindahl, Katarina, 1987
(författare)
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Connecting Teacher Education to Research and Practice
- 2023
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Ingår i: ISSOTL 2023, Amsterdam, Nederländerna.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Teacher education, like many other professional education programmes, exists in a field of tension between theory and practice. Students often express that they struggle to see the relevance of the research they study in teacher education courses in relation to the classroom practice they encounter in the schools. In addition, studies show that professional teachers in secondary school have difficulties connecting research with teaching and view research as irrelevant to their profession (Angerwall m.fl., 2020; Marsden & Kasprowicz, 2017; Medgyes, 2017; Sato & Loewen, 2018; Säljö & Söderling, 2006; Åman & Kroksmark, 2018). Teacher professionalism consists of both scientific knowledge and a pedagogical professionalism, and teacher educators need to train teacher students in both the academic and scientific fields while also developing their professional judgement. Within teacher education, we need to find a way to relate to the everyday life of professional teachers and their tacit knowledge while at the same time linking to relevant and current research in the various subject areas that are part of a teacher education. Dodillet et al. (2019) divide teacher professionalism into two categories: science-based and pedagogical professionalism. Science-based professionalism aims to develop theories that can be used as "recipes" for effective practice, while pedagogical professionalism focuses more on students' education, maturity, independence, and autonomy. Teacher education must contribute to developing both aspects of teacher professionalism and consider both the educational and professional context. How do we base education at all levels on a scientific basis while considering the practical experience of working teachers? In this presentation, a possible solution of how the task of teaching for the future profession while at the same time giving students the academic and scientific knowledge they need as academics is discussed.
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| 2. |
- Lindahl, Katarina, Fil. lic. i ämnesdidaktik
(författare)
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Collaborative writing in group work
- 2021
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Ingår i: Designing Courses with Digital Technologies. - New York : Routledge. - 9780367700003 - 9781003144175 ; , s. 52-56
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter focuses on how shared documents are used for practical and collaborative writing assignments such as giving peer feedback in a course on English teaching for upper secondary school teacher students. The students use shared documents for their group work during seminars, and the discussions when working collaboratively contribute to students’ positive experiences of the course. In addition, the course is taught in a way in which students become learning resources for each other, and in turn, they develop both their teaching skills as well as their own language proficiency. The students learn how to give formative feedback, they improve their own writing and they learn how to use digital tools in language teaching.
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| 3. |
- Lindahl, Katarina, Fil. lic. i ämnesdidaktik
(författare)
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Kollaborativa arbetsformer i nätbaserad undervisning
- 2020
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Konferensbidrag (refereegranskat)abstract
- Syftet med presentationen är att dela erfarenheter och reflektioner kring nya arbetsformer och metoder som använts i en nätbaserad kurs. På Högskolan Dalarna läser 64 % av studenterna nätbaserade kurser. Vi arbetar framförallt med synkron undervisning där studenterna förväntas delta vid seminarier och föreläsningar i realtid online. En särskild utmaning med just nätbaserad undervisning har varit att främja samarbete mellan studenter. I en nyutvecklad kurs, Språkdidaktik III för blivande ämneslärare i engelska, har jag därför särskilt arbetat med kollaborativa arbetsformer och försökt tänka innovativt kring kursstruktur, uppgifter och övningar. I arbetet med att planera den nya kursen var målet förbättra och fördjupa studenters möjligheter att lära av och med varandra samt att bättre utnyttja lärarresurserna i kursen.Kursen genomfördes första gången hösten 2019 och läses varje termin av ca 10–12 studenter. Kursen genererar cirka 50 timmar som fördelas på lärarledd undervisning, bedömning, återkoppling och administration. Genom att utforma undervisningen på ett sätt där studenterna används som resurser för varandra ges de bättre förutsättningar att utvecklas som kritiskt tänkande och socialt ansvarstagande blivande lärare. Kursen är utvecklad för att svara mot de kursutvärderingar och programutvärderingar tidigare studenter lämnat in om ämneslärarprogrammet. Seminarierna bygger på en växling mellan föreläsning, grupparbete och seminarium. Under grupparbetet får studenterna exempelvis träna på att bedöma elevuppgifter i Engelska eller gemensamt arbeta med återkoppling på egna texter i ett delat dokument. Wicks m.fl. (2015) har visat att användningen av ”high collaboration technologies”, som delade dokument, inte verkar påverka studenternas slutbetyg i kurser. Däremot värdesatte studenter som arbetade i grupp varandra högre och de menar att ”designing courses that promote high collaboration could facilitate increased value in openness, meaning-making, and co-construction of knowledge” (Wicks m.fl., 2015, s. 19). Därför lämpar sig kollaborativa arbetsformer särskilt bra för att utveckla studenternas kritiska tänkande och meningsskapande. Samtidigt är det viktigt att inte glömma bort lärarens roll i seminarierna. Noddings (2012) betonar vikten av att läraren uppmärksamt lyssnar på studenterna. Genom att låta studenter tänka högt, och genom att visa att deras tänkande respekteras, vågar de i högre utsträckning delta i samtalet (Noddings, 2012, s. 774). Genom att låta studenterna arbeta självständigt i grupparbetet visar vi också hur viktigt det är att de inte ständigt blir bedömda och utvärderade. Studenterna visar i kursutvärderingen att de upplevt seminarierna som välorganiserade och givande. Målgruppen för presentationen är universitetslärare som arbetar eller vill arbeta med onlineundervisning och som vill utveckla studenternas onlinesamarbete.ReferenserNoddings, N. (2012). The caring relation in teaching. Oxford Review of Education, 38(6), 771-781. https://doi.org/10.1080/03054985.2012.745047Wicks, D., Craft, B., Lee, D., Lumpe, A., Henrikson, R., Baliram, N., Bian, X., Mehlberg, S., & Wicks, K. (2015). An Evaluation of Low Versus High Collaboration in Online Learning. Online Learning Journal, 19. https://doi.org/10.24059/olj.v19i4.552
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| 4. |
- Lindahl, Katarina
(författare)
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Online teaching through information and communications technology
- 2020
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Konferensbidrag (refereegranskat)abstract
- Information and communications technology (ICT) has opened an entire world of opportunities for both teachers and students. When all upper secondary schools and universities in Sweden had to switch to online teaching within a few days due to the COVID-19 pandemic, it became evident how useful and valuable ICT-tools are for teaching. Online teaching is common at Dalarna University, and 64% of our students study net-based distance courses. The aim of this presentation is to give examples of successful integration of ICT-tools in addition to discussing the challenges and drawbacks of relying heavily on technological solutions. Furthermore, the development of a new online course for teacher students will be discussed with a focus on how different ICT-tools are used to further collaboration and communication between students. The course is called “English Language Learning and Teaching III” and is aimed at future English teachers in upper secondary school. In the course, students are expected to both develop their knowledge about teaching methods as well as improve their language proficiency skills.The main difference between teaching online and teaching on campus is that we must find new ways for students to communicate and collaborate. The students gain access to course materials through our learning management system Blackboard Learn. They also meet for online teacher-led seminars every week in the online meeting tool Zoom. Through these synchronous meetings we ensure the quality of our online teaching and the seminar discussion becomes an important part of the course. In the seminars, students frequently use shared documents to collaborate in real time. By doing so, we encourage cooperation between students and at the same time teach them how they can use these online tools with their own future pupils. Between seminars, students are also expected to use digital tools for assignments, which makes it possible for the university teachers to see more of the students’ work process than what was previously possible.
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| 5. |
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| 6. |
- Lindahl, Katarina
(författare)
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Teaching Teacher Students through Innovative Teaching Approaches in Online Learning
- 2019
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Ingår i: 12th International Conference Innovation in Language Learning. - Florence. - 9788885813809 ; , s. 386-389
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Konferensbidrag (refereegranskat)abstract
- Innovative teaching and new teaching and learning approaches are needed in order to prepare the language teachers of tomorrow. As an alternative to asynchronous online instruction, teacher students have teacher-led online seminars every week. In addition to these seminars, several different ICT-tools and language teaching and learning approaches are used in order to prepare the teacher students for a digital future. The purpose of this paper is to discuss how digital resources and online teaching are used both for teaching university students, but also as examples of pedagogical approaches that these teacher students can use in school. The net-based courses on English language learning and teaching for future primary, secondary or upper secondary school teachers are structured in a similar way around online seminars. An online learning platform with course information and assignments is used for communication with students outside of the seminars. What makes these courses different from other net-based courses are that the additional tools that are used are tools that can be used in language teaching with younger pupils as well. For example, multi-modal resources such as video and audio recordings are used both for giving feedback and as an alternative to written assignments. In addition, free, readily available online tools for flipped classroom are used both for teaching the course, but also as examples of what our teacher students can use them for with their own pupils. Through collaborative writing projects where shared documents are used, university teachers gain a better insight in how students work together. In the online seminars, the teacher students discuss how these pedagogical approaches can be used in primary, secondary or upper secondary school. The aim is to let the teacher students experience an innovative approach to language learning in addition to reading about it.
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| 7. |
- Lindahl, Katarina
(författare)
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Engelskdidaktik i ett omvänt klassrum
- 2018. - 1
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Ingår i: Digitalisering av högre utbildning. - Lund : Studentlitteratur AB. - 9789144119724 ; , s. 163-167
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Bokkapitel (populärvet., debatt m.m.)
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| 8. |
- Lindahl, Katarina, et al.
(författare)
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Homozygosity for CREB3L1 premature stop codon in first case of recessive osteogenesis imperfecta associated with OASIS-deficiency to survive infancy
- 2018
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Ingår i: Bone. - : Elsevier BV. - 8756-3282 .- 1873-2763. ; 114, s. 268-277
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Tidskriftsartikel (refereegranskat)abstract
- Background: Mutations of the endoplasmic reticulum (ER) stress transducer OASIS (encoded by CREB3L1), cause severe recessive osteogenesis imperfecta (OI) not compatible with surviving the neonatal period, as has been shown in two unrelated families through a whole gene deletion vs. a qualitative alteration of OASIS Heterozygous carriers in the described families have exhibited a mild phenotype. OASIS is a transcription factor highly expressed in osteoblasts, and OASIS(-/-) mice exhibit severe osteopenia and spontaneous fractures. Here, we expand the clinical spectrum by a detailed phenotypic characterization of the first case of OASIS-associated OI surviving the neonatal period, with heterozygous family members being unaffected.Methods: All OI-associated genes were sequenced. Primary human osteoblast-like cell (hOB) and fibroblast (FB) cultures were obtained for qPCR, and steady-state collagen biochemistry. FB, hOB and skin biopsies were ultrastructurally analyzed. Bone was analyzed by |mu CT, histomorphometry, quantitative backscattered electron imaging (qBEI), and Raman microspectroscopy.Results: The proband, a boy with severe OI, had blue sclera and tooth agenesis A homozygous CREB3L1 stop codon mutation was detected by sequencing, while several family members were heterozygotes Markedly low levels of CREB3L1 mRNA were confirmed by qPCR in hOBs (16%) and FB (21%), however, collagen I levels were only reduced in hOBs (5-10%) Electron microscopy of hOBs showed pronounced alterations, with numerous myelin figures and diminished RER vs. normal ultrastructure of FB. Bone histomorphometry and qBEI were similar to collagen I OI, with low trabecular thickness and mineral apposition rate, and increased bone matrix mineralization. Raman microspectroscopy revealed low level of glycosaminoglycans. Clinical response to lifelong bisphosphonate treatment was as expected in severe OI with steadily increasing bone mineral density, but despite this the boy suffered repeated childhood fractures.Conclusions: Deficiency of OASIS can cause severe OI compatible with surviving the neonatal period A marked decrease of collagen type I transcription was noted in bone tissue, but not in skin, and ultrastructure of hOBs was pathological. Results also suggested OASIS involvement in glycosaminoglycan secretion in bone.
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| 9. |
- Andersson, Kristofer, et al.
(författare)
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Mutations in COL1A1 and COL1A2 and dental aberrations in children and adolescents with osteogenesis imperfecta - A retrospective cohort study
- 2017
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Ingår i: PLOS ONE. - : PUBLIC LIBRARY SCIENCE. - 1932-6203. ; 12:5
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Tidskriftsartikel (refereegranskat)abstract
- Osteogenesis imperfecta (OI) is a heterogeneous group of disorders of connective tissue, caused mainly by mutations in the collagen I genes (COL1A1 and COL1A2). Dentinogenesis imperfecta (DGI) and other dental aberrations are common features of OI. We investigated the association between collagen I mutations and DGI, taurodontism, and retention of permanent second molars in a retrospective cohort of 152 unrelated children and adolescents with OI. The clinical examination included radiographic evaluations. Teeth from 81 individuals were available for histopathological evaluation. COL1A1/2 mutations were found in 104 individuals by nucleotide sequencing. DGI was diagnosed clinically and radiographically in 29% of the individuals (44/152) and through isolated histological findings in another 19% (29/152). In the individuals with a COL1A1 mutation, 70% (7/10) of those with a glycine substitution located C-terminal of p. Gly305 exhibited DGI in both dentitions while no individual (0/7) with a mutation N-terminal of this point exhibited DGI in either dentition (p = 0.01). In the individuals with a COL1A2 mutation, 80% (8/10) of those with a glycine substitution located C terminal of p. Gly211 exhibited DGI in both dentitions while no individual (0/5) with a mutation N-terminal of this point (p = 0.007) exhibited DGI in either dentition. DGI was restricted to the deciduous dentition in 20 individuals. Seventeen had missense mutations where glycine to serine was the most prevalent substitution (53%). Taurodontism occurred in 18% and retention of permanent second molars in 31% of the adolescents. Dental aberrations are strongly associated with qualitatively changed collagen I. The varying expressivity of DGI is related to the location of the collagen I mutation. Genotype information may be helpful in identifying individuals with OI who have an increased risk of dental aberrations.
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| 10. |
- Lindahl, Katarina
(författare)
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Vocational English : The gap between policy and practice
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- A new structure for upper secondary school was introduced in Sweden 2011. In light of this new educational policy reform, which has differentiated vocational programmes and academic programmes from each other, the relationship between policy and practice is relevant to explore. It could be argued that this differentiation is a part of an international trend towards marketization and internationalization. Subjects, such as English, are adapted to different programmes in order to contribute to the increased employability of students. The purpose of this paper is to explore the gap between policy and practice for teachers when working with vocational English, and how this can affect vocational education in the future. The study consists of a textual policy analysis of the three latest upper secondary reforms in Sweden and semi-structured interviews with six teachers in the Building and Construction Programme. The perspective policy enactment is used rather than policy implementation, since policy text is constantly struggled over through a complex and creative recontextualisation process (Ball et al., 2012; Ozga, 2000). Bernstein’s concepts of classification and horizontal and vertical discourse are also used. Classification, which can be strong or weak, refers to boundaries between categories based on power relations (Bernstein, 1999; 2000). Horizontal and vertical discourse explain how knowledge is divided in two forms: the everyday knowledge and the more abstract, official knowledge (Bernstein, 1999). This becomes relevant for the analysis since the school systematically selects the knowledge it provides to students. The results show that the teachers in this study perceived their vocational students as unmotivated to study “theoretical subjects”, they described them as “theoretical or practical”, and some teachers placed lower demands on vocational students than on students in other programmes. This is not in line with current policies, which shows that there is a distinct gap between policy and practice.
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