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- Carlsson, David
(författare)
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Vad är religionslärarkunskap? : En diskursanalys av trepartssamtal i lärarutbildningen
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- From an overall perspective, the aim of this thesis is to investigate teachers’ knowledge in relation to Swedish teacher education and to the school subject religious education (RE), by exploring constructions of essential knowledge for an RE teacher. Two research questions are in focus: What RE teacher knowledge is discursively constructed in teacher education supervision trialogue and in interviews with student teachers, teacher educators from school and teacher educators from university? How are those discourses constructed in supervision trialogue between student teachers, teacher educators from school and teacher educators from university? The results are based on empirical material consisting of six observations of teacher education supervision trialogues (three-way conferences) in RE and interviews with RE student teachers, RE teacher educators from upper secondary school and RE teacher educators from university, both before and after each trialogue. This empirical material is worked through and analysed using discourse analysis that mainly draws on the perspectives of Norman Fairclough. The findings give rise to an order of discourse regarding essential RE teacher knowledge. Three discourses are constructed. The dominant discourse is called “Knowing one’s subject” and refers to an RE teacher’s capacity to master the content, problematise it and both know and teach the content in an up-to-date manner. The second discourse is entitled “Knowing and meeting the pupils”. Within this discourse, it is important for a teacher in RE to be familiar with, and use, the pupils’ different pre-understandings and to communicate with the pupils in the RE classroom. The third discourse is called “Knowing oneself”. This discourse highlights the importance of being objective, reflective and being a leader. Moreover, the analysis shows that the discourses are primarily constructed as complementary in relation to one another. There seems to be a common agreement among students and teacher educators about the fact that RE teachers need to know the subject, know the pupils and know themselves. However, discursive conflicts can arise when discourses are initiated in an antagonistic manner. These RE conflicts imply neither consensus nor hegemony. Antagonistic discourses reflect aspects of dominance mainly in relation to discourses, i.e. RE teacher knowledge, but also in relation to positions.
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| 2. |
- Masoumi, Davoud
(författare)
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Quality in e-learning within a cultural context : The case of Iran
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Higher education institutions in general and virtual institutions in particular are experiencing pressure to become more competitive all over the world. Such striving for excellence can be associated with and seen as a consequence of globalization that is propelling the reshaping of higher education. Further, a number of failed e-learning projects along with the accountability movement in higher education have significantly amplified concerns about quality in e-learning. Accordingly, there are worldwide calls for enhancing and assuring quality in e-learning specifically in the context of the developing countries. Such calls for quality enhancement, accountability, added value, value for money, self-evaluation, and role players’ satisfaction in higher education settings cannot go unheeded. This study attempts to reduce the gap between the investigated discourses, i.e. “quality discourse”, “e-learning discourse” and “culture and cultural-pedagogical discourse”, by developing a comprehensive e-quality framework that is sensitive to specific cultural contexts. Until recently, these discourses have seldom converged, especially in the context of developing countries. Taking a pragmatic approach in this development research, a mixed methods research was adopted in this study. This approach allowed the researcher to investigate this complex phenomenon using a variety of evidence types and perspectives. Addressing the concerns regarding enhancing and assuring quality in e-learning, a comprehensive e-quality framework is developed by taking into account the pros and cons of the previous models, frameworks and studies of e-quality. This e-quality framework provides a structure for enhancing and assuring quality in virtual institutions. Taking the Iranian virtual institutions -as a case of developing countries-, the study then investigates how culture and cultural-pedagogical issues can be integrated when developing and implementing an e-quality framework. Next, addressing embedded cultural-pedagogical dimensions in Iranian virtual institutions, we look at how the e-quality framework can adapted to “fit” in other cultural contexts. Finally, the e-quality framework is validated - in terms of its usefulness in a specific context - with respect to the Iranian virtual institutions. This study outlines a conceptual model, i.e. a culture-sensitive e-quality model, to demonstrate how the cultural and cultural-pedagogical issues can be built in and taken to account when developing and implementing an e-quality framework.
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| 3. |
- Björklund, Elisabeth, 1945-
(författare)
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Att erövra litteracitet : Små barns kommunikativa möten med berättande, bilder, text och tecken i förskolan
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is based on an ethnographic field study among a group of monolingual children from one and a half to three years old at a pre-school in a Swedish village. The primary aim of the study has been to gain knowledge about how young children conquer and express literacy in their everyday lives. One assumption was that children are active and competent in their search for meaning when dealing with texts, signs and images. A second aim has been to investigate whether children’s literacy could have an impact on the social and cultural context of pre-school.Research questions addressed in the study focus on children’s participation in literacy events and their actions in literacy practice. An additional question was whether children were contributing to literacy practice when interacting with other children in the group.The theoretical framework draws upon socio-cultural theory. The empirical material consists of video recordings and the focus of observation has been on children’s actions related to literacy, expressed as early literacy, including reading and writing as well as telling and retelling narratives, singing and other verbal and non verbal communication. In children’s literacy events and literacy practice the specific context was of central interest. All the material collected has been transcribed and transferred into text and constitutes the basis for analyzing what children are performing in actual events and practices. The guiding principle for description was at first to give a close reproduction of children’s verbal utterances and their acting linked to the concept of early literacy. Secondly, the aim was to describe and analyze whether the utterances and actions could be linked to the specific social and cultural context.The analysed material demonstrates how children participate and interact with each other while engaged in literacy and the material also displays the content of their communication. Two different kinds of literacy appear: one is narrative tellings and the other is reading and drawing/writing. A deeper analysis shows that children are building knowledge of telling and also creating a specific manifesto of literacy. The children also underline what they are doing through verbal expressions where they defined themselves as both readers and writers.The result gives a contribution to new knowledge and an understanding of early literacy among very young children as something they have created in pre-school as a social and cultural environment. Literacy in the studied group of children uncovers many more expressions, including several actions with regard to written material, than we usally relate to the youngest children in pre-school.
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| 4. |
- Haglund, Björn, 1962
(författare)
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Traditioner i möte : en kvalitativ studie av fritidspedagogers arbete med samlingar i skolan
- 2004
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Kan fritidspedagoger bidra till att utveckla arbetet i skolan? I Björn Haglunds avhandling, Traditioner i möte. En kvalitativ studie av fritidspedagogers arbete med samlingar i skolan, studeras fritidspedagoger som arbetar med barngrupper under skoltid. Avhandlingens resultat pekar på att fritidspedagoger kan bidra till att utveckla och integrera fritidshemmens och skolans traditioner. Det finns dock inte någon automatik i att skolans arbete utvecklas enbart för att fritidspedagoger deltar i arbetet. På olika sätt försöker man från politiskt håll att förbättra och utveckla arbetet i skolan. De politiska intentionerna är bl.a. att arbetet ska utvecklas mot att elevernas kunskaper i olika ämnen tillgodoses samtidigt som även fostran och utvecklandet av social kompetens poängteras. Ett sätt att utveckla innehållet på ett sådant sätt anses vara att i högre grad än tidigare anknyta fritidspedagoger till skolans arbete med yngre skolbarn. Avhandlingen beskriver tre olika tillvägagångssätt som fritidspedagogerna använder sig av då man arbetar i skolan. Några av de studerade fritidspedagogerna använder sig av ett innehåll som poängterar både social fostran och kunskaper som av tradition är förknippade med skolans undervisning. Andra fritidspedagoger genomför aktiviteter som enbart syftar till att stärka barns självförtroende, skapa gemenskap i barngruppen och att fostra barnen. En tredje grupp fritidspedagoger använder sig av ett innehåll som syftar till att ligga i linje med vad man uppfattar som skolans traditioner, att anknyta till skolämnen och arbetsdisciplin. Att man bevarar de egna traditionerna eller att man övertar skolans traditioner är dock inte något som kan sägas förnya eller utveckla skolans arbete utifrån de politiska intentionerna. Det visar sig också att den enskilda fritidspedagogen betonar olika sorters innehåll och genomför olika sorters arbete vid olika tillfällen under arbetsdagen. Arbetet verkar på så sätt splittrat och fritidspedagogerna får, bl.a. beroende på deras egna syften med olika aktiviteter, olika roller i arbetet. Sammanfattningsvis kan fritidspedagoger visserligen bidra till att utveckla innehållet i skolan men om deras arbete ska utvecklas till att omfatta både social fostran och mer ämnesinriktade kunskaper är detta bl.a. beroende av deras egna uppfattningar av vad barnen gör i klassrummen och vad aktiviteter i skolan ska innehålla. Dessutom är innehållet i det arbete de utför beroende av de förväntningar som skolledning, lärare och föräldrar har på aktiviteternas innehåll.
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