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Sökning: L4X0:1400 478X > Linné Agneta

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1.
  • Blomdahl, Eva, 1953- (författare)
  • Teknik i skolan : en studie av teknikundervisning för yngre skolbarn
  • 2007
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • The main purpose of this study is to find out how technology as a school subject is formed into pedagogical action. Issues addressed are: – How does teaching in the school subject of technology differ in terms of content and process? – How do frame factors influence teaching in technology? As analytic tools, concepts from philosophical thought on technology and education as well as frame factor theory are used to throw light on the way technology education takes shape in the practices of two primary school teachers. The philosophical concepts employed and developed have been inspired by the thinking of Martin Heidegger and John Dewey. These con-cepts are “place” and “shaping of technology,” where the shaping of tech-no¬logy involves the following phases: formulation of the assignment, analysis, visualization/construction and evaluation/reflection. The basic questions are investigated in two case studies over a period of one year. Data is collected based on ethnographic methods and consists of observations, video recordings, documentation in the form of teachers’ diaries as well as pupils’ work, taped interviews with pupils, and interviews with the two teachers both before and after the project was finished. The overall results of the study show that the two teachers, to a different degree, use place, e.g. they try to use the children’s own experiences and the surrounding environment as a starting point in their teaching. They try to organize their teaching as a process of knowledge construction instead of as a process of transmission. In that process, different forms of represen¬tation are used, such as sketches, model constructions and written docu¬mentation, with the element of model construction providing a common denominator given the availability of tools and material. Another similarity between the practices is that the children are given opportunities to work at problem solving in cases where there are no given solutions. However, they enter problems due to their own embodiment in a pedagogy of transmission, which results in the fact that the shaping of technology becomes difficult to organize. Strict borders between subjects, the fragmented timetable of the school, and the organization of the classroom space and scarce equipment and materials all influence the possibilities of teaching in technology.
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2.
  • Gleichmann, Lee, 1956- (författare)
  • Föräldraskap mellan styrning och samhällsomvandling : En studie av syn på föräldrar och relation mellan familj och samhälle under perioden 1957-1997
  • 2004
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • The present study sought to illustrate how the way parents were viewed was expressed, and how it developed between 1957 and 1997, as seen from child-health-care recordcard material, a professional journal and public reports on instruction for parents. The study also describes and analyses the relationship between family and society during the same period. The starting point is the state´s intention to strengthen the social standing of children and support their parents in their task of upbringing. The material reveals a line of development in which during the first twenty years, parents were viewed with a certain distrust. The family was portrayed as a partly dangerous isolate while parents were described in long paragraphs as less than fully knowledgeable and aware, and in need of expert guidance. Hence attempts were made to usher the parents and their child onto the lighted stage of public concern. A generally directed parental training scheme run by the community was considered necessary and was, moreover, expected to be able to fashion the parents into more social-politically committed citizens. The goal was ultimately to promote democracy and equality. Hope lay in the inherent development potential parents are nevertheless considered to possess, and in the collective upbringing provided by public child care in pedagogically stimulating surroundings. From the end of the 1970s till the last year of the 1990s the perspective shifted toward greater reliance on parental competence. At the same time national control changed towards more decentralisation, which also affected the relation between family and society. Towards the end of the period under study parents were being viewed as adult and competent. Respect for parental autonomy and freedom of choice were now at the focal point of the state view. Parents had become customers in a market much reflecting the urge towards globalisation then making itself felt. The responsibility for support to parents shifted out to the local community which, through local mobilisation, was expected to be available with support and resources when parents themselves so wished. Instead of being governed by the state, parents, through selfgovernance, were to be responsible for choise of life-style, pre-school and school alike. Their task was, in harmony with the local community surrounding them and with the UN children´s convention, to act in their child´s best interests.
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3.
  • Linné, Agneta, Professor em. 1939- (författare)
  • Moralen, barnet eller vetenskapen? : En studie av tradition och förändring i lärarutbildningen
  • 1996
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Tradition and change in compulsory school teacher education are studied historically, using the theoretical framework of curriculum theory and theory of cultural reproduction. The concepts of classification and framing are used as analytic devices. The curriculum is analyzed by its principles of selection, organization, methods of instruction and evaluation. The objects of study are pedagogical texts and material frames; also, important actors and struggles in the field of teacher education are identified.The establishment of a State education for elementary school teachers from 1842 onwards is analyzed. Two main periods of change have been discerned - one in the 1860s and one around the turn of the century. Both these changes coincided with considerable alterations in the context of the institution of teacher training. Changes occurred in the relations between community and State networks, power relations of State bureaucracy were altered and new ideas of nature, science, the child and morality broke through. Initially, classification and framing were comparatively weak; step by step they were strengthened as State control grew more forceful. From the 1880s onwards, the dominating character of teacher education was challenged by the new professional organization created by the elementary school teachers. The strong dominance of Church and religion over education was deeply questioned in light of the newly developing sciences like empirical psychology and the natural sciences. Actors from teacher training institutes played important roles in national educational policy and in the field of teacher education. These actors have been engaged in struggles for admission to the field, for the ownership of the arena and for the power over examination - struggles concerning the distinctions of the field itself in relation to other fields.The study has demonstrated how ideas of morality, the child and science in various shapes have dominated the scene of teacher education from the mid-nineteenth to the mid-twentieth centuries.   
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