| 1. |
- Dodou, Katherina
(författare)
-
What Are Literary Studies For? : A Review of English Teacher Education in Sweden
- 2020
-
Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 3, s. 110-157
-
Tidskriftsartikel (refereegranskat)abstract
- The present article addresses the nature and purposes of literary studies in secondary and upper secondary English teacher education programmes in Sweden. It is based on a study of syllabi from all programmes nationally and for the academic year 2017-2018. The article maps the goals formulated for literary studies as well as the literary and disciplinary repertoires foregrounded in these documents, and so provides a snapshot of the kinds of literary studies that student teachers of English had access to. It situates literary studies in the context of steering documents for English teacher education, and it shows that, whilst literary studies were a given part of English teacher education in the studied period, they relied on a narrow conception of the discipline. Literary studies mainly attended to twentieth and twenty-first century prose fiction and regarded literature primarily as a source of worldly knowledge. Indeed, the repertoires mediated seemed based on their potential to cover curricular ground in relation to steering documents for Swedish schools. Given the relative freedom institutions had to define the subject-specific content of teacher education, the results prompt a discussion about the knowledge repertoires that student teachers need as part of their higher education and as preparation for professional practice.
|
|
| 2. |
|
|
| 3. |
- Jakobson, Liivi
(författare)
-
Vuxna nybörjarstuderandes uppfattningar om skriftlig lärarrespons på skrivande i svenska som andraspråk
- 2020
-
Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :4, s. 1-32
-
Tidskriftsartikel (refereegranskat)abstract
- This study investigates how L2 beginner level students perceive written feedback from teachers on samples of their writing. It centers on beginner learners (of which very little research exists) and covers two broad areas of feedback: Focus and Manner. Focus refers to the kind of areas the teachers concentrate on in their comments, e.g. content, while Manner refers to different ways of delivering feedback, e.g. suggestions. The data was collected from a web-based course in Swedish for immigrants in an online Learning Management System. A questionnaire was used where the students evaluated feedback categories on a Likert scale and thereafter, ranked the same categories. Ranking, where different feedback categories are related to each other, has not been found in previous studies on feedback in the field of second language research. The results show that the students take feedback seriously. A large majority of students chose feedback on grammar as their first priority. They generally valued all feedback manners, but clearly preferred specific praise and specific criticism. I then discuss the conclusions and pedagogical implications based on web-based learning contexts. In particular, I emphasize the importance of establishing a dialogue between students and teachers which enables an orientation towards new understanding.
|
|
| 4. |
- Lundgren, Berit, 1951-
(författare)
-
Enspråkig undervisning i flerspråkig kontext
- 2017
-
Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1, s. 9-26
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Syftet med artikeln är att utforska undervisningen i symmetriska och asymmetriska klassrum och den tänkbara betydelsen för eleverna av undervisning i en flerspråkig skola. Studien, som lyfts fram i denna artikel, har en sociokulturell teoretisk utgångspunkt med fokus på språk- och literacyundervisning och har genomförts i årskurs 5 i en skola där mer än 50 % av eleverna har ett annat modersmål än svenska. Resultatet visar att diskurs är enspråkig i symmetriska och asymmetriska klassrum förutom ett klassrum där undervisningen visar en ansats att lyfta in elevernas flerspråkiga kompetens och uppmuntra transspråkande. Slutsatsen är dock att det på den studerade skolan råder en enspråkig diskurs i en flerspråkig kontext.
|
|
| 5. |
- Rosén, Jenny, 1979-, et al.
(författare)
-
Studiehandledning på modersmål : Studiehandledares positionering och yrkesroll
- 2019
-
Ingår i: Educare. - Malmö : Malmo University Library. - 1653-1868 .- 2004-5190. ; :3, s. 1-13
-
Tidskriftsartikel (refereegranskat)abstract
- In this article focus is directed towards Study Guidance in the Mother Tongue (SGMT) and SGMT tutors’ professional roles in Swedish compulsory school. The aim is to study how SGMT tutors are positioned and position themselves in relation to official documents and other actors in school. Questions that are highlighted in the article deal with forms for participation in school activities, opportunities to agency and voice as well as expressions of professionality in the SGMT tutor role. The empirical material builds mainly on interviews with SGMT tutors together with official documents. The results show that there is big variation between individual SGMT tutors when it comes to their possibilities for agency and to make their voices heard, as well as when it comes to participation and influence. Several co-operating factors have been identified that may strengthen the SGMT tutors’ profession where competence and possibilities for co-operation with class and subject teachers appear as crucial. Also questions of organisational art, such as time allocated for preparation, are important for SGMT tutors’ profession.
|
|
| 6. |
- Wedin, Åsa, 1955-
(författare)
-
Teachers in the crossfire : The unclear role of Swedish as a second language teachers in the Language Introduction Programme in Sweden
- 2022
-
Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; :4, s. 27-49
-
Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the role of the Swedish as a second language (SSL) teacher in the LanguageIntroduction Programme (LIP) in secondary schools in Sweden. Policy analysis is used, with policycomprising of three closely intertwined layers: declared, perceived and practised. The material used consistsof official documents, interviews with teachers and principals, and classroom observations. What becomesapparent through these layers is that the SSL teacher’s role is both contradictory and ambiguous. On theone hand, these teachers are trained to teach and plan SSL to support L2 students’ learning throughout theschool day and in different subjects. On the other, neither official documents nor the schools themselvesprovide SSL teachers space for such agency: the space in which they are given agency is restricted to theirown subject. National educational policy to increase knowledge about the educational requirements ofrecently arrived students has not been followed by sufficient changes in the training of and directives forprincipals and teachers. Solving these issues requires that all teachers and principals receive relevant trainingand SSL teachers given more responsibility and training.
|
|
| 7. |
- Wedin, Åsa, 1955-, et al.
(författare)
-
Teachers of Swedish as a Second Language
- 2023
-
Ingår i: Educare. - 1653-1868 .- 2004-5190. ; :1, s. 216-237
-
Tidskriftsartikel (refereegranskat)abstract
- This article explores the professional role of teachers of Swedish as a second language (SSL). The study is based on interviews with highly qualified SSL teachers to examine their perspectives regarding their professional identity; the opportunities, if any, that exist for them to have agency; and the changes they believe would lead to them having a stronger voice. Findings demonstrate that their everyday reality as teachers makes their role in education difficult. One contributing factor is that principals and teachers of other subjects lack sufficient knowledge about second language students (L2 students), which makes it unrealistic to assume SSL teachers can lead the type of school development and organisational change that they require to establish a voice in their role. To strengthen their profession, SSL teachers require a new type of role, one in which they not only are experts in the field of L2-student learning and educational needs but are also trained in issues of leadership.
|
|
