| 1. |
- Bradling, Björn
(author)
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World Literature and Transformative Learning: Reading and Teaching Season of Migration to the North in Swedish Upper Secondary School
- 2024
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In: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1
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Journal article (peer-reviewed)abstract
- This study investigates how Tayeb Salih’s Season of Migration to the North (2006) can be read and taught as an example of world literature in accordance with the transformative and culturally empowering ambitions of the Swedish upper secondary school curriculum.A total of18 third-yearstudents inthe upper secondary science programme read the novel and recorded their reading experiences in journals. These journals have been thematically analysed,and the results show that the students’ processes of deconstructingand reconstructing the finalised reading,using literary concepts,help forward estrangement effects, which produce critical readings. As the students read for the plot and closedin on the end, their text-centred understandings of the novel wereheightened, and by actively using subject-specific terminology (i.e. stylistic devices and modes of reading concepts),they strengthened the sense-making of their relations to the world as mediated through the text. Frames of reference about historical andcurrent Sudan support the students in allowing the novel to become a merging point, at which their cultural horizons are nuanced through the juxtaposing of different perspectives. The students’ meta-reflexive readings allow for experiencing culture on the move as part of their transformative learning.
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| 2. |
- Cronqvist, Marita
(author)
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Joy in Learning: When Children Feel Good and Realize They Learn
- 2021
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In: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 3
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Journal article (peer-reviewed)abstract
- Both in research and inthe Swedish curricula, positive emotions such as joy, pleasure and desire are said to stimulate learning. However, it is not clear what the meaning of joy is in relation to learning. The purpose of this phenomenological study is to gain knowledge about the essential meanings of the phenomenon joy in learning for children aged 9 and 12 years in compulsory school. The questions are as follows: What meanings constitute the phenomenon joy in learning in the current context? What implications do the findings have for teaching? The study is phenomenological and is based on interviews with or written stories by the participating children. The findings indicate how joy stimulates learning and emerges when children understand and ‘own’ their learning process. Teachers are important as ‘facilitators’ for joy in learning through being supportive and inspiring. Joy in learning during lessons is related to joy and friendship during school breaks. Teachers’ decisive importance for joy is discussed in relation to various modalities of pedagogical contact. Conclusions can be drawn that school breaks need attention from a learning perspective and that children need teacher support to understand their learning process.
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| 3. |
- Cronqvist, Marita
(author)
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Yrkesetik i lärarutbildning : Essensens betydelse
- 2020
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In: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 2, s. 23-40
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Journal article (peer-reviewed)abstract
- Teaching is an ethical activity and in order to ensure a high quality in teaching, ethics need to be visualizedand verbalized. In a phenomenological empirical study with student teachers as participants, data wereanalyzed in order to express the essential meanings of professional ethics. The essence can be described asthe meanings that in spite of different contexts are relatively persistent. In phenomenology, the possibilityof expressing the essence of a phenomenon is interpreted in different ways. Inthis article, the author arguesthat the essence is needed to verbalize ethics in teaching tentatively as a kind of ethical code or guidelinefor becoming teachers. Some of the essentialfindingsstemmingfrom the empirical study mentioned abovearecomparedwith the ethical principles formulated inLäraresYrkesetiskaPrinciper(2001) by the two Swedishunions,LärarförbundetandLärarnas Riksförbund,to argue for the importance of formulating the essence.
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| 4. |
- Eriksson, Anita, 1955-, et al.
(author)
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Förskolepersonals tal om ansvar i relation till den förtydligade ansvarsstrukturen i svensk förskolepolicy.
- 2019
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In: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; :3, s. 87-112
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Journal article (peer-reviewed)abstract
- Based on interviews, field conversations and participant observation with head teachers and preschool teachers at four preschools in four different municipalities in Sweden, this article considers how preschool staff interpret and describe their workplace responsibilities four years after the revision of these in the 2010 Education Act and the preschool curriculum and how these descriptions may reflect increasing professionalization.The results demonstratethat the national curriculum discourse of increased preschool teacher professional responsibility was reproduced in general talk about work-duties and responsibilities, but that in more specific conversation related to concrete examples and tasks this was not as clearly the case. Instead, there was a re-contextualisation of the prevailing conditions in the actual preschool contexts. There was also a distinction between the two groups of participants. The head teachers expressed high expectations for preschool teachers to be responsible leaders in the pedagogical activities carried out by the team, but the preschool teachers did not represent themselves as leaders in the same sense. Finally, this study addresses whether the way of talking about the preschool teachers’ responsibilities can contribute to or limit their professionalisation.
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| 5. |
- Norlund, Anita
(author)
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”Varför tycker du man ska ha dödsstraff, då?” Ett sociologisk-didaktiskt verktyg för analys av klassrumsdebatter
- 2013
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In: Educare. - : Malmö högskola. - 1653-1868 .- 2004-5190. ; :1, s. 35-62
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Journal article (peer-reviewed)abstract
- Debates, as the discursive curriculum activities they are, are occasionally arranged in classrooms. Here, the aim is to offer a tool for analyses of such activities. By adopting a sociological-didactical perspective, this article takes Basil Bernstein’s conceptual pair vertical and horizontal discourse as its starting point. The ‘vertical discourse’ is roughly speaking school-oriented whereas the ‘horizontal discourse’ is more often played out in informal contexts. These two central concepts will be specified in particular relation to the classroom debate as curricular content. Two contrasting authentic classroom debates were intentionally selected in order to try out the ana-lytical tool. Both the debates deal with the same topic, i. e. death penalty. The debates, however, also differ from each other; they are put into prac-tice in remarkably different ways and in different contexts, although they are both collected from, in a sociological perspective, supposedly less ad-vantaged areas. I argue that the tool offered is a needed and fruitful way of capturing what happens in classroom debates.
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| 6. |
- Rosvall, Per-Åke, 1970-
(author)
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Programarbetslag som stöd för nyutexaminerade kärnämneslärares etablering som gymnasielärare?
- 2014
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In: Educare. - Malmö : Malmö högskola. - 1653-1868 .- 2004-5190. - 9789171044938 ; :1, s. 56-76
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Journal article (peer-reviewed)abstract
- There have been many attempts to reform the Swedish education system inorder to reduce the size of the gaps between different upper secondaryschool programmes. These have included changes in teachers’ responsibilitiesand teacher education. Within an individual school, teachers of Swedish lan-‐guage, English and mathematics may teach students of both vocational andfurther study preparation programmes. However, an analysis of new teach-‐ers’ experiences and the organization of teacher teams at one school, ApelSchool, suggests that despite these reforms, some traditional preferenceshave persisted. Notably, teachers of the subjects listed above had clear hier-‐archical preferences regarding the school’s various teacher teams. Very fewteachers were keen to join teams that were involved with a vocational pro-‐gramme. This arguably put both newer teachers and vocational programmestudents into particularly vulnerable situations because the new teacherswere assigned to the less-‐preferred vocational programme teams but notprovided with adequate support from more experienced teachers. Vocationalstudents were more likely to have their teachers replaced as their old teach-‐ers advanced within the hierarchy. It is concluded that head teachers need todistribute new and experienced teachers in teacher teams more evenly eventhough experienced teachers express resistance.
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