| 1. |
- Asplund Carlsson, Maj, 1948-, et al.
(författare)
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Bedömnings-, dokumentationspraktiker och pedagogiska identiteter
- 2015
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Ingår i: Educare. - 1653-1868 .- 2004-5190. ; 2015:2, s. 206-233
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Tidskriftsartikel (refereegranskat)abstract
- When competition and an increasing level of marketisation characterises school life, the number of evaluations and the level of control has grown out of proportion. Through comparisons, assessments and ranking systems, also called ‘the terrors of performativity’ according to Ball (2003) commercial agents have gained influence over practices of assessment and documentation within the education system. Increased demands on pupils’ and parents’ participation and a belief that written documentation will lead to better results has caused an extensive use of different web based tools like Unikum. With the point of departure in a collected material of more than a hundred Individual Educations Plans (IEP) where commercial web based tools have been used, we make an analysis with Basil Bernstein’s (1996, 2000) concepts Pedagogic Identity, and Instructional and Regulative discourse in relation to expectations and constructions manifest in the plans. The results show that all four identities are expressed in the plans however, with an emphasis on a neo-liberal identity. We discuss the results in relation to the instructional and regulative discourses. The conclusion is that the tools both shape and determine possible identities and possible discourses in the web based interaction between children, parents and teachers.
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| 2. |
- Cederlund, Katarina, 1968-, et al.
(författare)
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Multimodala bedömningspraktiker och lärares lärande
- 2018
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Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; , s. 43-68
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Tidskriftsartikel (refereegranskat)abstract
- The article reports on a study where teachers in early primary school were presented to tools to approach texts and meaning-making from a multimodal perspective. The study aims to develop knowledge of enabling and constraining factors for the development of a multimodal assessment practice. To do so, we examine how teachers’ understanding of quality in students’ multimodal texts is manifested in assessments, and how this relates to available tools. The findings are discussed with the help of Bernstein's (1990; 2000) theoretical frame-work and focus on the conditions for teachers' work and learning. The study demonstrates teachers’ attention to multimodal text quality as ability to follow writing conventions, organize text and communicate content with several interacting resources. Available tools shape and broaden what is noticed. However, to give content to the meta-language further knowledge on the use of different semiotic resources is needed. The study hereby raises the importance of interdisciplinary perspective on multimodal assessment.
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| 3. |
- Forslund Frykedal, Karin, 1961-
(författare)
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Lärarstudenters förutsättningar att utveckla yrkesspecifika kunskaper : En studie av matematikdidaktikutbildningen i Förskollärar- och Grundlärarprogrammets tre inriktningar
- 2023
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Ingår i: Educare. - Malmö : Malmö University. - 1653-1868 .- 2004-5190. ; :2, s. 187-209
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Tidskriftsartikel (refereegranskat)abstract
- This study aims to investigate how the courses in didactics of mathematics in preschool and primary teacher education create conditions for preservice teachers to develop professional knowledge in an interactive learning process that integrates the knowledge domains of mathematical subject knowledge and pedagogical mathematical knowledge. An analysis of 20 course documents and 8 focus group interviews with students have been done. The results show that the intentions in the documents create conditions for the students to develop mathematical subject knowledge. Still, they were given inferior conditions for pedagogical mathematical knowledge. In the focus groups, perceptions emerged among the participants about a changed view of mathematics during the education, from being an abstract theoretical subject to a subject to be explored and discovered through various practical exercises and activities. As support for transferring their newly discovered perception, it is important that the students participate in core practices to bridge the gap between theoretical and practical knowledge in teacher education. The continued development of such core practices, in which student teachers can integrate professional knowledge and skills into their education, is an important implication of this study.
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| 4. |
- Nielsen, Cecilia, 1944-
(författare)
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Kroppen läser och skriver? : Läsningens och skrivandets kroppslighet i ljuset av Merleau-Pontys kroppsfilosofi
- 2011
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Ingår i: Educare. 2011:1. - Malmö : Lärarutbildningen, Malmö högskola. - 9789171041258 ; , s. 65-90:1, s. 65-90
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Bokkapitel (refereegranskat)abstract
- Reading and writing have been investigated from different perspectives. Depending on the perspective adopted, some aspects of the phenomena have become visible, while others have been ignored. One of these seldom highlighted aspects is the lived body, learning to read and write. In this article, I explore the phenomenological aspects of reading and writing. What do we see when we consider our embodied existence? Merleau-Ponty believes that man is an indivisible whole; the mind can neither be understood without the body, nor the body without the mind. What then are the consequences for our understanding of reading and writing when, in addition to aspects of skill, metacognition and learning in practice, account is also taken of the fact that we are lived bodies, situated in time and space? The findings from my doctorial thesis (Nielsen, 2005) serve to illustrate the discussion. Narratives from people with reading and writing difficulties show that the encounters with sign, words and text are a bodily encounter, as well as a mental one, facilitated by means of perception and motor activity. They also show that own time and personal space are important aspects of learning to read and write.
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| 5. |
- Petersen, Ann-Louise, 1949-
(författare)
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Studieförbundens institutionella förutsättningar skapar möjligheter på utbildningsmarknaden
- 2010
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Ingår i: Educare Vetenskapliga Skrifter. - Malmö : Malmö Högskola. - 1653-1868. ; :1, s. 101-124
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Tidskriftsartikel (refereegranskat)abstract
- This article is about how the Study Associations belonging to Liberal Adult Education (folkbildningen) deal with their role under New Public Management (NPM). Key issues of voluntary organizations are the ideas or the particular nature for which they were created, and which forms the basis for their activities. When introducing competitive markets these ideas risk being bent in order to meet the demands of the market, and the requirements for economic effectiveness. The organization’s interplay with the changes of the environment is highlighted through the use of the New Institutional Theory. The rhetoric analysis of the self-images of the Study Associations, as actors of the market of education, show a linguistic usage where they both point out their role as actors of the market of adult education and their ideological affiliation to “folkbildningen”. By using the traditional discourse emphasizing pathos (emotions and values) and combine it with logos (programs to qualify the target group) the Study Associations create a special character or a profile of their education. Instead of a deinstitutionalization of the character of the Study Associations we can se a recycling of the traditional discourse in the new context.
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| 6. |
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| 7. |
- Sjöberg, Lena, 1970-
(författare)
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The construction of mathematical knowledge and learning in and through individual education plans
- 2015
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Ingår i: Educare. - 1653-1868 .- 2004-5190. ; :1, s. 7-29
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Tidskriftsartikel (refereegranskat)abstract
- This study, which is grounded in Bernstein's theories of symbolic power and control in the context of pedagogy, explores how pupils' learning in mathematicsis constructed by a Swedish assessment practice called Individual Education Plans (IEPs). A systematic selection of 233 IEPs from five municipalities constitutes the empirical basis for the study. The results show that the content of IEPs primarily stresses the mastery of elementary skills, with an emphasis on automatization and routinization skills. In addition, regulative discourses about how to perform while learning mathematics are emphasized, especially for boys. The study also shows that IEPs, as they appear in the study, do not reflect the aims expressed in the current curriculum; on the contrary, the practice of using IEPs tends to reproduce a traditional discourse on the content of mathematic sand how mathematics should be taught.
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| 8. |
- Varga, Anita, 1966-
(författare)
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Om lässtrategier och textrörlighet : En studie av elevers textsamtal kring skönlitteratur i årskurs 9
- 2017
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Ingår i: Educare. - 1653-1868 .- 2004-5190. ; :2, s. 103-129
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Tidskriftsartikel (refereegranskat)abstract
- This article presents findings from a school project of which the focus has been to help pupils develop their reading abilities through text-talks about fiction. The article is the last in a study of four. The three preceding articles have fo- cused on how the teachers involved in the project have supported their pupils in order to help them improve their reading skills. The purpose of the study is to analyse and describe the abilities the pupils have developed in relation to the support they have been given during their education. The empirical findings referred to in the study are from text-talks in grade 9. The reading skills have been measured through analysis of video recordings of text talks among pupils discussing in small groups without a teacher present. The analytical tool used is the concept of text movability. The study displays to what extent the pupils have acquired strategies to read the lines, between the lines and beyond them. Also, how a metalanguage can be applied to talk about texts and the processes of interpretation. The results give evidence of the connection between the teaching offered to the students and the abilities they have developed.
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