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Sökning: L773:2002 1534

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1.
  • Lindqvist, Per (författare)
  • Ödmjuk orubblighet : En avgörande (och rimlig) ingrediens i lärares yrkeskunnande
  • 2015
  • Ingår i: Nordisk tidskrift för allmän didaktik. - 2002-1534 .- 2002-2832. ; 1:1, s. 61-74
  • Tidskriftsartikel (refereegranskat)abstract
    • The article provides one answer to the question of what the ingredients of teacher qualityare. The findings are based on data collected from experienced teachers. Three differentmethods have been used; e-Delphi, stimulated recall and dialogue seminars. In cooperationwith the teachers, the scholars have tried to conceptualize decisive qualities in the teachersprofessional experiences. Two words – humble tenacity – appeared as an essential descriptionof the characteristics of a skilled teacher. The generation of the concept is inspired byDavid Hansen’s writing, in which he claims “tenacious humility” as an ideal for good teaching.To do justice to the empiricism in the present study Hansen’s word order are reversed.In contrast to a tenacious humility, a humble tenacity stresses the tenacious, the teacher’sportrait of him- or herself. The knowledge of the teacher is then more focused on makingoneself and one’s ideals visible and less about trying to see the pupils, or that the pupils haveto make themselves visible. Finally the article discuss such knowledge in relation to the riseof an individualized society enclosed with a therapeutic education in which the pedagogy ofseeing, a pedagogy which emphasizes closeness and intimacy, has become an important ingredientwithin the teaching profession.
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2.
  • Nordmark, Jonas, 1978-, et al. (författare)
  • Att bilda eller bedöma? : Om skapandet av demokratiska medborgare
  • 2018
  • Ingår i: Nordisk tidskrift för allmän didaktik. - Göteborg : Institutionen för didaktik och pedagogisk profession, Göteborgs universitet. - 2002-2832 .- 2002-1534. ; 4:2, s. 3-16
  • Tidskriftsartikel (refereegranskat)abstract
    • In this article we take a closer look at the relation between general didactics and civic studies education through a critical analysis of civic studies syllabuses in primary education, in order to illuminate some general motives that legitimizes the role and content of general didactics. It seems to us that the idea of general didactics in Sweden either is about learning theories for instruction, regardless the subject, or to emancipate the democratic potentiality of the subject. In his article, we focus on the latter: First we present our theoretical perspective. With the help from Klafki’s understandings of school as an engaging part of democratic society we discern two aspects of general didactics. In relation to education, one emanates from democracy and learning, and the other springs from democratic virtues and political action. Secondly, and with these two understandings in mind, we engage in a critical reading of the Curriculum for compulsory school (LGR 11) and the syllabuses for civic studies in primary education in order to trace some similarities that might give civic studies a central position for democratic socialization in general. Thirdly, and through our analysis, we reach the conclusion that, due to the similarities between the curricula and syllabus when it comes to foster the democratic subject, the pupil risks not only to be evaluated and graded subject wise, but also for his or her democratic disposition.
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3.
  • Tännsjö, Torbjörn, 1946- (författare)
  • Värdegrundens vara eller icke vara
  • 2016
  • Ingår i: Nordisk tidskrift för allmän didaktik: NoAD. - 2002-2832 .- 2002-1534. ; 2:1, s. 69-73
  • Tidskriftsartikel (övrigt vetenskapligt)
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4.
  • Aspelin, Jonas, 1964- (författare)
  • Om den pedagogiska relationens gränser : relationskompetens i gränslandet mellan närhet och distans
  • 2016
  • Ingår i: Nordisk tidskrift för allmän didaktik (NoAD). - 2002-1534. ; 2:1, s. 3-13
  • Tidskriftsartikel (refereegranskat)abstract
    • A growing body of research reveals that a supportive, positive teacher-student relationship isan important element of successful education. From a Nordic perspective, a lot of researchhas explored teachers´ relational competence as a central part of teacher professionalism.The discourse focuses on the concept of relationship, and thereby also on the quality ofcloseness, i.e. on a close connection between teacher and student. This article aims at contributingto the field by conceptualizing relational competence in terms of both closenessand distance. The discussion is supported by three theories, Martin Buber´s, ThomasZiehe´s and Gert Biesta´s, in which the relationship between the two poles is problematizedand elucidated. The article proposes that relational competence should be located in the interfacebetween closeness and distance, i.e. that it is rather is about developing a well differentiated-than a close relationship to the student.
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5.
  • Bennet, Christian, 1954, et al. (författare)
  • Matahematics education and the applicability of mathematics
  • 2018
  • Ingår i: Nordisk Tidskrift för Allmän Didaktik. - 2002-1534. ; 4:1, s. 56 - 73
  • Tidskriftsartikel (refereegranskat)abstract
    • Real life applications enter primary and secondary school education in two ways – for creating interest in subjects which may otherwise be abstract, and for the purpose of making use of the school subjects in day-to-day situations. Here, the prime example is mathematics. A demand for a close connection between mathematics and applications in school may be found in national curricula, and is present in textbooks. On the other hand mathematics is considered and taught to be a deductive, a priori, science with internal truth makers, structured by propositions and proofs. Mathematics is presented both as empirically grounded and as an analytic science, creating a possible conflict for students. The problem of the applicability of mathematics is also discussed within philosophy of mathematics: How is it possible for a priori truths to contribute essentially to our descriptions of the world? From a philosophical point of view, we try to shed light on how this seeming paradox may be explained and handled. Central are our views on mathematical concepts as explications and on concept formation in mathematics.
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6.
  • Blomqvist, Per, 1972- (författare)
  • Vad uppmärksammar lärare i samtal om skrivbedömning? Svensklärares normer för beslut om summativ bedömning
  • 2018
  • Ingår i: Nordisk tidskrift för allmän didaktik. - 2002-1534. ; 4:1, s. 34-55
  • Tidskriftsartikel (refereegranskat)abstract
    • This article reports on a qualitative study of Swedish teachers’ summative assessments of students’ writing in upper secondary school. Based on teacher group discussions, the study describes and analyses teachers’ expressions of norms when assessing and grading students’ writing in the subject of Swedish. Data consist of audio- and video recordings from three focus group discussions, comprising a total of 17 teachers. Topic analysis (Linell, 2001) is the method used to identify expressions of assessment norms in these discussions. The analysis reveals that these teachers’ summative assessments of students’ writing express two competing norms: a non-compensatory and a compensatory norm. The non-compensatory norm is expressed through perceptions that all text qualities must correspond to the same criteria. This means that shortcomings in texts are crucial for teachers’ summative assessments. The text qualities that primarily determine these decisions are language style and text structure. Meanwhile, the compensatory norm is expressed through perceptions that in summative aspects such as students’ age and writing instructions as well as students’ writing development and the national test must be considered. These competing assessment norms have a substantial impact on theses teachers’ decisions on summative assessments. The teacher groups show significant variation in the basis for their decisions regarding summative assessment of students' writing.
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7.
  • Brante, Göran, 1951 (författare)
  • Allmän didaktik och ämnesdidaktik - en inledande diskussion kring gränser och anspråk
  • 2016
  • Ingår i: Nordisk tidskrift för Allmän Didaktik. - 2002-1534. ; 2:1, s. 52-68
  • Tidskriftsartikel (refereegranskat)abstract
    • Swedish teacher education policies, in line with the evidence discourse, emphasize subject knowledge, and subject didactics have a vast influence in school and teacher education. But what is the difference between general and subject didactics? In subject didactic text books it is suggested that didactic subject knowledge is more or less sufficient for thinking and planning teaching, and/or that everything concerning school is subject didactics. The aim of the article is to problematize the concept of subject didactics and its claims in relation to planning and teaching. Instead it is suggested that subject matter planning and teaching within school education can be understood as general didactics. This will be presented in two ways. First, one theory strongly involving thinking about subject matter for the planning of teaching, is used to illustrate that this actually is general didactic theories of how content can be thought about, treated and handled in the planning of teaching. It is Klafkis theory of didactic analysis. Secondly, scientific articles in mathematics, history and biology, claimed to be representative for subject didactics will be used to demonstrate that what is stressed in them as subject didactics, in fact seem to be traditional general didactic positions. If this reasoning has credibility it should be reason to investigate more profoundly the intersection between general and subject didactics.
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8.
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9.
  • Cronqvist, Marita (författare)
  • Didethics - a didactic model including professional ethics
  • 2017
  • Ingår i: Nordisk Tidskrift för Allmän Didaktik. - 2002-1534. ; 3:1, s. 68-85
  • Tidskriftsartikel (refereegranskat)abstract
    • Ethics in teaching can be understood in different ways. In this article, ethics in teaching is interpreted as values that are expressed by the teacher through words or actions in interaction with students. Previous research has indicated that ethics in teaching with this meaning is difficult to recognize and verbalize. Professional ethics also seems to be randomized and built mostly on personal feelings. In an empirical study of professional ethics, data was analyzed in order to find the essence of the phenomenon professional ethics. The study indicated a lack of professional ethics in preparing and in following up teacher students for school-based training, in didactic plans and in dialogues with teacher educators in the field. This inspired the development of a didactic model, Didethics, in an attempt to make visible and to raise awareness of the importance of professional ethics in teaching. In this model, the essence of professional ethics according to the result of the empirical study becomes a part of didactics. Therefore, the implementation of the study and the result formulated as the essence of professional ethics is presented first, followed by the didactic model and descriptions of how it can be useful to future teachers.
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10.
  • Eriksson, Anita, 1955-, et al. (författare)
  • Reformimplemantering i förskolepraktik : Ett exempel på hur förskollärarens ansvar har tolkats och omsatts av förskolechefer och arbetslag
  • 2018
  • Ingår i: Nordisk tidskrift för allmän didaktik. - Göteborg : Göteborgs universitet. - 2002-1534. ; 4:2, s. 59-75
  • Tidskriftsartikel (refereegranskat)abstract
    • This article focuses on how responsibilities and tasks have been allocated between preschool teachers and child-care workers some years after the revision of the Swedish National Education Act and the preschool curriculum in 2010, in which the preschool staffs responsibility was clarified. The revision intended to strengthen the educational quality in preschool by providing preschool teachers with an increased responsibility for the educational activities carried out by preschool teams. Our overall aim was to investigate whether the revision has led to a redistribution of responsibilities and/or tasks in the everyday preschool practice carried through by preschool teams consisting of preschool teachers and child-care workers. The investigation is grounded through observations of the daily work of four mixed teams and analyses of local documents, field conversations and interviews with the team members and their heads. Due to the results there has been some redistribution of responsibilities and tasks. For instance, all the heads have made organizational changes in order to enable preschool teachers to take greater responsibility for educational activities and their quality, which in turn resulted in a more hierarchical organization. The article discusses the complexity associated with the interpretation and implementation of an educational reform and its effects.
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