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Sökning: L773:2002 1534 > (2015)

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2.
  • Lindqvist, Per (författare)
  • Ödmjuk orubblighet : En avgörande (och rimlig) ingrediens i lärares yrkeskunnande
  • 2015
  • Ingår i: Nordisk tidskrift för allmän didaktik. - 2002-1534. ; 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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3.
  • Varga, Anita, 1966- (författare)
  • Metakognitiva perspektiv på läsförståelseprocessen : en studie av skolans textsamtal kring skönlitteratur
  • 2015
  • Ingår i: Nordisk Tidskrift för Allmändidaktik. - Göteborg : Göteborgs universitet. - 2002-1534. ; 1:1, s. 43-60
  • Tidskriftsartikel (refereegranskat)abstract
    • Offering tuition to help pupils enhance their reading proficiency is one of the most important tasks of education. Within research into reading processes the impact of metacognitive aspects on reading-comprehension has been emphasised. Research has been able to identify a clear connection between the ability to apply metacognitive strategies when reading and a highly developed reading capacity. The current study is a contribution to reading research dealing with tuition in reading-comprehension, and specifically with the issue of arranging tuition to support the development of metacognition.  The empirical findings referred to in this study are from text-talks in grades 6-7. The specific focus of the study is the correlation between the linguistic strategies used by the teacher and the pupils’ opportunities to develop metacognitive perspectives as a consequence of these strategies. The study shows how the teachers, by use of a series of linguistic strategies, can offer pupils support in order to:  1) identify and visualise the premises of their personal queries, 2) observe and verbalise their processes of interpretation together with their emotional reactions when reading, 3) survey, adjust and communicate their use of reading-comprehension strategies and 4) recognise the text as an aesthetic construction and the interaction/transaction between texts and the reader.
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