| 1. |
- Eek-Karlsson, Liselotte, 1955-, et al.
(författare)
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Att motverka sexuella trakasserier - en didaktisk fråga
- 2022
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Ingår i: Nordisk Tidskrift för Allmän Didaktik. - : Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg. - 2002-2832 .- 2002-1534. ; 8:1, s. 3-19
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study is to contribute with knowledge about pupils’ views upon teachers’ teaching regarding the work of counteracting sexual harassment. 28 girls and 22 boys in secondary and upper secondary school were interviewed. The theoretical framework is based on an educational perspective and directed towards teachers’ work against oppression. More specifically it deals with the relationships between teacher and pupil, teacher and the knowledge content as well as the teaching process. The concept ‘teaching’ is understood as ‘teaching acts’ that are carried out both in formal teaching situations within specific lessons as well as in informal teaching situations in between the lessons. According to the pupils, a trusting climate between teachers and pupils is an essential condition for counteracting sexual harassment successfully. The result also shows that the knowledge content usually is mediated, as in traditional school practice, from the teacher to the pupils in specific lessons. The pupils find these fact-based lessons both relevant and irrelevant. Some lessons are based on the pupils’ own experiences and on limiting gender norms in society and in school. These lessons have a dialogical approach, where the teachers and pupils learn together based on a good relationship.
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| 2. |
- Gardesten, Jens, 1971-, et al.
(författare)
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”Titta blåsippor!” : Fritidshemslärares uppmärksamhet som didaktisk potential
- 2022
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Ingår i: Nordisk Tidskrift för Allmän Didaktik. - : Göteborgs universitet. - 2002-2832 .- 2002-1534. ; 8:1, s. 53-67
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Tidskriftsartikel (refereegranskat)abstract
- School-age educare (fritidshem) was included in the Swedish education act in 2010 and received its own section in the national curriculum in 2016. From that point on, teaching in school-age educare was also linked to predefined core contents and abilities that the pupils are supposed to develop. At the same time, the curriculum states that teaching in school-age educare is to be based on “the pupils’ needs, interests and experiences”. In the article, this duality is discussed in relation to empirical findings from school-age educare teachers. The teachers describe situations when they pay attention to pupils’ doing and saying, and how this is transformed into teaching purposes. The findings are related to the concept of “phronesis”, while the teachers’ attention gets a significant meaning through that concept. Moreover, the findings indicate that “episteme knowledge” also needs to be emphasized in this form of student-centered education, as something necessary for school-age educare teachers to know.
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| 3. |
- Lindqvist, Per
(författare)
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Ödmjuk orubblighet : En avgörande (och rimlig) ingrediens i lärares yrkeskunnande
- 2015
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Ingår i: Nordisk tidskrift för allmän didaktik. - 2002-2832 .- 2002-1534. ; 1:1, s. 61-74
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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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| 4. |
- Nordmark, Jonas, 1978-, et al.
(författare)
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Att bilda eller bedöma? : Om skapandet av demokratiska medborgare
- 2018
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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
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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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| 5. |
- Tännsjö, Torbjörn, 1946-
(författare)
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Värdegrundens vara eller icke vara
- 2016
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Ingår i: Nordisk tidskrift för allmän didaktik: NoAD. - 2002-2832 .- 2002-1534. ; 2:1, s. 69-73
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 6. |
- Aspelin, Jonas, 1964-
(författare)
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Om den pedagogiska relationens gränser : relationskompetens i gränslandet mellan närhet och distans
- 2016
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Ingår i: Nordisk tidskrift för allmän didaktik (NoAD). - 2002-1534. ; 2:1, s. 3-13
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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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| 7. |
- Aspelin, Jonas
(författare)
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Om den pedagogiska relationens gränser : relationskompetens i gränslandet mellan närhet och distans
- 2016
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Ingår i: Nordisk tidskrift för allmän didaktik (NoAD). - 2002-1534. ; 2:1, s. 3-13
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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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| 8. |
- Bennet, Christian, 1954, et al.
(författare)
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Matahematics education and the applicability of mathematics
- 2018
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Ingår i: Nordisk Tidskrift för Allmän Didaktik. - 2002-1534. ; 4:1, s. 56 - 73
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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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| 9. |
- Blomqvist, Per, 1972-
(författare)
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Vad uppmärksammar lärare i samtal om skrivbedömning? Svensklärares normer för beslut om summativ bedömning
- 2018
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Ingår i: Nordisk tidskrift för allmän didaktik. - 2002-1534. ; 4:1, s. 34-55
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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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| 10. |
- Brante, Göran, 1951
(författare)
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Allmän didaktik och ämnesdidaktik - en inledande diskussion kring gränser och anspråk
- 2016
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Ingår i: Nordisk tidskrift för Allmän Didaktik. - 2002-1534. ; 2:1, s. 52-68
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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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