| 1. |
- Aspelin, Jonas, 1964-
(författare)
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Att vara sig själv nog
- 2009
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Ingår i: Pedagogiska Magasinet. - 1401-3320. ; :3, s. 78-82
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 2. |
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| 3. |
- Aspelin, Jonas, 1964-
(författare)
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Beneath the surface of classroom interaction : Reflections on the microworld of education
- 2006
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Ingår i: Social Psychology of Education. - : Springer. - 1381-2890 .- 1573-1928. ; 9:3, s. 227-244
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Tidskriftsartikel (refereegranskat)abstract
- This article deals with the microworld of the classroom, i.e., the imbedded, largely unconscious, close to invisible, and to an extent suppressed social processes in teaching. It includes some afterthoughts about a research project with the aim of understanding how the teacher–pupil relation is constructed in classroom interaction. Thomas Scheff's social psychological framework constituted the theoretical basis for the project. The main data were collected by means of video documentation and consist of a number of closely analysed episodes. The result indicates that nonverbal behaviour in classrooms, to a great extent, is constituted by an informal system of rules in which emotions play a crucial part. But it also reveals the existence of two dimensions in classroom interaction – one surface dimension and one micro dimension – that in significant measure stand in opposition to each other.
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| 4. |
- Aspelin, Jonas, 1964-
(författare)
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Beyond individualised teaching : a relational construction of pedagogical attitude
- 2014
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Ingår i: Education Inquiry. - 2000-4508. ; 5:2, s. 233-245
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Tidskriftsartikel (refereegranskat)abstract
- Teaching is today often described as a matter of adjusting to the individual lives of students. Building on the premises of three educational theories, mainly Martin Buber’s concept of‘inclusion’, the article aims to confront this idea and show how pedagogical attitude can be perceived from a relational perspective. A model is constructed in which pedagogical attitude is understood as three different types of teacher-student relationships: a) an asymmetric intersubjective relationship; b) an asymmetric subject-object relationship; and c) an asymmetric object-subject relationship. The article argues that a genuine pedagogical attitude is included in the first type. It is interpreted as a matter of experiencing from the student’s side of the relationship and, at the same time, taking a stand as a pedagogical subject. This interpretation differs from a widespread notion of pedagogical attitude according to which the teacher’s position tends to be diluted.
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| 5. |
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| 6. |
- Aspelin, Jonas, 1964-
(författare)
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Creative relationships : a basic concept within entrepreneurship education?
- 2015
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Ingår i: International Review of Entrepreneurship. - 2009-2822. ; 13:4, s. 254-268
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Tidskriftsartikel (refereegranskat)abstract
- This article outlines a concept termed “creative relationships” which ultimately could be used as basic concept and discursive tool in entrepreneurship education. A specifying distinction between “creative co-operation” and “creative co-existence” is also tentatively introduced, and it is argued that both these aspects need to be recognized in the discourse. The concept “creative relationships” is built on a review and an analysis of three distinct relational conceptions of creativity; Hannah Arendt’s, Kenneth Gergen’s and Martin Buber’s. A main point of the analysis is that the concept of creativity, as well as its broader counterpart, entrepreneurship, is not comprehensible without recognizing its relational context. At the end of the article, the outlined concept is applied to the question of curriculum development in entrepreneurship education.
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| 7. |
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| 8. |
- Aspelin, Jonas, 1964-
(författare)
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Den nödvändiga relationen
- 2010
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Ingår i: Pedagogiska Magasinet. - 1401-3320. ; :3, s. 42-47
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 9. |
- Aspelin, Jonas, 1964-
(författare)
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Den paedagogiske relations betydning
- 2006. - 1
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Ingår i: Relationer i skolen. - Vaerlöse : Billesø & Baltzer. - 8778421780
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Aspelin, Jonas, 1964-
(författare)
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Differentiation competence in teaching, illustrated by an episode from a fictional film : on regulating closeness and distance in the teacher–student relationship
- 2015
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Ingår i: Education Sciences and Psychology. - 1512-1801 .- 1512-1801. ; 37:15
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Tidskriftsartikel (refereegranskat)abstract
- Relational competence has proven to be an important component in teacher professionalism. The overall purpose of this article is to adopt a social psychological perspective and discuss aspects of teachers’ relational competence. More specifically, the article aims to construct a theoretical concept for understanding the aspects of relational competence that concern regulating closeness and distance in the teacher-student relationship. In the concluding section, the result is presented in terms of “differentiation competence”. This concept labels a communication pattern characterized by fine-tuned regulation of closeness and distance in the teacher–student relationship and by ongoing coordination of verbal and nonverbal behavior. The emerging concept is illustrated by verbal and nonverbal communication in a classroom setting as portrayed in an episode from a fictional film, including detailed transcription, and interpretation.
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