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Träfflista för sökning "WFRF:(Brante Göran 1951 ) "

Sökning: WFRF:(Brante Göran 1951 )

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1.
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2.
  • Aili, Carola, 1963-, et al. (författare)
  • Qualifying teacher work : everyday work as basis for the autonomy of the teaching profession
  • 2007
  • Ingår i: Teachers and Teaching : theory and practice. - 1354-0602 .- 1470-1278. ; 13:3, s. 287-306
  • Tidskriftsartikel (refereegranskat)abstract
    • <p>Teachers' work in tuition-free (non-classroom) time was investigated to see to what degree teachers do work that could be considered as qualifying for the status of professional autonomy. The question arises in Sweden and elsewhere as both teachers and the state actively, and in tandem, strive to professionalise the work of the teacher. Abbott's work on the division of expert labour is taken as a point of departure. Based on data collected by an organisation sampling method, the article describes what teachers do in their tuition-free time. The study data consist of 1166 reports from 59 Swedish teachers' daily work situations in school years 1-12. Qualifying teacher work is related to teachers' ways of handling divergent cases, discretionary work and problem solving. Situations where teachers can use specific professional knowledge are described. One of the main findings is that in 22.2% of the situations studied, such professional knowledge can be applied. This corresponds to at least 7.5 hours of the Swedish teachers' weekly working hours; with the reservation that 10 hours of teachers' weekly 45 hours working time is not examined. This time corresponds roughly with the non-regulated working time, that is, time when the teachers do not have to be at school.</p>
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3.
  • Aili, Carola, 1963-, et al. (författare)
  • Research on teachers' professional lives : time to build a research network. Paper presented at NERA's 31st Congress, 6-9 March, Copenhagen
  • 2003
  • Konferensbidrag (refereegranskat)abstract
    • <p>Teachers’ work has during the last ten years gone through great changes. The effects of postmodern society has made the work more and morecomplex and difficult to handle and understand for those involved as well as outsiders. Researchers are trying to keep up with things. The developmentof knowledge of teachers’ work takes place on different levels, in separate disciplines, from various starting-points and with different foci.To be able to describe, understand and explain the »new« work of teachers in a vigorous way there is need of getting these research initiativestogether. Arenas should be established where interchanges and coordination between researchers could take place. In order to make this happen wehave the intention of building a Swedish (our aim is to expand the network to the Nordic countries after the establishment in Sweden) network ofresearch on teachers’ professional lives.Besides presenting the intention and design of our network we also bring along some examples of research projects in line with the network ideas.</p>
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4.
  • Brante, Göran, 1951- (författare)
  • A description of upper secondary school students' critical viewpoints concerning the interaction between teachers and students. Bidrag presenterat vid Nordiska Föreningen för Pedagogisk Forskning 15-18 mars
  • 2001
  • Konferensbidrag (refereegranskat)abstract
    • <p>The main purpose of this study is to describe and understand secondary school students´ critical viewpoint on their teachers´ attitudes and actions regarding interaction with students. The teachers are not seen as individuals, but as a collective force. A handful of theories serve as a theoretical basis for the paper. These discuss the following phenomena: the generation gap; interaction; relations between Human Services Organisations workers and their clients; dissonance in the interaction between teachers and students; and an attempt to define teacher professionality. A qualitative survey, with open and structured questions, has been answered by 110 students in upper secondary school. The answers have been categorized and compared to the theoretical framework. The main thesis is that the personal relationship between student and teacher is of vital importance to interaction in the classroom. The study shows that there is severe criticism of teachers in secondary school concerning student - teacher interaction.</p>
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5.
  • 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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6.
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7.
  • Brante, Göran, 1951- (författare)
  • Changes in the time: Swedish upper secondary school and youth culture
  • 2015
  • Ingår i: The 43rd Annual Congress of the Nordic Educational Research Association 4-6 March 2015.
  • Konferensbidrag (övrigt vetenskapligt)abstract
    • This presentation discuss how manifested edicts on Swedish school policies since the 1990s changes the organization of upper secondary schools, and how these alterations in turn exerted an influence on both teachers and students. The presentation is a tentative (and maybe normative) way of moving consciously and reflectively forward, to discuss tactics and strategies of a new kind in a changing world. A number of aspects are illustrated, for instance: how curriculum structures affect knowledge offered to students; contradictions between teachers' discretionary professionalism and curriculum and rating requirements; how spatial inequalities may impact students’ choices; and how marketization of schools affects factors such as school information, student health, grades, and teachers' work situation. A small case study illustrates upper secondary students’ views of the relationship between student and teachers. Finally, some theories and possible mechanisms are mentioned which may have a chance to provide explanations to the discussion; these are built on Ziehe, Mannheim and others. The overall discussion expresses something about some of the structural and institutional aspects that can be said to have an influencing role in the relatively immediate future of school and teaching activities.
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8.
  • Brante, Göran, 1951- (författare)
  • Den nya lärarutbildningen i Sverige - beskrivning och några kritiska kommentarer
  • 2004
  • Ingår i: Agora - tidsskrift for forskning, udvikling og idéudveksling i professioner. - 1603-3280. ; :4
  • Tidskriftsartikel (populärvet., debatt m.m.)abstract
    • <p>I Sverige er læreruddannelsen forskningsbaseret og udgør almenpædagogikken grundelementet i uddannelsen, dog således at pædagogikken og det dertil knyttede eksamensarbejde er fælles for flere af læreruddannelserne, eksempelvis arbejder kommende gymnasielærere og folkeskolelærere sammen i eksamensprojekterne. Göran Brante ,universitetsadjunkt i pedagogik ved Högskolan i Kristianstad beskriver indgående de svenske diskussioner om forholdet mellem professionalisme og forskning i de reformer af læreruddannelsen, der er blevet gennemført de sidste 2 år. Den svenske læreruddannelsen indeholder tre hoveddele: En AU-del (allmän utbildningsområde) er samfundsvidenskabeligt funderet og tværfaglig og vedrører problemstillinger, der gælder på tværs af fag i skolen, i uddannelsen og i samfundets syn på skolen og på opdragelse. Desuden en ’Inriktningsspecifik utbildningsområde’ der nærmest svarer til en linjefaglig baggrundsviden. Endelig et specialområde, hvor den studerende kan ’profilere’ sin professionskompetence ved studier, der går ind i særlige områder, som den studerende har fattet særlig interesse for gennem uddannelsen.</p>
9.
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10.
  • Brante, Göran, 1951- (författare)
  • Ett credo om att avskaffa betyg
  • 2014
  • Ingår i: Motbok. Kritiska perspektiv på styrdokument, lärarutbildning och skola. - Lund : Studentlitteratur. - 978-91-44-10193-4 ; s. 75-88
  • Bokkapitel (övrigt vetenskapligt)
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  • Resultat 1-10 av 48
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