| 1. |
- Bergmark, Ulrika, et al.
(författare)
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Why become a teacher? : Student teachers’ perceptions of the teaching profession and motives for career choice
- 2018
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Ingår i: European Journal of Teacher Education. - : Taylor & Francis. - 0261-9768 .- 1469-5928. ; 41:3, s. 266-281
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study is to discursively identify student teachers’ perceptions of the teaching profession early in their education and their motives for this career choice. Students wrote a letter sharing thoughts on why they want to become a teacher, how they regard the teaching profession and if someone inspired them in their career choice. The empirical data consists of 259 student texts from three Swedish teacher education programmes. The study employed a qualitative method denoting different categorizations compared to previous studies, emphasising the idea of multiple motives for career choice and the link to student teachers’ evolving pedagogical identity. Major differences can be distinguished among the programmes, emphasising different main motives and shifting incipient pedagogic identities. The results indicate the value of organising teacher education programmes drawing on multiple motives, which is expected to contribute positively to completion of teacher education and teacher retention in future profession.
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| 2. |
- Bjuhr, Åsa, 1973-, et al.
(författare)
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Polarisation and marginalisation – discourses on Sami as L1 mother tongue instruction in syllabus, and media debate
- 2023
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Ingår i: Intercultural Education. - : Taylor & Francis. - 1467-5986 .- 1469-8439.
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, curricula and syllabi for education are politically determined after public consultations. Thus, these educational documents are discursive trade-offs reflecting research, traditions in the educational system, and political ideologies. This study maps the discourses in the syllabus for Sami as L1 mother tongue for preschool class – Year 9, and mother tongue instruction in media debate 2016–2022. It problematises the educational implications of the language ideologies and tensions in the material. While Sami is accorded the status as mother tongue, it does not have the same status as Swedish or even Modern languages. Mother tongue instruction is promoted as the foundation for learning other languages, and multilingualism as an asset for Sweden as a country, and for the individual. The quality of mother tongue instruction is criticised by Sami and other minorities, as well as by those perceiving mother tongue instruction as a threat to assimilation.
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| 3. |
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| 4. |
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| 5. |
- Dahlbäck, Ann-Charlotte, et al.
(författare)
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Utmaningar när hemmet involveras i läsningen
- 2021
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Ingår i: Svenskläraren. - : Svensklärarföreningen. - 0346-2412. ; :1/2, s. 26-28
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Läsprojekt ihop med vårdnadshavare kan ge guldstunder, men i värsta fall även öka kunskapsklyftorna. Här berättar lärare, från två F-3 skolor i Piteå, om sina erfarenheter efter att ha genomfört ett läsprojekt med forskares hjälp.
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| 6. |
- Holmbom, Lena, et al.
(författare)
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När jag talar måste jag vara alfahonan
- 2008
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Ingår i: Genus i norrsken. - 1654-7640. ; 1:3-4, s. 16-18
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Kokkola, Lydia, 1967-, et al.
(författare)
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Protest and Apology in the Arctic : Enacting Citizenship in Two Recent Swedish Films
- 2019
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Ingår i: Humanities. - Basel : MDPI. - 2076-0787. ; 8:1
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Tidskriftsartikel (refereegranskat)abstract
- Today, Sweden enjoys a positive international reputation for its commitment to human rights issues, for instance, in relation to the recent migrant crisis. Abuses committed by the Swedish state against certain ethnic groups within the country are less well known, both within and beyond its borders. These included systematic attempts to curtail the use of indigenous and local languages, thereby causing communicative and ideological rifts between children and their parents. These policies were enacted through the school system from the 1920s until the 1970s, and particularly affected people living in the Arctic region where the national borders are disputed. In this article, we examine two twenty-first-century films set during this era, featuring feisty female characters responding to the school policy. Elina: As though I wasn’t there is a children’s film created by people “outside” the cultural group represented; and Sámi Blood features an adolescent protagonist (and her older self), created by “insiders” of the cultural group represented. In both films, the female protagonists’ relative lack of agency within the state school system is contrasted with their powerful connections to the Arctic landscape. We seek to examine how these films contribute to the work of apology, beginning with a public acknowledgement of the wrongs of the past. Whilst one of the films concludes with a celebration of the female protagonists’ agency, the other proffers a more ambiguous portrayal of power in relation to culture, nationality, and identity.
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| 8. |
- Lindberg, Ylva, et al.
(författare)
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Experiencing virtual spaces through Amor and Eros : L1-language teaching and literary competence
- 2015
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Konferensbidrag (refereegranskat)abstract
- In today’s digitalized world, text is no longer bound to a book, nor social activities to the actual world. This context, where virtual and real spaces are blurred, transforms reading and writing activities, as well as views on personal relationships (Buckingham Shum & Ferguson, 2012:8: Murray 2011; Turkle, 2005; 2011). Literary narration is perceived as more closer to fiction and distant from reality, since readers are more passive in the part-taking of the story. However, in digital environments, especially those distributed in three dimensions, readers merges with the author since participants have to invent and live the story at the same time. Thus, the created narrative becomes real and the participant’s feeling of risking oneself is augmented. Since multimodal features of the virtual environments activate several senses creating an immersive experience, the present study perceive virtual spaces as an important complement to reading and writing, with the potential to enhance motivation and learning about narrative features. The curricula for compulsory and secondary school in Sweden state that reading and writing in different media are part of the subject of Swedish (Skolverket, 2011a, 2011b). Both activities are linked to the development of identity, knowledge and understanding of the surrounding world. Reading and writing embrace cognitive and emotional development and offer tools to interpret and critically analyse different types of genres and content. This study focuses the theme of love and erotic love, in particular related to avatars in social media like Second Life and games like World of Warcraft (See Lindberg 2013), and ask questions about plot, environment, characters and other narrative features that literary and virtual experiences have in common. The in-world observations and analysis are carried out with netnographic methodology (Kozinets 2010), focusing on environment, interaction, activities and communication at different levels, as well as on identities appearing in the observed material. The results consist of a critical study of the theme in virtual communicative contexts and provide tools for teachers to make use of virtual environments in order to help pupils achieve the curricular objectives. The latter part is further problematizing and deepening results of a previous Swedish study (Manderstedt & Palo 2009).
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| 9. |
- Lundström, Stefan, et al.
(författare)
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Den mätbara litteraturläsaren : En tendens i Lgr11 och en konsekvens för svensklärarutbildningen
- 2011
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Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 20:2, s. 7-26
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Tidskriftsartikel (refereegranskat)abstract
- The measurable fiction reader. A tendency in Lgr11 and a consequence for teacher education. Based on the new syllabus for Swedish in the primary school, this article discusses measurable knowledge and scientific foundations in relation to reading and teaching literature. In addition, some possible consequences for teacher education regarding the school subject of Swedish following these changes are discussed. The results show that the explicit scientific base of the school subject Swedish, that is Comparative Literature and the Swedish Language, is insufficient as a foundation for the subject. Furthermore, Swedish as a school subject has been distanced from the established scientific basis of Comparative Literature. Our analysis also shows that the explicitly expressed intention of clarity behind the syllabus results in lists of content that are characterised by measurability, while the democratic values promoted in the curriculum are not even mentioned in the educational purpose of the subject. Finally, the article problematizes the scientific foundations of the teacher programme in Swedish.
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| 10. |
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