| 1. |
- Viking, Tuija
(författare)
-
En studie om interprofessionellt lärande i teamarbete : Fallet med en 'best practice´ för tvångsvård
- 2019
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Det interprofessionella lärandet, IPL, i team har blivit ett populärt medel för att öka samarbete och kvalité i den sociala sektorn och hälso- och sjukvård. En alltmer specialiserad och fragmentiserad vård, som ofta genomförs i team, har lett till stor spridning av interprofessionell utbildning, IPE. Studerande och/eller medlemmar från olika professioner lär sig därmed, med, från och om varandra. Sådant lärande antas ske vid utbyte av och reflektion över varandras olika erfarenheter, perspektiv och kunskaper, d.v.s. professionella skillnader, och leda till förbättrad effektivitet och kvalitet i vården.Inom hälso- och sjukvårdsområdet har man dock bara i mindre skala undersökt vad IPL i etablerade team innebär och hur professionella skillnader påverkar lärandet. Denna licentiatuppsats hade som övergripande syfte att bidra med ökad kunskap inom detta område. Här studerades ett arbete, med kliniska riktlinjer för psykiatrisk tvångsvård, som skulle genomföras av ett interprofessionellt team. Huvudfrågan var hur teamet arbetade med riktlinjerna och hur professionella skillnader kom till uttryck och gav implikationer för IPL. Licentiatuppsatsen är en fallstudie. Undersökningen baseras dels på material (mötesprotokoll, mejlkommunikation, dokument och mediarapporter) från teamets tre-åriga arbete, dels nio intervjuer och en observation av seminariet där teammedlemmar presenterade de färdiga riktlinjerna. Studie 1 syftade till att undersöka hur teamet hanterade en kontrovers och hur de strategier som användes gav konsekvenser för interprofessionellt lärande. Studie 2 syftade till att studera hur teamet granskade kön/genus i arbetet med riktlinjerna och vilka implikationer det blev för riktlinjerna och för interprofessionellt lärande. Fokus här är därmed på ett lärande i ett "färdigt" team. Resultaten i studierna baseras på fallbeskrivning och narrativ analys. Fynden i studierna tolkades huvudsakligen utifrån sociokulturell teori och idéer och insikter från kontroversstudier (studie 1) och det genusvetenskapliga fältet (studie 2).Resultatet i studie 1 visade att kontroversen hanterades främst genom en kompromiss. Resultatet visar också hur lärandestrategier nyttjades vid användning av texter. Lärandet utmanades dock när maktstrategier användes genom hävdande av auktoritet snarare än utforskande av kunskapsläget.Resultatet i studie 2 visade hur kön/genus aktualiserades i en diskussion om könsskillnader i användning av tvångsbälten. I diskussionen användes professionsspecifika erfarenheter och kunskaper om kön/genus, vilket kan antas främjade IPL. Teamets lärande om komplexiteten kring kön/genus resulterade i riktlinjer som betonar makt och med fokus på den individuella patienten. Därmed ledde teamets analys och lärande relaterat till kön/genus paradoxalt till könsneutrala riktlinjer. Slutsatsen är att studierna, på olika sätt, visade förekomst av IPL och hur detta påverkades både positivt och negativt av professionella skillnader.
|
|
| 2. |
- Gurdal, Sevtap, 1976-
(författare)
-
Parenting Across Cultures : Parental attributions, attitudes and behaviour
- 2013
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Previously studies in parenting have mainly been conducted in Western countries. Not uncommonly results from such studies are used to describe general, worldwide trends. In an attempt to make the field of parenting research more culturally heterogeneous, an international research project, Parenting Across Cultures, was started. The project includes nine participant countries (China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and USA) and its purpose is to examine parenting across cultures. This thesis is based on reports from parent participants. The aim of Study I was to investigate mothers’ and fathers’ (77 participants from each group) attributions and attitudes in Sweden. The results revealed that Swedish parents are more polarized in their attitudes than in their attributions, they think more alike for parenting attitudes and there was greater variability for parenting attributions, particularly regarding uncontrollable success, as opposed to attributions regarding adult- or child-controlled failure. Regarding attitudes, mothers and fathers reported more progressive than authoritarian attitudes. Fathers reported higher adult-controlled failure and child-controlled failure attributions than mothers. In Study II the aim was to assess whether mothers’ and fathers’ self-reports of acceptance-rejection, warmth, and hostility/rejection/neglect of their children differ in the nine countries. A total of 1996 parents (998 mothers and 998 fathers) participated in the study. Mothers and fathers reported high acceptance and warmth and low rejection and hostility/rejection/neglect (HRN) of their children in all nine countries. Despite the overwhelmingly high levels of acceptance and low levels of rejection across all countries, and despite our use of statistical controls for parental age, education, social desirability, and child age, some systematic differences between countries emerged. In summary, parents in the studies report higher similarity about parenting in some cases, for example concerning acceptance and warmth and hostility/rejection/neglect, but lower in others, such as the Swedish parents’ reports about attributions.
|
|
| 3. |
|
|
| 4. |
- Kajonius, Petri, 1974-
(författare)
-
The Impact of Care Process on Satisfaction with Elderly Care
- 2014
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This licentiate thesis is based on the growing interest in Swedish elderly care. The aim of this thesis is to investigate what generates satisfaction with elderly care among older persons. The dominant ideology in both privately and publically run elderly care is individualized care, also called person-centered care, which holds the older person’s satisfaction as one of the main quality indicators. The proportion of older people is increasing and to maintain high levels of satisfaction with elderly care will require more knowledge. Data from the National Board of Health and Welfare’s (2012) nationwide survey on seniors’ experiences with elderly care was collected. Statistical analyses of this sample formed the basis for the results of the thesis and were reported in two papers. Study I used Donabedian’s (1988) model of quality of care in terms of structure, process, and outcome, and all municipal units in Sweden were included (N = 324). The results showed that structural variables (i.e. budget, staff, and training level) have minimal or no relationships with older persons’ satisfaction with care, while process variables (i.e. experiences of respect, information, and influence) have strong relationships with satisfaction with care. Study II made use of the long-standing person versus situation- model in social psychology, and was analyzed on an individual level (N = 95,000). The results showed that care process factors (i.e. experiences of treatment, safeness, staff- and time-availability) had a stronger relationship, than individual factors (i.e. health, anxiety, and loneliness) with satisfaction with care. The results also showed that older persons with home care generally felt better treated than older persons in nursing homes, but also felt less safe. Mediational analyses, based on this comprehensive elderly data, suggest that the individual aging condition of loneliness can be countered by providing safeness and treatment, resulting in high satisfaction with care. In conclusion, satisfaction with elderly care in Sweden today can largely be explained from a psychological perspective by the older persons’ perception of the care process, not by the amount of structural resources or the conditions of the aging persons. These findings could help facilitate the future quality development in municipalities and care organizations.
|
|
| 5. |
- Bernhardsson, Lennarth, 1954-
(författare)
-
An Eye for an I : Focus on integration in WIL
- 2022
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This licentiate thesis describes the development and change of forms within a course with a focus on Work-Integrated Learning (WIL). For several years I have been responsible for a course and at the same time author of the syllabus for the course and seen how weak the integration is, and how it is perceived by the students, between theoretical knowledge and the practical work during an internship period. This has resulted in two interventions and processing of the syllabus and above all the methods and pedagogy used for the implementation of the course.In the beginning, the internship period contained four presentation seminars where the result was only a joint listening to the other students' stories and presentations. This resulted in a discussion and conceptual paper that focused on the importance of integration and how this can be made visible. The first change in curricula was inspired by Flipped Classroom, where students had to submit their narratives in advance in an online shared document. Prior to the seminar, it was assumed that they would then read each other's text and reflect on similarities and differences in experiences and learning in the workplace where they had their internship period. This resulted in a more reflective conversation during the seminars which can be called Peer Reflections where the conversation was always based on previous reflections and each other's thoughts.The second intervention was carried out in implementation at the same time as it was to be compared with the student's experiences of seminars in a control group that carried out a similar course structure with presentation and examining seminars. The change was inspired by a model from Australia that they call Huddles. This is a concluding seminar as a briefing of the practice. The issues that are discussed are carefully selected in collaboration with the students and have a clear anchoring in their experiences during the practice. The change, which was then implemented, after inspiration from Huddles in one group, with as before four seminars during the internship with carefully selected themes. At the same time, I was inspired by models for evaluating differences in teaching when technology is introduced, such as the SAMR model (substitution, augmentation, modification, and redefinition) and how this could be seen as a form of progression if technology was changed to AIL. The SOLO taxonomy was also the inspiration for describing the assignments and themes before each seminar.The research questions presented in this licentiate thesis focus on the students' experiences of how these changes contribute to a better understanding of the integration of what is taught at the university in the form of theory and the practical knowledge they learned in the internship.Qualitative data collection has taken place through observations and focus groups in both the group where changes have been implemented and in the group that conducted accounting and examining seminars. The results show that the integration in the students' understanding of theory and practice increases. They also experience a progression in their reflections and the seminars, while the students in the control group experience their seminars as scattered and they do not contribute to any knowledge development.The licentiate thesis also contributes to considering WIL as a complex concept with different areas of responsibility. The university teaches on the theoretical side, Work-Integrated Education (WIE) while on the other side of the dichotomy theory and practice where students are largely responsible for Workplace learning (WPL). Between these, several different activities can be carried out, including Huddles, which can be described as work-based learning (WBL). The university can contribute to these activities with, for example, simulations, the teaching of relevant software used by companies and organizations in the field. Workplaces can also contribute with concrete assignments in the form of various projects that the students are allowed to carry out or perhaps with guest lectures and concrete cases. Seeing WIL as an umbrella covering different forms of activities with different organizational responsibilities can make it easier to see the importance of the different activities and these can be integrated. WIL is not only WIE.In addition to the view that AIL is an umbrella concept with several different types of activities, ideas are also given on how Huddles can be introduced as a pedagogical method and how progression can be developed within Work-integrated Education and Learning with inspiration from different models.
|
|
| 6. |
- Hedman, Lisa
(författare)
-
Mellan sakfrågorna, det är där man hittar mervärdet : Politikers och tjänstemäns lärande i arbetet med barns och ungas inflytande
- 2024
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- IntroductionHow we can increase children’s opportunities to participate and influence society is a highly topical issue. Against the background of a reduced commitment to political participation and a reduced trust in politicians (see e.g. Amnå & Ekman, 2013; Öhrnvall, 2023), it becomes more important to work on promoting dialogues between decision-makers and citizens. These dialogues can contribute to deepening and strengthening democracy (Bornemark, 2017). The UN Convention on the Rights of the Child (SFS 2018:1197) describes the child’s right to form and express his or her views and to have these considered. Swedish youth policy describes the goal as "all young people should have good living conditions, the power to shape their lives and have influence over the development of society" (Prop. 2013/14:191). In addition to the statutory requirements for children’s and young people’s opportunities for participation and influence, there are positive individual and societal benefits. The work with children’s and young people’s participation strengthens social capital and reduces social exclusion (Andersson & Sandgren, 2015; Wennerholm, Juslin & Bremberg, 2004). Municipalities must ground their efforts in the UN Convention on the Rights of the Child, which is incorporated into Swedish law and stated in political objectives. However, in several municipalities, politicians and civil servants find it difficult to put their knowledge of the Convention into practical work (see e.g. Barnombudsmannen, 2022; Stern & Jörnlund, 2011). Children and young people have been the main focus in previous studies regarding the work with children’s and young people’s influence. These studies have examined children’s and young people’s political interest and commitment (see e.g. Amnå & Ekman, 2013; Amnå, Ekström & Stattin, 2016; Tukkannen, Kankaaranta & Wilska, 2012) and the significance of forums for the future of democracy such as youth councils (Kassman & Vamstad, 2019; 2022). Other studies have shed light on forums for children’s and young people’s opportunities for participation and influence and how children and young people are given the opportunity to develop by participating in these forums (Andersson, 2018a; Harada, 2023; Kassman & Vamstad, 2019). Informal learning focuses mainly on how children and young people learn to cooperate (Harada, 2023), develop their thoughts by listening to others (Kassman & Vamstad, 2019), and develop their democratic skills (Andersson, 2018a; Harada 2023; Kassman & Vamstad, 2019). There are also studies that have emphasized pedagogical perspectives on adults’ attitudes and the consequences for the way they approach children and young people (Andersson, 2015, 2018a, 2018b, 2022). Viewing young people as future citizens rather than current citizens has been described as a risk that limits their opportunities for participation (Taft & Gordon, 2013). While these previous studies have focused to a greater extent on children and young people, they lack in focus regarding adults and their learning (politicians and civil servants), meaning what skills, abilities, and knowledge adults develop (see e.g. Andersson, 2015, 2018a; Harada, 2023; Kassman & Vamstad 2019; Svensson, 2006; Waara et al., 2010).This study focuses on the adults by highlighting the conditions and expressions of politicians’ and civil servants’ learning in their work on increasing children’s and young people’s influence. A large proportion of the decisions concerning children and young people are made at the municipal level. Local civil servants and politicians deal with a wide range of issues relating to schools, social services, leisure, and community planning, a complex task that requires both education and acquired knowledge in these areas. In a changing world with various demands on the organization, knowledge development and learning processes become central to meeting the challenges they face (see e.g. Argote, 2011; Tjulin & Klockmo, 2023; Sunnemark et al., 2023). The point of departure for this study is that politicians and civil servants have both individual and collective experiences as well as knowledge that can be made visible when they work with children’s and young people’s influence. The learning that takes place within organizations thus becomes central to adapting, developing, and managing the changes in the work that politicians and civil servants are faced with (see e.g. Argote & Miron-Spektor, 2011). Aim and research questionIn this study, the focus is on conditions for and expressions of politicians’ and civil servants’ learning in their work on children’s and young people’s influence. Conditions are understood as what enables and hinders learning, which reflects the premises for what kind of learning is made possible in their work. Central to their work on increasing children’s and young people’s influence is dialogue, which makes it possible to share experiences and knowledge. The purpose of this study is to examine the conditions and expressions of politicians’ and civil servants’ learning in their work with children's and young people's influence. The following research questions guided the study: x How do politicians and civil servants describe the experiences they bring with them from their work with children and young people? x What conditions enable and hinder the learning processes of politicians and civil servants in their work with children’s and young people’s influence? MethodThis study emanates from data produced between October 2020 and June 2022, primarily through observations of meetings in which nine politicians and 16 civil servants participated. The study is designed as a case, where the case is framed by the model that the municipality has designed for their work on children’s and young people’s influence. The study’s empirical data has been collected through observations and dialogue sessions. Through these observations of their work, it became possible to see how their understanding is expressed (see e.g. Lalander, 2015; Kawulich, 2005). In doing so, the observations have been a prerequisite for studying conditions and expressions that emerge while they work and how these can enable or hinder politicians’ and civil servants’ learning. The study’s dialogue sessions were inspired by unstructured focus groups (Wibeck, 2010) and reflexive participant collaboration (Motulsky, 2021). Prior to the dialogue session, participants viewed a stimulus material based on the observations. These meetings allowed politicians and civil servants to develop their thoughts about the work previously observed (see e.g. Motulsky 2021; Wibeck, 2010).The empirical material that forms the basis of the analysis consists of three parts, (1) observation notes, (2) transcripts from dialogue sessions and (3) written documents. In the current study, data triangulation has been used. By collecting data in such a way, it’s possible to see what commonly occurs on different occasions and what becomes visible in situated contexts (Fusch, Fusch & Ness, 2018). It can be described by the way observations relate to different activities between people and groups where the context becomes central. Triangulation has been used in this study to deepen knowledge about how these different factors complement each other in the municipality’s work. All data was analysed through a thematic analysis based on the work of Braun and Clarke (2006). The analysis aimed to identify and investigate patterns in the material in relation to the purpose of the study and resulted in five themes with subthemes.ResultsThe study’s material shows how politicians’ and civil servants’ experience external demands and internal expectations become prerequisites for the shaping of their learning processes. The external and internal contexts create conditions for what knowledge both individuals, groups, and the organization obtain (see e.g. Argote 2013; Argote & Miron-Spector, 2011). The study shows how their work is shaped by external requirements which contain overall goals based on the UN Convention on the Rights of the Child and the national goals for youth policy (SFS 2018:1197; Prop. 2013/14:191). The external context is also shaped by existing norms, such as norms about age, and the way politicians formulate policies that are institutionalized in their work (see e.g. Butler, 1980). Norms regarding children and childhood shape their work including policies and politics. In the external contexts of the work, there is also a contradiction that can be exemplified by nationally prevalent political expressions such as "being the adult in the room" which comes into conflict with the point of view regarding children as competent actors, stated in the UN Convention on the Rights of the Child (SFS 2018:1197). The different demands formulated by the external context also have an impact on how the local goals and efforts are shaped. This study shows how commitment and motivation are prerequisite for sharing experiences and knowledge at work. Politicians and civil servants participate in various knowledge-raising activities related to work with children’s and young people’s influence and then bring these experiences to their smaller working groups. The discussions that take place at work can be understood as a way of assimilating knowledge, i.e. how they try to make sense of others' experiences and knowledge in their own context (see e.g. Cohen & Levinthal, 1990; Vaghefi, Lapointe & Shahbaznehad, 2018). However, the results reveal challenges in transferring the information to new situations and making use of it. The results show that the new forms of work largely resemble their previous structures. An explanation could be seen in terms of how their experiences affect the knowled
|
|
| 7. |
- Spante, Maria, 1967-
(författare)
-
Shared Virtual Environments : Technology, Social Interaction, and Adaptation over Time
- 2004
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis investigates social interaction and adaptation over time in shared virtual environments. Shared virtual environments (SVEs) are computer generated 3D graphical spaces where geographically distributed people can meet and interact with each other in a graphical space. Although there have been a number of studies about social interaction in shared virtual environments, there has been almost no research looking into changes over time, which this thesis does. It also relates the use of shared virtual environments to the broader context of other types of technologies used for bridging distances and linking people together. In order to gain more knowledge about social interaction over the longer term, this thesis compared and contrasted two different shared virtual environments. One was an internet-based virtual environment on desktop computers where many users could interact at the same time. The other were two networked immersive projection technology systems in which two participants performed a variety of tasks together. Observations and other methods of analysis were carried out, focusing on differences and similarities in people’s behaviour in processes of adaptation. The four papers contained in this thesis analyse the various processes of adaptation over time. This thesis argues that technology becomes not only a tool for social interaction; it also becomes a key aspect in social interaction. While the technology filters out some social cues that we are familiar with from face-to-face situations, it also “filters in” new cues that become important for how people can connect to each other inside the shared virtual environment. Over time, these social cues become essential for people to adapt to; otherwise people find it difficult to relate to each other and do things together in the shared virtual environment. The more difficulties people have in adapting to how to use the technology while interacting with others, the less people will accept the technology as an appropriate tool for connecting people and doing things together. The reason for this is that social and technical issues can only be separated analytically in shared virtual environments; in practice, as this thesis shows, they are highly intertwined. The thesis puts forward a dynamic model identifying the importance of looking more explicitly at individuals, technology, tasks and time in different contexts in social interaction. In this way, the thesis integrates a number of elements of the process of adaptation over time in SVEs into an overall framework, and paves the way for more extensive and in-depth future research into this topic.
|
|
| 8. |
- Bernhard, Irene
(författare)
-
E-government and e-governance : Swedish case studies with focus on the local level
- 2013
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The concepts of e-government and e-governance are used interchangeably in most research and there is no single definition of these terms. The objective of this licentiate thesis is to provide a deeper understanding of these concepts through empirical studies in a Swedish context. Further, it aims to analyse whether – and if so in what way – the implementation of local contact centres (CC) affect conditions for local planning. This is reported in three articles. In this thesis e-government is defined to as the use of tools and systems by governmental bodies made possible by ICT that affect the organization of public administration. E-governance is defined as the ICT-based networks of services and administration in New Public Management settings including both public and private actors. Case study methodology is used as research method, including interviews, focus group studies, document studies, and some participatory observations. The analysis is partly built on an inductive methodological approach, since this is a new, emerging field of innovative policy and practice. Based on a theoretical discussion of New Public Management in the digital era, findings show that there is a difference between the concepts of e-government and e-governance from the perspective of e-administration and e-services and that the terms should not be used interchangeably. The study indicates that there are examples of implementation that are referred to the e-governance setting. Further the study indicates that local municipal contact centres may be referred to not only as an implementation of e-government but as a combination of e-governance and e-government. The findings indicate that there is a potential for positive impact on the conditions for local planning through the implementation of municipal contact centres.
|
|
| 9. |
- Detlin, Mia
(författare)
-
Work-integrated learning in a hospital ward setting : Exploring the interdependency between the professions and the organization
- 2023
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Introduction:Contemporary hospital settings are a challenging learning and working environment for healthcare professionals. The challenges are largely related to the increasing need for healthcare caused by an ageing population, a lack of personnel resources, and demands for time efficiency. Therefore, it is of interest to study how individuals and teams learn during these working conditions. Nurses are especially exposed when entering working life, why this profession has been of interest to explore further in this thesis. Furthermore, the interprofessional team is significant in providing qualitative care at the hospital wards, which could be affected by the lack of nurses and demands for efficiency. Aim: To explore work integrated learning from an individual nurse and interprofessional team learning perspective in a contemporary hospital ward setting.Methodology:Two qualitative approaches were used in this thesis. Study I was a qualitative content analysis based on individual interviews with 10 nurses within hospital ward care. Study II was an insider action research project (IAR) within a specific hospital ward. Data from the project in Study II were analyzed using the cycle of expansive learning.Results:Study I showed that, during their early working life, newly graduated nurses learned their profession by developing and using different learning strategies. Their initial strategy was to learn how to perform daily tasks as safely and effectively as possible. However, in learning how to provide qualitative care, the nurses realized the importance of participating in bedside care to gain clinical experience. Opportunities to learn from clinical experiences and reflection were essential for developing as a new nurse.Study II explored work integrated learning in an interprofessional ward team. The learning process resulted in the establishment of a digital planning board to illustrate the patients’ recovery process during their stay at the ward. This board opened an opportunity to learn about core values and goals for discharge, but also contributed to boundary awareness between the professionals, which was important for collaboration to improve patient safety in daily work. Discussion: The results reveal that work-integrated learning was manifested in an interdependency between the professionals and the health-care organization. The interdependency was multifaceted as the professionals were dependent on each other to learn as individuals in relation to each other, and to develop their joint work processes. The professionals were also dependent on the organizational prerequisites to learn. This result shows the need for the professionals to develop their own learning strategies to manage daily work, which was associated with the professional’s motivation in leading their own professional development towards qualitative and safe care.Conclusion:The results of this thesis reveal that the professions within a hospital ward setting are largely dependent on each other to create conditions for work integrated learning. The individuals and the team both had strong determination, will, and desire to learn to provide patients with care that was as qualitative and safe as possible. The quality of work-integrated learning was found to be related to the professions’ awareness of boundaries, knowledge, and responsibilities related to each other within the interprofessional team.
|
|
| 10. |
- Fuentes Martinez, Ana
(författare)
-
Teachers’ tactics when programming and mathematics converge
- 2021
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Teachers’ everyday practices are embedded in school contexts in which their teaching autonomy is constrained by rules, moral obligations, physical settings,and official directives. When a curricular revision mandated that programming was to be a part of mathematics in upper secondary education, teachers’ conditions changed. How teachers adapted to the new curriculum and how they navigated the tensions and contradictions that they encountered is in this thesis analyzed in terms of teachers’ tactics and policy strategies. The overall goal of the investigation is to contribute to a critical understanding of how mathematics teachers integrate programming in their professional practice and how this integration aligns and diverges from the intentions behind the reform. The empirical material is drawn from nine individual interviews with mathematics teachers that were already proficient in programming. The teachers’ unit plans and other lesson materials featuring programming activities served as a trigger point to delve into further reflections upon their own professional practices. To complete the scene, the policy documents were also examined. These included the mathematics curriculum, as well as related official documents and a collection of institutionally sanctioned programming exercises and demonstrations.Two tactical approaches were made apparent when mathematics teachers began to integrate computer programming in their subject: Dual teaching and Interspersed programming. The teacher’s use of dual teaching practices or interspersed programming are tactics shaped by and in response to the conditions of the new curriculum and their own preferences and views on student learning. These two tactics disclose different ontological commitments in relation to the strategies dictated by the curriculum and reflect a cardinal distinction between planning mathematics activities with elements of programming and planning programming activities with elements of mathematics. Of relevance for teachers and curriculum designers is the understanding of (a) how the notion of programming and mathematics as separate subjects oversimplifies teachers’ actual integration practices, and (b) how the curricular choices made by policy can shape the teaching tactics adopted by educators.
|
|
