| 1. |
- Aspelin, Jonas, et al.
(författare)
-
'It means everything' : special educators perceptions' of relationships and relational competence
- 2021
-
Ingår i: European Journal of Special Needs Education. - : Routledge. - 0885-6257 .- 1469-591X. ; 36:5, s. 671-685
-
Tidskriftsartikel (refereegranskat)abstract
- A compelling body of international research demonstrates that a positive, supportive teacher-student relationship is essential for students’ development, especially for at-risk students. In this article, the educator’s ability to build such relationships is discussed in terms of ‘relational competence’. Special educators’ relational competence is a largely unexplored topic. This article contributes by reporting on an interview study with 21 experienced special educators. The study focuses on the educators’ perceptions of their relationships and relational competence. Two research questions (RQs) are explored: (1) What is the role of social relationships in (successful) work as a special educator? and (2) How is the relational competence of special educators realised in practice? The results are presented in themes and subthemes, and are supported by significant quotes. Regarding RQ 1, the study shows that the informants perceive positive social relationships as fundamental in their work and relational competence as particularly important in their profession. The results for RQ 2 show that relational competence is realised by an accepting attitude in the ‘here and now’; by finding a personal connection to the student; and by building trusting relationships over a longer period of time. Comments on implications for special education teacher preparation are provided.
|
|
| 2. |
|
|
| 3. |
- Balan, Andreia, et al.
(författare)
-
Relationen mellan lärares intentioner och deras respons till elever : En studie om återkoppling som stöd för matematisk resonemangsförmåga på mellanstadiet
- 2021
-
Ingår i: Educare - Vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; :4, s. 81-113
-
Tidskriftsartikel (refereegranskat)abstract
- Formative feedback has the potential to support student learning and performance. However, teachers sometimes have difficulties realizing their intentions with formative feedback when responding to students’ questions or solutions. If the actual response provided does not agree with the teacher’s intentions, the formative potential may be diminished or lost. The purpose of this study is therefore to investigate whether teachers themselves are able to identify the correspondence between their stated intentions and their actual response to students. Four teachers participated in the study by responding to the mathematical reasoning performed by twelve students in grades 4-5 (the feedback situations were recorded) and then taking part in stimulated-recall interviews. The results show that the teachers were able to identify certain instances of correspondence, and/or differences, between their intentions and how they acted in the feedback situations. The differences identified by the teachers were justified basedon the teachers’ individual beliefs – for instance, the belief that some mathematical methods belong to certain grade levels and should not be taught in advance – or on concerns about how the students would react.
|
|
| 4. |
|
|
| 5. |
- Grettve, Anna, et al.
(författare)
-
Att bedöma och sätta betyg : tio utmaningar i lärarens vardag
- 2014
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Att bedöma och sätta betyg är en av lärarens viktigaste och svåraste uppgifter och i det arbetet uppstår frågor. Författarna diskuterar dessa utifrån tio konkreta utmaningar i lärarens bedömningsvardag. Exempel på detta är hur man kan samla in ett allsidigt bedömningsunderlag, ge effektiv återkoppling, använda själv- och kamratbedömning och ta ställning i frågor om digitalt dokumentationsstöd. Boken belyser hur samverkan mellan praktisk erfarenhet, skolans styrdokument och aktuell forskning kan stärka professionen. Ambitionen är också att visa det som inte låter sig fångas i entydiga riktlinjer från myndigheter eller i forskning. Den enskilda läraren har, trots allt, ett stort handlingsutrymme i sin yrkesutövning. Att bedöma och sätta betyg. Tio utmaningar i lärarens vardag riktar sig både till lärarstuderande och verksamma lärare inom grund- och gymnasieskola. Boken kan användas som diskussions- och reflektionsunderlag och i arbete med bedömning och betygssättning.
|
|
| 6. |
- Hansson, Lena, et al.
(författare)
-
Ämnesdidaktiska val i naturvetenskap : för agens i vardag och samhälle
- 2022
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Barn och unga behöver få möjlighet att vara delaktiga, ta initiativ och påverka i frågor som är viktiga för dem. Detta kan de naturvetenskapliga ämnena i skolan bidra till. Utgångspunkten för den här boken är en undervisning som bidrar till elevernas handlingsberedskap – agens – det vill säga till deras möjligheter att förstå, ta ställning och agera i sin vardag och i viktiga samhällsfrågor. För att nå dit krävs en förändring av den undervisning som traditionellt bedrivits i de naturvetenskapliga ämnena – både vad gäller ämnesinnehåll och undervisningsformer. I boken Ämnesdidaktiska val i naturvetenskap – för agens i vardag och samhälle ges en teoretisk bakgrund om naturvetenskapernas didaktik samt ett antal konkreta exempel hämtade från olika naturvetenskapliga ämnen och olika delar av skolsystemet. Bland annat diskuteras hur eleverna kan få en förståelse för hur naturvetenskaplig kunskap kommer till och vilken roll naturvetenskapen har i samhället. Förhoppningen är att du som läsare ska få redskap att reflektera och göra didaktiska val med sikte på en undervisning i naturvetenskap som engagerar eleverna och bidrar till agens i vardag och samhälle.
|
|
| 7. |
- Holmstedt, Pernilla, et al.
(författare)
-
Learning to see new things : using criteria to support pre-service teachers’ discernment in the context of teachers’ relational work
- 2018
-
Ingår i: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 3, s. 1-14
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to investigate how preservice teachers’ understanding of relational competence can be supported through the use of digital video and explicit criteria. The study is a mixed method intervention study, where preservice teachers analyzed the teacher-student relationship as depicted in a short video sequence with the support of explicit criteria. These analyses were analyzed with content analysis according to the criteria and a thematic comparison of preservice teachers’ analyses before and after the access to explicit criteria. Findings suggest that the use of explicit criteria supported preservice teachers’ discernment of significant dimensions of teacher-student relationships, so that they were able to discern and discuss aspects of the teacher-student relationship with a specific focus on teacher-student interaction and with greater detail and nuance. The study also provides some tentative evidence that modelling the use of criteria may support preservice teachers’ use of the criteria.
|
|
| 8. |
|
|
| 9. |
- Jönsson, Anders, et al.
(författare)
-
Analytic or holistic : a study of agreement between different grading models
- 2018
-
Ingår i: Practical Assessment, Research & Evaluation. - 1531-7714. ; 23:12
-
Tidskriftsartikel (refereegranskat)abstract
- Research on teachers’ grading has shown that there is great variability among teachers regarding both the process and product of grading, resulting in low comparability and issues of inequality when using grades for selection purposes. Despite this situation, not much is known about the merits or disadvantages of different models for grading. In this study, a methodology for comparing two models of grading in terms of (a) agreement between assessors (reliability) and (b) justifications for the grades assigned (validity) was used with a small sample of teachers (n = 24). The design is experimental, with teachers being randomly assigned to two conditions, where they graded the same student performance using either an analytic or a holistic approach. Grades have been compared in terms of agreement and rank correlation, and justifications have been analyzed with content analysis. Findings suggest that the analytic condition yields substantively higher agreement among assessors as compared to the holistic condition (66 versus 46 percent agreement; Cohen's kappa .60 versus .41), as well as higher rank correlation (Spearman's rho .97 versus .94), without any major differences in how the grades were justified. On the contrary, there was a relatively strong consensus among most raters in the sample.
|
|
| 10. |
- Jönsson, Anders, et al.
(författare)
-
Analytic or holistic? A study about how to increase the agreement in teachers’ grading
- 2021
-
Ingår i: Assessment in education. - : Informa UK Limited. - 0969-594X .- 1465-329X. ; 28:3, s. 212-227
-
Tidskriftsartikel (refereegranskat)abstract
- In Sweden, grades are used for selection to upper-secondary school and higher education, even though agreement in teachers’ grading is low and the selection therefore potentially unfair. Furthermore, measures taken to increase the agreement have not been successful. This study has explored how to increase agreement in teachers’ grading by comparing analytic and holistic grading. Teachers (n = 74) have been randomly assigned to two different conditions (i.e. analytic or holistic grading) in either English as a foreign language (EFL) or mathematics. Findings suggest that analytic grading is preferable to holistic grading in terms of agreement among teachers. The effect was stronger and statistically significant in EFL, but could be observed in mathematics as well. However, teachers in the holistic conditions provided more references to criteria in their justifications, whereas teachers in the analytic conditions to a much larger extent made references to grade levels without specifying criteria.
|
|
