| 1. |
- Andersson, Joakim, 1966
(författare)
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Kommunikation i slöjdundervisningen
- 2022
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Ingår i: Skolporten, slöjdkonferens.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Att ge en instruktion kring exempelvis en hantverksteknik kan göras på en mängd olika sätt. Instruktionen kan ges verbalt, visas i handling eller med en blandning av olika kommunikationsformer. Vilka konsekvenser får lärarens val sett till möjligheter och omöjligheter för den enskilde eleven att ta till sig det läraren avser? • Val av kommunikationsform i förhållande till elevens lärande och görande. • Förförståelsens betydelse för val av kommunikationsform. • Att visa ”på riktigt” eller ”som om ”.
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| 2. |
- Andersson, Joakim, 1966
(författare)
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Sammansättningstekniker i en skolkontext
- 2023
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Ingår i: Sjællandsstævnet- Dansk slöjdförening.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Workshop i sammansättningstekniker- Vad går det att skapa med ett ny tänk och hur kan det användas i undervisningen
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| 3. |
- Barow, Thomas, 1969, et al.
(författare)
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Elevassistenter i särskolan: mellan elever och speciallärare : Student assistants in special school: between student and special teacher
- 2021
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Ingår i: Forskning pågår.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Den presenterade studien tar upp elevassistenters roll och uppgift i särskolan. Det empiriska materialet består av en enkätstudie med 60 elevassistenter och halvstrukturerade intervjuer mer fyra speciallärare och fem elevassistenter. Resultaten diskuteras baserande på ”street-level bureaucracy”-ansatsen och fokuserar på elevassisternas intermediära roll mellan speciallärare och elev i grundsärskolan. Elevassistenterna upplever avsaknad av stöd i sin professionella utveckling. Baserande på bristande resurser och omfattande uppgifter har de begränsade möjligheter i att kooperera med specialläraren gällande undervisningens planering, genomförande och evaluering. Komplexiteten att inneha både en undervisande och en omsorgsorienterad roll i klassrum diskuteras, särskilt med hänsyn till elevers välmående och relationer till andra elever.
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| 4. |
- Gyllerfelt, Emma, 1979, et al.
(författare)
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Mapping concerning newly arrived students’ knowledge in sloyd
- 2015
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Ingår i: NoFa5 (Nordisk Ämnesdidaktisk konferens) 27-29 maj 2015, Helsingfors.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- ABSTRACT Mapping concerning newly arrived students’ knowledge in sloyd Skolverket is developing a mapping* material for newly arrived students** concerning their knowledge in all subjects. The assignment concerning Sloyd (and Art), located at Göteborgs universitet. The assignment includes many challenges. We will present our way of working with this material and how this will be implemented. We would like to discuss: • Is it possible to map skills if students does not know the Swedish language; will this be an obstacle for learning and performing the subject? • If it’s possible for the student to show his or her knowledge and abilities will this mean that the student is able to participate in further education? Or does this require skills in the Swedish language, social or cultural skills that is not included in the curriculum? • Is it possible that a creative subject like sloyd can be a resource for newly arrived to integrate and master the Swedish language faster? Keywords: sloyd, newly arrived students, mapping *Mapping (kartläggning): Mapping is a form of assessment, the intention is to capture students knowledge in relation to current curriculum for each subject in Swedish elementary school. **Newly arrived students (nyanlända): students arriving to Sweden, for example as refugees, and attend their schooling when compulsory school already has started. Emma Gyllerfelt, adjunkt Peter Hasselskog, Phd emma.gyllerfelt@hdk.gu.se peter.hasselskog@hdk.gu.se Göteborgs universitet Göteborgs universitet HDK/Slöjdlärarutbildningen HDK/Slöjdlärarutbildningen
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| 5. |
- Häggström, Margaretha, 1962
(författare)
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Become Your Opposite Person-Participation and Communication by Visual Representation
- 2015
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Ingår i: Risks and Opportunities for Visual Art Education in Europe. Culturgest, Lisbon, Portugal 7-9 juli, 2015.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this paper is to present and discuss the findings from a study investigating the potential of an aesthetic approach to an inclusive pedagogy. Research questions: • How can we design aesthetic methods to assist high school students, who need scaffolding, socially as well as mentally, with engaging in group activities and individual learning processes? • How may aesthetic methods assist these specific high school pupils with deeper self-understanding and confidence according to their sense of shortcomings and failures? • How do these pupils experience and think of the aesthetic methods practiced in the study? Aesthetic learning activities in this study are designed to provide pupils with opportunities to express themselves, to get to know each other and learn something about themselves and to communicate in different ways. One of the methods used was photo elicitation, which is a visual method where you use photos and images to elicit views, storytelling, personal meanings and values. This method was combined with performing art and drama exercises. In the study I used a variety of data sources and analysis methods: Classroom observations, photo elicitation, interviews and aesthetic products of pupils. Findings indicate that these aesthetic methods help these specific high school students to participate on their own conditions and help them communicate. Furthermore their self-confidence will increase.
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| 6. |
- Häggström, Margaretha, 1962, et al.
(författare)
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Besjälning av träd som ett steg att förebygga växtblindhet - En aktionsforskningsstudie av Storylinearbete i år 2 och 6.
- 2017
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Ingår i: NATIONELL KONFERENS I PEDAGOGISKT ARBETE, Göteborgs universitet, 14-15 aug 2017.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Syfte/mål Att undersöka om storylineundervisning med syfte att skapa personlig relation till växter kan bidra till elevers utveckling av ekologisk litteracitet, dvs förståelse för växter och deras funktion i olika ekosystem. Ytterligare ett syfte är att undersöka elevers uppfattning av denna storylineundervisning och vad de menar att de har lärt sig. Metod Aktionsforskningsstudie med deltagande observation och samtal samt datainsamling av elevarbeten i form av bild-, film- och textproduktion. Aktionsforskningen bygger på deltagande och samverkan, demokratiska ideal och en nära koppling mellan teori och praktik. I föreliggande studie får det konsekvenser för klassrumsarbetet såväl som i forskningsgruppen. Teoretisk inramning Studien har ett fenomenologiskt perspektiv där elevernas livsvärld står i centrum. I detta paper fokuseras särskilt Intersubjektivitet och den levda kroppen. Centrala begrepp i studien är växtblindhet och ekologisk litteracitet. Studien relaterar också till utbildning för hållbar utveckling. Förväntade slutsatser Vår intention är att se huruvida en medvetet planerad Storyline med tydligt syfte kan bidra till elevers utveckling av ekologisk litteracitet. Vår förhoppning är att se någon attitydförändring i elevers förhållningssätt gentemot den omgivande växtligheten i allmänhet och till skogens träd i synnerhet. Relevans för pedagogiskt arbete Studiens resultat kan bidra med kunskap om elevers utveckling av ekologisk litteracitet, vilken kan vara användbar för skolutveckling såväl som i lärarutbildning.
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| 7. |
- Karlsson, Daniela, et al.
(författare)
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Students’ Repertoire of Ways of Responding to Translation Challenges in Bilingual Education and its Implications for Language Learning
- 2020
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Ingår i: ECER 2020, Glasgow - European Conference on Educational Research, August 25-28, 2020 (Conference cancelled).
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Students’ repertoire of ways of responding to translation challenges in bilingual education and its implications for language learning Outline of the research question and theoretical framework Education that supports students’ language learning is a pressing issue in several cultural contexts. Finding ways of promoting language teaching and learning is important to educational inclusion and justice. In the nature of contemporary schooling, how to design language teaching, in a developmentally productive manner, provides a particularly demanding challenge. An important feature of this challenge is analyzed in the present study by focusing on the development of students’ linguistic and meta-linguistic awareness. In the study, we investigate student’s repertoire of ways of responding to translation challenges in bilingual education and its implication for (language) learning. More specifically, we have analyzed: a) how do the students take on the challenge of approaching and managing translation tasks in groups, b) how do translation activities engage students in meta-communication, and c) how is translation collaboratively constituted by the participants. The study, taking a cultural-historical perspective on human learning (Fleer, 2010; Hedegaard, 2009), conceptualizes learning as the appropriation of cultural tools and practices (Fleer & Pramling, 2015). Appropriating cultural tools and practices tend to require a prolonged familiarization process (Wertsch, 1998); the learner gradually becomes more familiar with using the particular tool and participating in the practice. Cultural-historical theory suggests that through interaction we appropriate concepts and construct our understanding in interaction with other people. Language is the primary cultural and psychological tool; it plays the central role in sense making, learning and development processes (Vygotsky, 1978; Littleton & Mercer, 2013; Wells, 2007). Taking this theoretical point of view, concepts used for understanding communicative practices are intersubjectivity, that is how participants coordinate their perspectives to constitute a mutual activity (Rommetveit, 1974; Wertsch, 1998)) and meta-communication (Fleer & Pramling, 2015). In addition, language is understood and analyzed as a set of practices, rather than as a system (Gort & Sembiante, 2015). In the context of the present study, this means that translation activities are interesting to investigate in terms of teaching and learning. Translation activities, including negotiations between students (and teachers), are therefore seen as important practices for understanding and developing language and linguistic awareness. Methodology and Methods The study is conducted in one of the larger cities in Sweden, in an English class of 17 Grade-seven (13 years) students with a certificated English and Swedish teacher. The empirical data were generated during five lessons. The students, with various linguistic backgrounds, have experience of Content and Language Integrated Learning Programme (CLIL), and therefore are used to communicate both in English and Swedish in the school context. This type of practice builds on a premise that languages do not need to be taught separately and that all students’ language practices work together as a linguistic repertoire, rather than operating independent of each other. In the activities analyzed in this study, the students are introduced to various poems, songs or texts, and then are prompted to discuss their translations and sense made, using one or several languages. The teacher rotates among the groups, listens to their discussion, and gives further challenging and supporting feedback. The present presentation takes its starting point in the empirical data of group discussions of groups of three students without the teacher. During the five lessons, the students were introduced to a task to translate in groups a part of a book they were currently reading, Bodyguard (written by Chris Bradford), from English to Swedish. The subsequent task was to translate several songs or parts of songs: “Where is the Love” (by the Black Eyed Peas) and “Dancing on My Own” (by Robyn), from English to Swedish; and a Swedish song (by Håkan Hellström) called “Valborg” (Eng. Walpurgis Night), to translate from Swedish to English. The activities were audio-recorded, transcribed inspired by Jefferson’s transcription system of notation and interpreted through attending to the sequential unfolding of communicative actions (Wells, 1999). Based on the nature and functions of language, mainly the notion that the development of higher-mental processes, such as metalinguistic awareness, is rooted in interaction with others (Vygotsky, 1997), Sociocultural Discourse Analysis (SCDA) more specifically constitutes the method for analysis in the current study. SCDA provides methodological tools for analyzing how participants in an activity use language to think together in the pursuit of the activity and the ways in which (partly) shared understanding is developed. Ethical approval was obtained from the school leadership, the teacher, the students and their caregivers prior to the commencement of data collection. Conclusions, expected outcomes or findings In this presentation, we will show how the students take on the challenge of translation they face, focusing on: a) ways of arguing the choice of word/meaning when translating, b) meta-communicating their approach of handling the translation/task, and c) how the translation activity is collaboratively constituted. a) Ways of arguing the choice of word/meaning The analysis shows how the students use various ways of arguing their choice of word/discerned meaning. We will show how they base their argument on i) how something sounds, ii) specific content-related knowledge, contingent on their interest and experience, iii) conventions or linguistic ‘rules’ of what one can/cannot say in English/Swedish, and iv) context of the text. b) Metacommunicating the approach of handling the translation/task The analysis shows how the students explicitly comment and negotiate their approach or choice of words/terms when translating something. Communicating the meta-perspective of the activity relates to i) whether it is important to know the corresponding term, ii) how the use of the terms depends on the content and context, and iii) how sometimes one needs to go on with the translation and come back to it later and look for a more appropriate term or phrase. c) Translation as collaboratively constituted by the participants The analysis shows how the negotiations become explorative (Littleton & Mercer, 2013) in their character of how the students are negotiating the meaning of different words or phrases. In the negotiations, they relate to the context of the text and to the type of the text (what kind of text they are translating – its genre – and what the text is about). On the basis of the findings, we will discuss what the indications and implications of this repertoire of responses to translation challenges are for accessing and developing the students’ metalinguistic awareness and how a translation activity can function as a learning practice. References Fleer, M. (2010). Early learning and development: Cultural-historical concepts in play. Cambridge: Cambridge University Press. Fleer, M., & Pramling, N. (2015). A cultural-historical study of children learning science: Foregrounding affective imagination in play-based settings (Cultural Studies of Science Education). Dordrecht, the Netherlands: Springer. Gort, M., & Sembiante, S. F. (2015). Navigating hybridized language learning spaces through translanguaging pedagogy: Dual language preschool teachers’ languaging practices in support of emergent bilingual children’s performance of academic discourse. International Multilingual Research Journal, 9, 7–25. Jidai, Y., Kultti, A., & Pramling, N. (2017). In the order of words: Teacher-children negotiation about how to translate song lyrics in bilingual early childhood education. Research on Children and Social Interaction, 1(2), 199–221. Kultti, A., & Pramling, N. (2018). ”Behind the words”: Negotiating literal/figurative sense when translating the lyrics to a children’s song in bilingual preschool. Scandinavian Journal of Educational Research, 62(2), 200–212. Kultti, A., & Pramling, N. (2017). Translation activities in bilingual early childhood education: Children’s perspectives and teachers’ scaffolding. Multilingua, 36(6), 703–725. Littleton, K., & Mercer, N. (2013). Interthinking: Putting talk to work. London: Routledge. Mercer, N. (2004). Sociocultural discourse analysis: Analysing classroom talk as a social mode of thinking. Journal of Applied Linguistics, 1(2), 137–168. Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky, Volume 1: Problems of general psychology, including the volume Thinking and Speech (R. W. Rieber & A. S. Carton, Eds., N. Minick, Trans.). New York: Plenum. Wells, G. (2007). Semiotic Mediation, Dialogue and the Construction of Knowledge. Human Development, 50(5), 244–274. doi: 10.1159/000106414 Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. New York: Cambridge University Press. Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press. Intent of publication Language Awareness Keywords linguistic and metalinguistic awareness, languaging, translation in education. Keywords on research methods (3-5 keywords to specify research methods) CLIL, Group discussions, audio-recording, Interaction Analysis, Sociocultural Discourse Analysis
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| 8. |
- Nyman, Rimma, 1983, et al.
(författare)
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Dialogic Acts During Peer Feedback - Opposition in Degree Projects in Teacher Education
- 2023
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Ingår i: Paper presented at the European Conference on Educational research (ECER), ”The Value of Diversity in Education and Educational Research”, Glasgow 2023.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- How can teacher students refine their peer feedback strategies for purposeful opposition when discussing final degree projects? This ongoing study explores the contribution of peer feedback in relation to degree project in teacher education. The aim is to explore the role of the dialogues during a preservice teachers’ seminar was observed during participation in opposition. A sample of 210 minutes recorded data was analysed qualitatively. The preliminary results showed that peer feedback during oral opposition is predominantly monological, evaluative in nature, with no room for the respondent to participate in a dialogue. However, there were some dialogic acts and constructively oriented comments during the opposition which we present in this paper and consider in our ongoing analysis. Previous research and theoretical concepts Peer feedback is an important part of the learning process in a teacher education programs. Oral opposition on final degree projects is a key element of the evaluation cycle, and as such this type of examination provides an opportunity for peer feedback. However, little is known about what happens during these oral opposition sessions during the dialogues between students. Even though a vast body of research exists in the area has highlighted production process in relation to degree projects, like supervising (Jansson et al., 2019), students’ or experiences, (Råde, 2019) or assessment of quality of these projects (Stolpe et al., 2021). To gain insight into this specific type of peer feedback, we conducted an observation study to analyze the dialogical features of peer feedback during oral opposition sessions on final degree projects in Swedish teacher education. In this paper we present our preliminary analysis and several findings as well as their implications for teaching practice in teacher education. Theory The theoretical point of departure for this study is the dialogical tradition within the sociocultural perspective on learning (Bakhtin, 1981). Some principles of student peer feedback in Nordic teacher education (Ellengard et.al., 2022) point toward dialogue being a productive way of learning through feedback. One way to constitute productive communication is by using dialogical feedback and dialogism (Bakhtin, 1981; Heron & Reason, 1997). The basis of dialogism is that the language we chose for communication contributes to meaning (Franke & Kullberg, 2010). This is particularly interesting in relation to giving feedback. When the opposition of final degree projects was previously studied in the Swedish context (Franke & Kullberg, 2010), the results showed that the opposition can have a monological or dialogical character. Also, it showed that each of the participants set the tone for his or her own opposition. This raises the question of what dialogic acts (Alrø & Skovsmose, 2004) are made by the students during opposition as a form of peer feedback and how can they be further developed in order to be useful in degree project process. In this study, by applying the two dichotomic orientations of peer feedback during oral oppositions, monological and dialogical (Franke & Kullberg, 2010) we analyse peer feedback with a focus on dialogic acts made by teacher students. Aim and question Considering that students spend one eighth of higher education on doing degree project work, there is a gap of knowledge and research results regarding what kind of knowledge student teachers chose to develop in their theses. Therefore, the aim of this study is to mitigate this gap by identifying dialogical features of peer feedback in final degree projects in primary teacher education. The research question is: Which dialogic acts can be identified in the feedback during the opposition of degree projects in teacher education?
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| 9. |
- Rocksén, Miranda, 1968
(författare)
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Finding the ’rhythm’ in a science classroom: analysing teacher’s spatial positions and the interaction during transitions
- 2017
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Ingår i: in Krabbe, H. Methodologies and Methods in video based research of teaching and learning processes. Invited symposia at ESERA Conference 2017, August 21th-25th, Dublin, Ireland..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this presentation the contributions and constraints from a methodology based in dialogical theories of communication, is illustrated and discussed. The purpose of the study is to investigate the details of how a discursively changing environment is achieved in a science classroom. The approach was enabled by investigating video data from a sequence of 11 lessons about evolution in a grade 9 (15 years) in which a suitable pattern of activity, alternating between small group and whole-class activities, was established. Using data from four simultaneous cameras, the analysis focused on teacher movements and spatial positions in the classroom and how the interaction between the teacher and the students was sequentially organised. The results show how during transitions between activities the teacher used a set of signals such as repeating the question and backing away from the students, in the communication. The students responded to these signals by shifting their focus of attention resulting in a coordinated classroom communication with smooth transitions between whole-class and small-group activities. The described details of the interaction and the sequential organisation provided by the study illustrate some of the main contributions from using the methodology. The focus on the embodied communication evokes constrains with regard to developing aspects of the subject matter being taught and learnt. Also, this methodological approach does not support conclusions about teaching effectiveness. Further research focusing on classroom activities is needed in order to show empirical examples from different settings and develop the understanding how activity patterns are interactively achieved.
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| 10. |
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