| 1. |
|
|
| 2. |
- Johansson, Björn, Docent, 1970-, et al.
(author)
-
Introduction from the editors
- 2021
-
In: Always take action. - Stockholm : Friends, World Anti-Bullying Forum. - 9789151946146 ; , s. 13-29
-
Book chapter (peer-reviewed)
|
|
| 3. |
- Lindqvist, Henrik, 1978-, et al.
(author)
-
Work-based learning partnerships: mentor-teachers’ perceptions of student teachers’ challenges
- 2023
-
In: Educational research (Windsor. Print). - : Informa UK Limited. - 0013-1881 .- 1469-5847. ; 65:3, s. 392-407
-
Journal article (peer-reviewed)abstract
- Background: For prospective teachers, the school-based learning component of their teacher education programme is a crucial, and often demanding, part of becoming a teacher. During this time, mentor-teachers work in close collaboration with student teachers, who are often teaching in an actual school setting for the first time. As the relationship between mentor-teacher and student teacher is pivotal to the quality of work-based learning and to supporting the professional development of prospective teachers, more needs to be understood about this complex dynamic. Purpose: Our study aimed to contribute to this area by investigating, from the viewpoint of mentor-teachers, how student teachers respond to the demands of work-based learning. It had a particular focus on mentor-teachers’ perceptions of student teachers’ emotional challenges associated with teaching and engagement. Methods: Data consisted of interviews with 22 experienced mentor -teachers from five different municipalities. Data were analysed qualitatively, using tools aligned with a constructivist grounded theory approach. Findings: Describing teaching as a complex practice, the mentor-teachers regarded proactive engagement in developing professionalism, and ability to make appropriately differentiated adjustments to their teaching as important criteria in their evaluation of student teacher progression. The mentor-teachers described student teachers’ emotional challenges in relation to these and discussed support strategies. Conclusions: The findings of the study highlight the complex dynamic of work-based learning and the key role that mentor-teachers can play in supporting the development of prospective teachers entering the profession, including the navigation of emotionally challenging situations.
|
|
| 4. |
|
|
| 5. |
|
|
| 6. |
- Barman, Linda, 1972-, et al.
(author)
-
Hardness or Resignation : How Emotional Challenges During Work‑Based Education Influence the Professional Becoming of Medical Students and Student Teachers
- 2023
-
In: Vocations and Learning. - : Springer Nature. - 1874-785X .- 1874-7868.
-
Journal article (peer-reviewed)abstract
- This paper addresses how emotionally challenging experiences during work-basededucation may influence the professional becoming of student teachers and medicalstudents. We conducted a qualitative analysis of eight focus group interviewswith undergraduates from two universities in Sweden who studied to become eitherphysicians or teachers, and interpreted their experiences through Wenger’s theory ofcommunities of practice. The findings show that students’ ideal view of how to becaring in their aspiring professional role as physician or teacher collided with existingpractices, which affected them emotionally. In particular, the students found itchallenging when norms and practices differed from their values of professionalismand when the professional culture within practices reflected hardness (physicians) orresignation (teachers). Both medical students and student teachers experienced thatprofessional decision making and legitimacy challenged them emotionally, howeverin different ways and for different reasons. This study makes visible both generaland specific aspects of how students view their future role in the welfare sector andchallenging dimensions of professional practice. The findings bring into focus thequestion of how professional education can support students’ professional becomingin relation to their emotional challenges.
|
|
| 7. |
- Bjereld, Ylva, 1984-, et al.
(author)
-
Measuring the prevalence of peer bullying victimization : Review of studies from Sweden during 1993–2017
- 2020
-
In: Children and youth services review. - : Elsevier. - 0190-7409 .- 1873-7765. ; 119
-
Research review (peer-reviewed)abstract
- Research into the prevalence of bullying is important to enable the correct allocation of resources to prevent and end bullying. One problem when gathering knowledge in how prevalent bullying is, is the considerable variation in percentage points in research studies. The aim of this study was to analyze how the estimated prevalence in Swedish national population-based studies of peer bullying victimization is related to how it is defined and measured.The analysis focused on national population-based studies in Sweden, in order to ensure that the sampling and cultural aspects of data collection were similar throughout the period. Data came from three sources: 1) a scoping review of peer bullying victimization in Sweden, 2) reports from Swedish government agencies and non-government organizations that were not included in the scoping review, and 3) data from the Health Behaviour in School-aged Children (HBSC) Sweden 1993–2017 study.The results showed that although the estimated levels of bullying victimization depend on the measurement method, they all followed a similar pattern over time with a higher prevalence of bullying in recent years. The study raised conceptual inconsistencies between bullying, peer aggression, and peer victimization, which are further discussed in relation to prevalence and measurement.
|
|
| 8. |
|
|
| 9. |
|
|
| 10. |
|
|
