| 1. |
- Finnveden, Göran, et al.
(författare)
-
Evaluation of integration of sustainable development in higher education in Sweden
- 2020
-
Ingår i: International Journal of Sustainability in Higher Education. - : Emerald Group Publishing Limited. - 1467-6370 .- 1758-6739. ; 21:4, s. 685-698
-
Tidskriftsartikel (refereegranskat)abstract
- Purpose Since 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government asked the Swedish higher education authority to evaluate how this study is proceeding. The authority chose to focus on education. This paper aims to produce a report on this evaluation. Design/methodology/approach All 47 HEIs in Sweden were asked to write a self-evaluation report based on certain evaluation criteria. A panel was appointed consisting of academics and representatives for students and working life. The panel wrote an evaluation of each HEI, a report on general findings and recommendations, and gave an overall judgement of each HEI in two classes as follows: the HEI has well-developed processes for integration of SD in education or the HEI needs to develop their processes. Findings Overall, a mixed picture developed. Most HEIs could give examples of programmes or courses where SD was integrated. However, less than half of the HEIs had overarching goals for integration of SD in education or had a systematic follow-up of these goals. Even fewer worked specifically with pedagogy and didactics, teaching and learning methods and environments, sustainability competences or other characters of education for SD. Overall, only 12 out of 47 got a higher judgement. Originality/value This is a unique study in which all HEIs in a country are evaluated. This provides unique possibilities for identifying success factors and barriers. The importance of the leadership of the HEIs became clear.
|
|
| 2. |
- Lilja Andersson, Petra, et al.
(författare)
-
Nursing students' experiences of assessment by the Swedish National Clinical Final Examination
- 2013
-
Ingår i: Nurse Education Today. - : CHURCHILL LIVINGSTONE. - 0260-6917 .- 1532-2793. ; 33:5, s. 536-540
-
Tidskriftsartikel (refereegranskat)abstract
- The Swedish National Clinical Final Examination (NCFE) was established in 2007 in order to examine nursing students' clinical competence upon completing their Bachelor's degree in nursing. The NCFE constitutes an innovative method of examination, divided into two parts: a written and bedside test. The aim of this study was to evaluate nursing students' experiences of being assessed by means of the NCFE, in order to obtain information that could be used to improve the examination. A survey was conducted using a questionnaire with open-ended questions concerning the written and the bedside part of the NCFE. The answers from 577 third-year nursing students were analysed using content analysis. The nursing students regarded the NCFE as promoting further learning and as an important means of quality assurance. Its comprehensive nature was perceived to tie the education together and contributed to the students' awareness of their own clinical competence. The strengths of the NCFE especially highlighted were its high degree of objectivity and the fact that it took place in a natural setting. However, the students felt that the NCFE did not cover the entire nursing programme and that it caused stress. It thus appears to be important to reconsider the written theoretical part of the examination and to standardise the bedside part. (C) 2011 Elsevier Ltd. All rights reserved.
|
|
| 3. |
- Nilsson, Jan, et al.
(författare)
-
Nurse professional competence (NPC) assessed among newly graduated nurses in higher educational institutions in Europe
- 2019
-
Ingår i: Nordic Journal of Nursing Research Vol. 39(3) 159–167. - : SAGE Publications. ; 39:3, s. 159-167
-
Tidskriftsartikel (refereegranskat)abstract
- Abstract Nursing education will play an important role in further advancing healthcare transformation in the future. The aim of this study was to assess and compare nursing education and self-reported professional competence among nursing students graduating with a bachelor’s degree from higher education institutions in Europe. Data were collected using the Nurse Professional Competence Scale including 88 items and eight competence areas. In total, 752 nursing students at 11 higher education institutions in Europe participated in the study, with a response rate of 88.7%. The highest measured mean scores were found in the competence areas ‘Value-based nursing care’ and ‘Medical technical care’ and the lowest were found in ‘Legislation in nursing and safety planning’ and ‘Education and supervision of staff and students’. Nursing students in central Europe scored significantly higher on seven out of the eight competence areas than nursing students in northern and southern Europe. In order to standardize and further develop nursing education in Europe, the assessment of nursing-related competences is of crucial importance.
|
|
| 4. |
- Reynolds, Ruth, et al.
(författare)
-
Globalization and classroom practice : insights on learning about the world in Swedish and Australian schools
- 2013
-
Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :1, s. 104-130
-
Tidskriftsartikel (refereegranskat)abstract
- Globalization and global education implies changes to practices at the classroom level to adapt to new imperatives associated with technology use and awareness, and environmental sustainability. It also implies much more. It implies that teachers apply their classroom pedagogy to take account of students’ new found global understandings of which they, and the school community, is largely unaware. This article addresses and discuses three key consequences of globalization for classrooms worldwide; an increased diversity of experience of the students within the classroom, an increased competitiveness of educational outcomes between national states and subsequently some standardisation of curriculum across nations to enable this, and an increased emphasis on teaching skills and values associated with intercultural understanding. Young children’s map knowledge and their resultant, and associated, interpretations of the world from a comparative study a from Swedish and Australian primary classrooms is used as examples of some of these implications of the impact of ‘global culture’ and ‘global issues’ on current and future classroom practice.
|
|
| 5. |
- Weldemariam, Kassahun, 1981, et al.
(författare)
-
(Re)thinking teacher education in the Anthropocene. Perspectives from South Africa and Sweden
- 2022
-
Ingår i: Science and Technology Teacher Education in the Anthropocene. - New York : Routledge. - 9781032039947 ; , s. 55-73, s. 55-73
-
Bokkapitel (refereegranskat)abstract
- This study is a critical inquiry on how teacher education programmes respond to the contemporary Anthropocene era and associated challenges. Theoretically, the study is framed within critical inquiry framework. Data is generated through comparative analysis of four teacher education programmes in South Africa and Sweden: University of Gothenburg, Karlstad University, University of the Witwatersrand and University of Limpopo. The analysis is anchored around these four aspects: essence of the programme, views of knowledge, goals and learning outcomes and core competence emphasised. Although there are some varieties, findings indicate that across the four programmes, there is an emphasis on: mastery of content, subject specialisation, theoretical knowledge, teaching methods/didactical competence, assessment and leadership competence. While these knowledge and skill areas remain vital, we argue that there is an inevitable need to challenge and even demystify education at large, and teacher education in particular, in today's precarious Anthropocene era. Given impending catastrophe, we argue that it is high time for teacher education to pose and address these existential questions pertaining to Anthropocene and prepare teacher trainees accordingly.
|
|
| 6. |
- Brantefors, Lotta, 1952-, et al.
(författare)
-
Human Rights Education as Democratic Education The Teaching Traditions of Children's Human Rights in Swedish Early Childhood Education and School
- 2019
-
Ingår i: The International Journal of Children's Rights. - Pa Leiden : Brill Academic Publishers. - 0927-5568 .- 1571-8182. ; 27:4, s. 694-718
-
Tidskriftsartikel (refereegranskat)abstract
- This article examines the teaching traditions of children's human rights in four levels of education in Swedish early childhood education and school by drawing on a three-year long didactic (Didaktik) research project on the teaching and learning of human rights. The purpose of the article is threefold. First, the aims, content and methods used in the teaching of the four levels are compiled. Second, the main characteristics of the observed teaching are analysed. Third, the question of why rights are taught is examined using Roberts' concept of curriculum emphases (1982). The article identifies the aims, content and methods used within each level of education and the main characteristics of the teaching of human rights and shows that the teaching of human rights often consists of the content themes interaction and the life conditions of others. When further analysed, the main conclusion is that the teaching tradition of human rights is strongly rooted in the fundamental and democratic values on which Swedish education is based (Education Act, 2010) - a democratic curriculum emphasis.
|
|
| 7. |
- Hemmi, Kirsti, et al.
(författare)
-
Challenging traditional classroom practices : Swedish teachers’ interplay with Finnish curriculum materials
- 2018
-
Ingår i: Journal of Curriculum Studies. - : Taylor & Francis Group. - 0022-0272 .- 1366-5839. ; 51:3, s. 1-20
-
Tidskriftsartikel (refereegranskat)abstract
- In the current paper, we present an analysis of a case study in which we have followed Swedish primary teachers who voluntarily began using translated Finnish curriculum materials, i.e. a textbook and teacher guide, in order to reform their mathematics teaching. The multifaceted data, consisting of questionnaires, interviews, protocols from collegial meetings and classroom observations, were gathered during the period 2010–2014. The analysis of the interplay within this cross-cultural setting reveals the special characteristics and the challenges existing in practice. Both the experienced and inexperienced teachers offloaded a great deal of their agency to the materials in order to become familiar with the ideas they mediated. Yet, the lack of a clear rationale behind the organization of the materials, as well as the suggested activities connected to taken-for-granted features of the Finnish teaching tradition, made fruitful interaction problematic. The changes teachers made in their classroom practice were tightly connected to the support offered in the materials, without which the teachers abandoned their new classroom patterns. Based on the results of this study, we suggest a number of general aspects that we regard as important to consider when implementing curriculum materials developed within another cultural-educational context.
|
|
| 8. |
- Kilbrink, Nina, 1974-, et al.
(författare)
-
Introducing the object of learning in interaction : Vocational teaching and learning in a plumbing workshop session
- 2023
-
Ingår i: Journal of Vocational Education and Training. - : Taylor & Francis. - 1363-6820 .- 1747-5090. ; 75:2, s. 323-348
-
Tidskriftsartikel (refereegranskat)abstract
- In vocational education, the learning content is often considered as concrete and specific, and the vocational learning involves physical work and interactions between participants and artefacts. Furthermore, one teacher has the overall responsibility for several students during classes in the vocational workshop at school, which means that the teacher has limited time for every single student and that the few minutes they meet become very important. However, the documented knowledge about how vocational learning is constituted in the vocational classroom and what learning content is focused on in the interaction between teachers and students is very sparse. In this study, we focus on how the enacted object of learning and its critical aspects are made relevant, when a student and teacher in a plumbing workshop session negotiate the conducting of a task in Swedish vocational education. This will be done by using CAVTA (Conversation Analysis and Variation Theory Approach) to make a close and detailed analysis of video recordings of the interaction between the student and teacher when a task is introduced in the workshop session. The results show a complex process, where the teacher alternates between parts and wholeness, using several semiotic resources at hand when highlighting the learning content.
|
|
| 9. |
- Löfgren, Håkan, et al.
(författare)
-
Att ständigt bli bedömd
- 2017. - 1:1
-
Ingår i: Att ständigt bli bedömd. - Lund : Studentlitteratur AB. - 9789144115900 ; , s. 175-188
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 10. |
- Nyström, Daniel, 1982-
(författare)
-
The Social Studies Subjects and Intersectionality : Multi-Categorical Approaches in Upper Secondary Education
- 2022
-
Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; 12:3, s. 101-121
-
Tidskriftsartikel (refereegranskat)abstract
- This article studies how the social studies subjects – civics, geography, history, and religious education – in Swedish upper secondary education describe and conceptualise the categories of gender, class, ethnicity, and sexuality. The background is that the syllabi stipulate that analytical perspectives based on these categories should be used to interpret subject-specific content. These categories connect implicitly and explicitly to intersectionality theory and to anti-discrimination policy making. Through a text analysis of syllabi and textbooks, the article revolves around the questions: What kind of multi-categorical approach is being constructed in the different social studies subjects? How does that relate to intersectionality theory? Is the purpose of a multi-categorical approach to fight against discrimination? The result shows that there are slightly different emphases being made depending on school subject. History and geography give priority to the category of gender, whereas civics and religious education present a more varied utilisation. All subjects employ a so-called additive intersectional model, where categories are treated separately. Civics and religious education include discussions of both identity constructions and structural factors. Geography and history focus mainly on a structural level. Religious education is the only subject that explicitly discusses intersectionality theory. To the extent that writings with an anti-discriminatory message occur, the message is often that it is important that the individual show respect and tolerance towards others.
|
|
