| 1. |
- Ärlemalm-Hagsér, Eva, 1958, et al.
(författare)
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”Business as usual”? Or transformative and transactive teaching leading towards the Agenda 2030 goals in Swedish Early Childhood Education.
- 2021
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Ingår i: International Journal of Early Childhood Environmental Education. - 2331-0464. ; 9:1, s. 94-102
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, the national parliament has adopted objectives to implement the United Nations (UN) 2030 Agenda for Sustainable Development (UNESCO, 2017). Sweden’s objectives are more ambitious and far-reaching in several policy areas than the targets listed in the 2030 Agenda and outlined in the report Agenda 2030 and Sweden: Challenges and Possibilities for the Earth (SOU 2019; UNESCO, 2017). In this article, we discuss Swedish early childhood education in relation to these new national objectives. We employ a critical perspective and recognize early childhood education as both a political and educational setting, one where major and minor politics are interconnected and embedded in practice. We discuss these interconnections as a narrative inquiry scrutinizing different transformations and transactions in Swedish early childhood education practice. Our inquiry focus is an early childhood teacher case study narrative of her everyday education for sustainability (EfS) practices and the UN, Sustainable Development Goals (SDGs). The findings revealed everyday pedagogical practices where children’s own interests, curiosities and investigations enhanced EfS as integral to transformative and transactive early childhood education. We argue that further action is required to go beyond “business as usual” and embed transformative and transactive teaching for promoting the new national objectives and global objectives as 2030 Agenda. Such teaching for sustainability builds on pedagogical strategies where both children and teachers are engaged in a collaborative critical inquiry to challenge unsustainable thinking and actions in everyday life.
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| 2. |
- Ödalen, Jörgen, 1975-, et al.
(författare)
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Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities
- 2019
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Ingår i: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 38:2, s. 339-353
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Tidskriftsartikel (refereegranskat)abstract
- Do pedagogical training courses for university teachers have desirable effects on the participants? We set out to answer this question by following a panel of 183 university teachers from Sweden’s six largest universities, who participated in pedagogical training courses. Our study reveals that the participants’ self-reported confidence in their role as teachers increased slightly, and their self-assessed pedagogical skills increased notably after they had finished their courses. Even though the courses were rather short, we could also observe some changes in fundamental approaches to teaching in some of the subgroups of respondents, both toward more student-centeredness and, perplexingly, toward more teacher-centeredness. Additionally, most respondents (7 out of 10) found the courses useful or very useful. Course satisfaction was most notable among participants with less than three years of teaching experience. Considering the fact that we find the positive effects of pedagogical training courses to be present mainly in the group of participants with less than three years of teaching experience, we discuss whether a policy of making these courses mandatory for all university teachers implies an overestimation of their impact.
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| 3. |
- Engdahl, Ingrid, et al.
(författare)
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Swedish Teachers in the Process of Implementing Education for Sustainability in Early Childhood Education
- 2021
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Ingår i: New Ideas in Child and Educational Psychology. ; 1:1, s. 3-23
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Tidskriftsartikel (refereegranskat)abstract
- Background. We are living in challenging times, with an urgent need for transformation that requires new and sustainable ways of living. Young children are exposed to these global challenges. This study responds to the need for further understanding of how education for sustainability (EfS) is being handled in early childhood education (ECE). Objective. This study investigated ECE teachers in the process of implementing early childhood education for sustainability (ECEfS). This was initiated by the 2019 revised Swedish National Curriculum for the preschool, where education for sustainable development is included as an overall value and objective. We based our work on a critical and transformative theoretical perspective that highlights the need for critical transformative pedagogies, with a focus on Education for Sustainability. The participating teachers were enrolled in a research and development program initiated by the Swedish institute Ifous. Design. The data presented in this article was obtained in May 2021. An initial questionnaire was emailed to all Ifous participants. One hundred fifty-three teachers (76.5%) responded. The intention of the questionnaire was twofold: first, to investigate what the teachers considered to be education for sustainability in ECE; and second, to scrutinize the teachers’ knowledge base, for the further planning of the research and development program. Content analysis was used to analyze the data. Results. The findings of the study showed a tendency to describe education for sustainability as “business-as-usual” rather than treating EfS as a new field, and to contend that the teachers addressed EfS before it became a compulsory task in 2019. There were few connections made to the UN Sustainable Development Goals (2015) and to the ongoing pandemic. A common trend when describing the content and activities was to divide the content into three areas, following the three dimensions of sustainability. The teachers described the physical changes and pedagogical changes made after the revision of the national curriculum. Most of the changes in the school environment seemed to be a result of priorities set at higher levels in the organizations, e.g., deleting toxic plastic and recycling food waste. Only a few of the teachers described an educational program that included transformative change. Conclusion. The teachers in the study were interested in EfS, and some articulated a longing for more knowledge about ECEfS and for transformative change. The teachers also showed the need for courage and professionalism to lead the way in finding the relevant content and activities for EfS. The teachers were struggling to find new ways to meet the demands from the governing documents especially during a planetary crisis.
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| 4. |
- Ledin, Per, et al.
(författare)
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Play and imitation : Multimodal interaction and second language development in preschool
- 2017
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Ingår i: Mind, culture and activity. - : Taylor & Francis. - 1074-9039 .- 1532-7884. ; 24:1, s. 18-31
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Tidskriftsartikel (refereegranskat)abstract
- This paper targets the multimodal character of children’s play and its potential for scaffolding second language development. We follow children who are newcomers to a Swedish preschool, and analyze their interactions. Play is, we argue, based on rules or tacit agreements between children, originating in the human capacity of imitation, and creates an opportunity to test out cultural patterns. Despite their limited language abilities, the children naturally engage in bodily play interactions where different objects are deployed. This can potentially underpin second language development, not least when a child or teacher with better Swedish language proficiency participates.
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| 5. |
- aus der Wieschen, Maria Vanessa, et al.
(författare)
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Divergent language choices and maintenance of intersubjectivity : the case of Danish EFL young learners
- 2021
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Ingår i: International Journal of Bilingual Education and Bilingualism. - : Routledge. - 1367-0050 .- 1747-7522. ; 24:1, s. 107-123
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Tidskriftsartikel (refereegranskat)abstract
- The role of students’ first language(s) in foreign language classrooms has been hotly debated in the last decades. Although this line of research has advanced our understanding of language choice in the L2 classroom, it has mostly dealt with adolescent and adult learners. From a contextual perspective, then, more micro-analytic research that focuses on language choice at the primary school level is needed. Against this background, this paper presents a case study of a Danish third-grade English as a foreign language classroom, in which a pattern of divergent language choices has been observed: the teacher consistently uses English, whereas the learners almost exclusively speak Danish, which might entail trouble in maintaining intersubjectivity and a joint pedagogical focus. Using Conversation Analysis methodology, we found two sequential formats that help ensure student understanding and thus maintain intersubjectivity: (1) learner translations and reformulations for peer support in expansion sequences, and (2) expansions initiated by students requesting information or clarification that display partial or no understanding. We argue that the sense-making practices co-constructed in this classroom context are possible because the teacher encourages shared multilingual meaning-making practices. This research has implications for teaching EFL to young learners, and classroom language policies.
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| 6. |
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| 7. |
- Pantzos, Panagiotis, Doctoral Student, et al.
(författare)
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Engineering students’ perceptions of the role of work industry-related activities on their motivation for studying and learning in higher education
- 2022
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Ingår i: European Journal of Engineering Education. - : Informa UK Limited. - 0304-3797 .- 1469-5898. ; , s. 1-19
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Tidskriftsartikel (refereegranskat)abstract
- A number of key graduate outcomes related to industry-based interventions and work-industry-related activities (WIA’s) are specified by the Swedish Higher Education Ordinance for all Engineering Degree Programmes. A paucity of research regarding student perceptions of these WIAs and their role in student’s motivation for learning motivates the current study. Understanding student perceptions of WIA is critical to ensuring the effective integration of WIAs into engineering education. This study explores the perceived motivational effects of WIAs with which students engage through the lens of self-determination theory. Semi-structured interviews were conducted with nineteen master’s students studying in two research-intensive Swedish universities. Six themes emerged from thematic analysis. The themes describe the impact WIAs can have on student motivation in terms of their perceptions of (1) relevance for the development of knowledge and skills, (2) influence on the student’s future profession identity, (3) utility for gaining industrial experience, inclusive of research experience, (4) relevance to student’s programmes of study, (5) industry marketisation agendas, and (6) alignment with industry needs over the student’s own needs. The motivating and demotivating aspects of WIA’s based on these themes are discussed to improve the collaboration between industry and academia in engineering education.
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| 8. |
- Pecorari, Diane, et al.
(författare)
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Reading in tertiary education : Undergraduate student practices and attitudes
- 2012
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Ingår i: Quality in Higher Education. - : Informa UK Limited. - 1353-8322 .- 1470-1081. ; 18:2, s. 235-256
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports the findings of a study of undergraduate student use of, and attitudes toward, textbooks and other assigned reading. More than 1200 students of various subjects at three Swedish universities were surveyed. Most students said reading played an important role in learning generally and attributed positive characteristics to their textbooks. However, students’ self-reported reading behaviour was at odds with these attitudes, with many students reporting some degree of non-compliance with reading assignments and a small group of students expressing active resistance to completing reading assignments. Although textbooks were perceived as valuable, students reported a preference for learning course content from other resources, such as lectures and lecture notes. Textbooks were perceived as alternatives, rather than complements, to attending class. Differences were found across academic disciplines. Implications of these findings for educational administration and classroom practice are discussed.
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| 9. |
- Sert, Olcay, PhD, 1981-
(författare)
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Creating opportunities for L2 learning in a prediction activity
- 2017
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Ingår i: System (Linköping). - : Elsevier BV. - 0346-251X .- 1879-3282. ; 70, s. 14-25
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Tidskriftsartikel (refereegranskat)abstract
- In addressing teacher talk and its role in providing opportunities for learning in L2 classrooms, a growing number of studies have investigated different ways teachers manage learner initiatives and demonstrate L2 Classroom Interactional Competence. However, despite their commonness in L2 classrooms, an investigation into pre-listening/watching activities (e.g. prediction activities) is scarce in terms of how learning opportunities are created. Based on a corpus of fourteen 45-min EFL classes videotaped at a secondary school in Turkey, the current paper explores the ways student engagement is enhanced and learning opportunities are enacted in pre-watching activities in meaning and fluency contexts. Drawing on the analyses of detailed transcriptions of such activities and utilizing the micro-analytic lens of multimodal conversation analysis, it is revealed that the teacher creates opportunities for language learning by successfully managing learner initiatives and emergent knowledge gaps; evidenced through the appropriate use of resources like embedded correction, embodied repair, and embodied explanations. Evidence for potential language learning will be shown by tracking students’ use of a phrase in meaningful communicative events. The findings have implications for research on L2 classroom interaction, teacher talk, and instructed language learning.
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| 10. |
- Sert, Olcay, PhD, 1981-
(författare)
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Discursive Timeline Analysis : In search of methodological rigor in investigating interactional and professional development in a digital world
- 2023
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Konferensbidrag (refereegranskat)abstract
- Tracking interactional phenomena over a long period of time to document change of discursive practices has been a methodological challenge for applied linguists. Researchers who have explored language learning (e.g. Pekarek Doehler 2018) and professional development (e.g. Nguyen 2018) over time have fuelled the birth of a new methodology called longitudinal conversation analysis (Deppermann & Pekarek Doehler 2021). Yet, conversation analysts shied away from integrating interviews and other discursive data into investigations of interactional and professional development, due to methodological and epistemological concerns. Closing the doors to alternative perspectives can, however, become a barrier to innovation, especially when we consider that discursive events are complex and go beyond locally-situated performances of professionals (e.g. teaching in classrooms). Driven by the need to understand the complex discursive dynamics of professional development in settings where digital tools assist knowledge co-construction, this presentation will propose a novice methodological approach, Discursive Timeline Analysis (DTA), which draws on complementary tools of multimodal conversation analysis (e.g. Mondada 2018) and interactional ethnography (Green et al. 2020). DTA tracks behavioural change over time through a systematic analysis of discursive practices (e.g. classroom interactions, collegial dialogues, reflective text and talk). In this presentation, I will illustrate how I navigated the limitations of MCA and IE when they are used in isolation. The study draws upon video recordings of classrooms in upper secondary classrooms in Sweden, performance analytics from a video-tagging app, interviews with teachers and mentors, stimulated recall data, and written reflections of student teachers. I will explicate the processes and decisions involved in the analyses of teachers’ change of classroom interactional practices over time when they use digital tools for reflection and feedback. Methodological shortcomings and potentials will be discussed, and implications for using this method in other areas of applied linguistics will be given. Keywords: longitudinal research; conversation analysis; interactional ethnography; professional development; digital tools; reflective practice ReferencesDeppermann, A., & Pekarek Doehler, S. (2021). Longitudinal conversation analysis-introduction to the special issue. Research on Language and Social Interaction, 54(2), 127-141. Green, J.L., Baker, W.D., Chian, M.M., Vanderhoof, C., Hooper, L., Kelly, G.J., Skukauskaite, A., & Kalainoff, M.Z. (2020). Studying the over-time construction of knowledge in educational settings: A microethnographic discourse analysis approach. Review of Research in Education, 4, 161–194. Mondada, L. (2018). Multiple temporalities of language and body in interaction: Challenges for transcribing multimodality, Research on Language and Social Interaction, 51(1), 85-106. Pekarek Doehler, S. (2018). Elaborations on L2 interactional competence: The development of L2 grammar-for-interaction. Classroom Discourse, 9(1), 3-24.thi Nguyen, H. (2018). A Longitudinal Perspective on Turn Design: From Role-Plays to Workplace Patient Consultations. In: Pekarek Doehler, S., Wagner, J., González-Martínez, E. (eds) Longitudinal Studies on the Organization of Social Interaction. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-57007-9_7
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