| 1. |
- Kullberg, Angelika, 1969, et al.
(författare)
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Teaching one thing at a time or several things together? : Teachers changing their way of handling the object of learning by being engaged in a theory-based professional learning community in mathematics and science
- 2016
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Ingår i: Teachers and Teaching. - Abingdon : Routledge. - 1354-0602 .- 1470-1278. ; 22:6
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Tidskriftsartikel (refereegranskat)abstract
- Twelve lower secondary schoolteachers in mathematics and science were asked to teach a topic of their choice during a lesson that was video-recorded. We were able to analyse 10 of the cases and we found that all of them were similar in one respect: concepts and principles were introduced one at a time, each one followed by examples of the concept or principle in question, apparently to highlight its essential meaning. All the teachers participated in three modified lesson studies with three cycles in four different groups during three semesters. The modified lesson studies were built on a theoretical idea supported by a large number of recent studies. The theory states that new meanings (of concepts and principles, for instance) are learned through engaging with instances of contrasting concepts and principles. The core idea is that new meanings derive from differences, not from sameness. After the three modified lesson studies, the teachers were asked to once again teach the same topic as in the recorded lessons before the lesson studies. The new lessons were also recorded and the analysis showed that there was one thing in common in all cases: all of the 10 teachers dealt with the relevant concepts and principles in relation to each other (i.e. simultaneously) and not one at a time. By thus bringing out the differences between them, their meaning was made possible to grasp for the students. The study lends support to the conjecture that the modified lesson study is a powerful tool for enabling teachers to structure the content of their teaching in accordance with a principle that is more powerful in making learning possible, even if this contradicts their taken-for-granted practice.
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| 2. |
- Kullberg, Angelika, 1969, et al.
(författare)
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Mechanisms enabling knowledge production in learning study
- 2020
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Ingår i: International Journal for Lesson and Learning Studies. - : Emerald Group Publishing Limited. - 2046-8253 .- 2046-8261. ; 9:1, s. 78-91
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Tidskriftsartikel (refereegranskat)abstract
- PurposeThe purpose of this paper is to add to the discussion about practitioner research in schools – by addressing mechanisms and systematic strategies based on theory in a research model, which enables the creation of knowledge products that enhance student learning and are sharable between teachers.Design/methodology/approachThe research question is the following: Can a specific form of teachers’ research produce practice-based knowledge relevant beyond the borders of the local school context? This question is addressed through empirical examples from previously published papers on learning studies in natural sciences, mathematics and language.FindingsThis paper promotes the view that teachers in learning studies can create practical public knowledge relevant beyond their local context. The authors suggest that learning studies and variation theory can offer teachers mechanisms to create such public knowledge.Originality/valueThe paper proposes that teachers’ collaboration in professional learning communities, as in a learning study, not only has the capacity to increase students’ and teachers’ learning, but it can also be used to create practical public knowledge.
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| 3. |
- Bergmark, Ulrika, et al.
(författare)
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Why become a teacher? : Student teachers’ perceptions of the teaching profession and motives for career choice
- 2018
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Ingår i: European Journal of Teacher Education. - : Taylor & Francis. - 0261-9768 .- 1469-5928. ; 41:3, s. 266-281
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study is to discursively identify student teachers’ perceptions of the teaching profession early in their education and their motives for this career choice. Students wrote a letter sharing thoughts on why they want to become a teacher, how they regard the teaching profession and if someone inspired them in their career choice. The empirical data consists of 259 student texts from three Swedish teacher education programmes. The study employed a qualitative method denoting different categorizations compared to previous studies, emphasising the idea of multiple motives for career choice and the link to student teachers’ evolving pedagogical identity. Major differences can be distinguished among the programmes, emphasising different main motives and shifting incipient pedagogic identities. The results indicate the value of organising teacher education programmes drawing on multiple motives, which is expected to contribute positively to completion of teacher education and teacher retention in future profession.
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| 4. |
- Brändström, Sture, et al.
(författare)
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Två musikpedagogiska fält : en studie om kommunal musikskola och musiklärarutbildning
- 1995
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis consists of two parts. One is directed towards municipal music schools, and one deals with music teacher education at university level. The purpose was to investigate the recruitment to these two educations, and to describe and explain how different student groups perceived and used their education. Five empirical studies have been accomplished, and central questions were: which deliberate and non-deliberate choices of musical activities are made by children and music students, and how are these choices affected by socio-economical, geographical and gender prerequisites.Theoretically, the first part of the thesis was based on the educational sociology of Pierre Bourdieu and on previous empirical studies in music pedagogy. The first empirical study was directed towards the recruitment of pupils to the municipal music school in Piteå (n=1085). The study showed that two out of three pupils are girls. Furthermore, it was twice as common among children of higher employees and university graduates to study at the music school than among children with working class backgrounds. The second empirical study was an interview with children, 12-13 years of age (n=369). The results indicated that boys and girls understand and use music and music education in significantly different ways. Furthermore, differences related to socioeconomic background, musical background and residential area were also shown.The second part of the thesis begins with a summary of the origin and scientific basis of Swedish music pedagogy, followed by an investigation regarding recruitment to the music teacher education at the School of Music in Piteå (n=177). The investigation indicated that recruitment is socially biased, similar to that of the municipal music school. One third of the music teacher students were recruited from families where one of the parents worked as a teacher. One out of three students came from homes where religion was an important part of family life. In an interview-study with 60 music teacher students, differences related to gender and educational orientation arose in how students looked upon and used their education. The study showed two attitudes to music and music education, which were linked to the following concepts: musician code and teacher code. In connection with these concepts, three action strategies could be identified: navigation, revolt, and adjustment. These strategies were interpreted as an expression of the tension between the demands of the education and the individuals' wish to have his or her interests and needs met. The dissertation concludes with a project called "Self-formulated goals and self-evaluation in music education" and a short forward-looking discussion pertaining to questions that have been generated throughout the entire research process.
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| 5. |
- Norberg, Cathrine, et al.
(författare)
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Secondary School Students' Understanding of and Strategies for Vocabulary Acquisition: A Phenomenographic Approach to Language Learning
- 2018
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Ingår i: Journal of Language Teaching and Research. - : Academy Publication. - 1798-4769 .- 2053-0684. ; 9:5, s. 895-904
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Tidskriftsartikel (refereegranskat)abstract
- Studies on vocabulary learning have provided valuable knowledge of what it means to know a word and how people learn. Few studies have focused on what students’ understanding of word knowledge and vocabulary acquisition can contribute with in a language-learning context. Considering the vital importance of vocabulary in language learning, this study explores students’ experiences of word knowledge and vocabulary learning with a point of departure in phenomenographic research. By interviewing a group of Swedish secondary school students about their understanding of word knowledge and what strategies they employ to learn new words in English, categories of description emerged showing that although the majority of the students reported that they perceive word knowledge as contextual, they primarily employ decontextualised strategies when studying vocabulary. This discrepancy seems to be closely connected to how vocabulary is tested and assessed in school.
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| 6. |
- Urban, Reet, et al.
(författare)
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Teaching Methods and Techniques in APN Education
- 2024
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Ingår i: Navigating the Future: Advanced Practice Nursing Educational Tools for Success. - : Nordic/Baltic Advanced Practice Nursing Educators Nordplus network. ; , s. 32-38
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Modern learning-centred methods in higher education represent an innovative approach to teaching and learning that aims to actively engage learners and develop practical skills and knowledge. Teaching methods should support and encourage the understanding that learning can occur in many different ways; traditional lectures and seminars may be only one part of the learning process. Active learning must include various learning activities that engage learners in learning beyond listening and memorising. Effective methods support learners’ active participation. Standard active learning methods include problem-based learning, simulation-based learning and integrating technology into learning. These methods promote learner engagement, critical thinking, problem-solving and decision-making, preparing learners for future academic and professional challenges.
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| 7. |
- Fjällström, Eva, 1980-, et al.
(författare)
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Developing Concept Inventory Tests for Electrical Engineering : Extractable Information, Early Results, and Learned Lessons
- 2018
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Ingår i: 2018 UKACC 12th International Conference on Control (CONTROL). - : IEEE. - 9781538628645 ; , s. 436-441
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Konferensbidrag (refereegranskat)abstract
- This paper suggests a method for developing, implementing and assessing a concept inventory test for electrical engineering students (CITE). The aim of this test is to help students better understand and learn core concepts, plus increase their awareness about links between the different courses and other themes of the program. Our and other experiences show that students often struggle to understand and use fundamental concepts, and how these relate to the various courses. This issue is probably due to the fact that traditional exams mainly focus on assessing procedural tasks (e.g., directly solving specific problems following step-by-step approaches). The investigated programs at Uppsala University (UU) and Luleå Uni-versity of Technology (LTU), nonetheless, have no tool for collecting quantitative data on how students develop conceptual knowledge throughout the programs, and thus no means to obtain an holistic view about their learning process. The here proposed methodology thus describes how to develop tests that would not only provide students with valuable feedback on their progression, but also equip teachers and program boards with high-end data for pedagogical and course development purposes. Besides illustrating the developmental methodology, the paper includes reactions and remarks from students on what the tests would provide and what would motivate them to take it.
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| 8. |
- Andersson, Ninnie, 1984-
(författare)
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Teacher’s conceptions of quality in dance education expressed through grade conferences
- 2016
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Ingår i: Journal of Pedagogy. - : Walter de Gruyter. - 1338-1563 .- 1338-2144. ; 7:2, s. 11-32
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study is to illuminate a teacher‘s conceptions of quality expressed through verbal and non-verbal actions in relation to summative assessments of dance knowledge. The following research questions are considered in the study: What conceptions of quality emerge during grade conferences? In what ways do teacher’s conceptions of quality reflect knowledge hierarchies? How do the teacher’s and student’s conceptions of quality relate to each other? To grasp the phenomenon, material was gathered during observations in a Swedish upper secondary school and from the teacher’s written reflections. Individual grading conversations were observed between the teacher and ten students attending a course called Dance technique 1. In the analytical process, the phenomenon was seen, broadened out, varied, and then condensed into two themes: conceptions of quality expressed through the teacher‘s focus on abilities and conceptions of quality expressed through views on the progression of dance knowledge.
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| 9. |
- Högström, Per, et al.
(författare)
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Laborativt arbete i grundskolans senare år : lärares perspektiv
- 2010
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Ingår i: NorDiNa. - Oslo : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 6:1, s. 80-91
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we describe the results from interviews with science teachers in lower secondary school. The teachers were asked what they wanted to achieve with laboratory work, what difficulties they experienced and if there were any differences between lab work in biology, chemistry and physics. The results show that the teachers wanted lab work to help the students develop their understanding, to make them interested and to develop their laboratory skills. Some of the teachers described lab work that included scientific inquiry but not, specifically, knowledge about how to systematically investigate phenomena in nature. Aspects of nature of science were rare. Lack of time to discuss with the students during lab work was seen as one difficulty which resulted in problems for students to linkobservables to scientific ideas. Laboratory exercises in chemistry were often regarded too abstract while lab work in physics and biology were much easier to link to everyday life.
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| 10. |
- Manderstedt, Lena, 1966-, et al.
(författare)
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Meeting eye to eye: the power relations in triadic mentoring of the degree project in teacher education
- 2023
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Ingår i: Mentoring & Tutoring. - : Taylor & Francis Group. - 1361-1267 .- 1469-9745. ; 31:4, s. 512-531
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Tidskriftsartikel (refereegranskat)abstract
- This study highlights and discusses power aspects within discourses discerned in articulations on triadic mentoring in degree projects in teacher education in Sweden. Each mentoring triad consisted of a pre-service teacher, a professional teacher acting as co-mentor, and a university mentor. As teacher education is to be based on a scientific foundation and proven experience, a symmetrical and complementary approach was to be implemented. Data from interviews, logbooks, and observations of mentoring were analysed discursively using CDA. Two main discourses were distinguished: The hegemony of science, and A gateway to the profession and science: The potential third space. The study shows that the academic paradigm tends to overshadow the symmetrical and complementary approach, but that the third space, the metaphorical meeting outside of the participants’ comfort zone, potentially balances up the mentoring triads through the pre-service teachers’ ownership of the process.
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