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- Löfgren, Håkan, et al.
(författare)
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Att ständigt bli bedömd
- 2017. - 1:1
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Ingår i: Att ständigt bli bedömd. - Lund : Studentlitteratur AB. - 9789144115900 ; , s. 175-188
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Öhman, Anna, 1962-
(författare)
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Återkoppling i interaktion : En studie av klassrumsbaserad bedömning i frisörutbildningen
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present dissertation concerns social organization of feedback in ongoing hairdressing education. The central aim is to explore feedback between teacher and student in multimodal interaction within classroom assessment, as co-production of action and student’s participation. Classroom assessment and feedback are understood as social actions situated in interaction.The empirical data consists of video recordings from two vocational schools. From 31 hours of video material, selections of feedback interactions were made. At first, teacher and student communication in feedback cycles and loops was analysed from a social semiotic perspective. Secondly, examples of student initiated feedback loops were analysed from a conversation analytic perspective. Thirdly, a single case of a teacher and a student interacting through feedback related to creative subject content was analysed from a conversation analytic perspective. The analyses show the importance of collaborative use of artefacts and embodied communication in the production of mutual understanding; opening for student initiatives in actions of assessment as well as feedback. Silence and body position were found to be important resources giving the student space to display concern. Participation in feedback practices within creative subject content emerged in a trajectory of problem detection to problem solving, resulting in tacit dimensions of hairdressers’ knowing made explicit.The findings indicate the importance of taking a participatory perspective on multimodal interaction when exploring actions of assessment and feedback between teacher and student. This study shows how feedback is not only given from the teacher, but also locally produced as a collaborative practice between teachers and students, displaying tacit dimensions of professional knowledge and subject content.
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KAPET 2016, 12(2) : Karlstads universitets pedagogiska tidskrift
- 2016
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Detta nummer av KAPET inleds med artikeln Att göras till "riktig" pojke – Maskulinitetsskapanden i skolans praktik. Tomas Saar och Marie Nordberg presenterar alternativa berättelser från ett längre etnografiskt projekt. I artikeln Förändrade dokumentationspraktier – förändrade stödinsatser? diskuterar Marie Tanner och Héctor Pérez Prieto hur specialpedagoger översätter och hanterar en nyligen införd reform. Reformen gäller skolors stödinsatser. Vi följer upp detta genom artikeln History of change in education of pupils with severe hearing loss – Teachers’ narratives from Finland and Sweden där Marjatta Takala och Carin Roos uppmärksammar oss på att det saknas forskning om undervisning av döva elever och elever med hörselnedsättning. De belyser lärares egna perspektiv på sin praktik. Vidare har Anna-Lena Göransson och Annica Ådefors skrivit en resumé där de presenterar läslyftsmodulen Språk i yrkesämnen som tagits fram på uppdrag av Skolverket. Konsten att fånga kommunikation beskrivs i en metodartikel Kameraanvändning i videoobservation. Anna Öhman beskriver sina erfarenheter av att använda sig av både hand- och huvudkamera vid videoobservationer. Handledning står i fokus i Annelie Andersén och Hamid Asgharis artikel Identitetsframträdande och positionering i handledares berättelser. Avslutningsvis zoomar vi ut med En nyfiken betraktelse av de ökade kraven på skolans vetenskaplighet. Anette Forssten Seiser kopplar ihop diskursen ökade krav på vetenskaplighet med diskursen utbildningsprestation som konkurrensmedel.
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- Karlsson, Marie, 1971-, et al.
(författare)
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Morality in Parents' Stories of Preschool Choice : Narrating Identity Positions of Good Parenting
- 2013
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Ingår i: British Journal of Sociology of Education. - : Routledge. - 0142-5692 .- 1465-3346. ; 34:2, s. 208-224
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Tidskriftsartikel (refereegranskat)abstract
- This article aims to contribute to our understanding of how moral aspects of parents’ choices of preschool play a part in the processes of marketisation and privatisation of childcare in Sweden. The paper explores parents’ narratives of preschool choice as moral claims of parental identities. The analysed data are based on a study of how parents make sense of their preschool choice during life-story interviews. Our results point out good parenting as having to do with making distinctions between what is ‘good and bad’ and ‘right and wrong’ regardless of whether the choices concern preschools or the behaviour of preschool teachers and parents. Culturally available discourses become visible through the making of these distinctions in ways that ultimately point to the subject position of parents as particular choosers as related to a prevailing discourse of parental responsibility.
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