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- Jensen, Mikael, 1969
(författare)
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Ledarskapsteorier
- 2022
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Ingår i: Lärarens ledarskap - professionell pedagogisk praktik. - Malmö : Gleerups. - 9789151107172 ; , s. 19-42 (24 s)
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Bokkapitel (refereegranskat)abstract
- Ledarskap är mångfasetterat och går att betrakta från flera olika synvinklar. Hur man än väljer att se på ledarskap fångar man bara ett fåtal aspekter. Detta har medfört att ledarskapsforskning är ett av de mest omfattande forskningsområ�dena och dessutom ett av de mest omtalade. Enigheten kring vad ledarskap är, är ganska låg. Så vad är ledarskap egentligen? Svaret på den frågan kan beskri�vas med någon av alla de ledarskapsteorier som finns. Ju fler ledarskapsteorier man tar del av, desto bättre förstår man fenomenets komplexitet. I detta kapitel presenteras ett urval av ledarskapsteorier med relevans för lärares undervisning. De representerar en rad olika synsätt för att du som läsare både ska kunna se bredden inom ledarskapsforskning och kunna fördjupa dig i de teorier som du finner användbara.
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| 2. |
- Barow, Thomas, 1969, et al.
(författare)
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Disability Studies in Schweden: Traditionen und aktuelle Entwicklungen
- 2016
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Ingår i: Hedderich, I. & Zahnd, R. (red.). Teilhabe und Vielfalt: Herausforderungen einer Weltgesellschaft. - Bad Heilbrunn : Verlag Julius Klinkhardt. - 9783781520592 ; , s. 512-518
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Bokkapitel (refereegranskat)abstract
- Im Beitrag wird aufgezeigt, wie sich seit den 1960er Jahren die Disability Studies als eigenständige Disziplin in Schweden etabliert haben. Hierbei wird parallel zu den wohlfahrtsstaatlichen Reformen eine phasenweise Entwicklung dieses gesellschaftswissenschaftlichen Fachgebiets deutlich. Charakteristisch ist heute eine interdisziplinäre Ausrichtung, wobei basierend auf einem relationalen Behinderungsbegriff die Hindernisse im Verhältnis zwischen den Voraussetzungen des Individuums und den gesellschaftlichen Rahmenbedingungen in den Blick genommen werden.
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| 3. |
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| 4. |
- Björk-Willén, Polly, et al.
(författare)
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Språkundervisning i förskolan: Teoretiska principer och empiriska exempel : Language teaching in preschool: Theoretical principles and empirical examples
- 2018
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Ingår i: Barn. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 0800-1669. ; 36:3-4
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Tidskriftsartikel (refereegranskat)abstract
- I artikeln teoretiseras ett undervisningsbegrepp relevant för förskolans verksamhet. Teoretiskt grundas detta begreppsliggörande i såväl ett evolutionärt som i ett pedagogiskt-psykologiskt perspektiv. Några centrala teoretiker vi bygger på är Barnett, Rommetveit, Tomasello och Vygotskij. Vi lokaliserar grunden till undervisning i människors tendens att göra sådant de själva sett/insett synligt också för andra. Institutioner såsom förskolan och skolan förstås här som sätt för samhället att främja bevarandet av ackumulerande erfarenheter hos den växande generationen, något som gör undervisning centralt. Vi ger empiriska exempel på hur språkundervisning kan gestalta sig i dagens förskola; aktiviteter som vi analyserar utifrån de teoretiska begrepp vi introducerar. Några av de begrepp vi skriver fram för att teoretisera undervisning mer allmänt och språkundervisning mer specifikt i förskolan är responsivitet, kommunikativa praktiker, spänningsfältet mellan intersubjektivitet och alteritet, polyfoni och barns skilda erfarenheter, samt lek och lekfullhet. Vikten av att teoretisera undervisning i förskolan utifrån empirisk forskning betonas.
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| 5. |
- Finnveden, Göran, et al.
(författare)
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Evaluation of integration of sustainable development in higher education in Sweden
- 2020
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Ingår i: International Journal of Sustainability in Higher Education. - : Emerald Group Publishing Limited. - 1467-6370 .- 1758-6739. ; 21:4, s. 685-698
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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.
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| 7. |
- Häggström, Margaretha, 1962, et al.
(författare)
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Introduction: Teaching through Stories: The Storyline Approach in Teacher Education
- 2020
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Ingår i: Teaching through Stories. Renewing the Scottish Storyline Approach in Teacher Education. - Berlin : Waxman. - 9783830939863 ; , s. 11-30
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Bokkapitel (refereegranskat)abstract
- Globally, crucial efforts are being made to develop, change and transform education to meet the demands of the internationalised cultures and policies of the twenty-first century. As educators prepare their school children to respond to the challenges and possibilities of globalisation, mobility, environmental and social issues, and an insecure future, they also have to simultaneously interact with these entangled processes themselves. Educational policies and structures are influenced by globalised values, principles and ideals and have led to changed curricula in many countries. New curricula require new pedagogy which in turn creates new demands on teachers and learners. Educational systems, teachers and learners, need to be accustomed to the key concept of life-long learning. New skills have been for quite a while – and still are – required for new ways of managing pupils, teaching and learning situations, material and resources and school systems. Teacher education plays an essential role in transforming pedagogical approaches and methods and equipping prospective teachers with 21st century skills, but have been criticised for a lack of connection between theory and practice, evident in different parts of the world (Hennissen, Beckers, & Moerkerke, 2017; Marcondes, Leite, & Ramos, 2017; Peercy & Troyan, 2017), including the countries in Scandinavia (Hennissen et al., 2017; Häggström & Udén, 2018; Korthagen, 2010; Rönnerman & Salo, 2012). Through a theoretic discussion, this chapter aims to contribute comprehensive knowledge related to core aspects of TSA with teacher education as the context. TSA relies on the premise that stories support meaning-making processes, something that according to Mitchell and McNaughton (2016) “has been recognised by Storyline practitioners since the 1960s” (p. ix).
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| 8. |
- Häggström, Margaretha, 1962
(författare)
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Learning About And Through Sustainability: Relational Pedagogy And Storyline As A Teaching Foundation
- 2022
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Ingår i: International Journal of Arts Humanities and Social Sciences Studies, ISSN: 2582-1601. - 2582-1601. ; 7:4, s. 45-58:4, s. 45-58
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Tidskriftsartikel (refereegranskat)abstract
- : This article studies how environmental sustainability is integrated in a Storyline, which include learning about and through sustainability, conducted in two primary school classes, Grade 2 (children’s age 8- 9) in Sweden. It examines the significant aspects of the Storyline approach in relation to democratic values and young pupils’ sense of agency. In addition, it examines how pupils comprehend the concept of sustainability, and the Storyline approach itself. The empirical material consists of classroom observation and individual semistructured interviews with 20 pupils and 2 teachers. Theories of relational pedagogy are used to analyze the material. The results show that Storyline work depends on a skilled, compassionate and caring teacher, who creates an open climate in the classroom. It is argued that both a pedagogical theoretical foundation, such as relational pedagogy, and a deliberate teaching and learning approach, such as Storyline, are crucial when implementing issues of sustainability in primary school education.
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| 9. |
- Häggström, Margaretha, 1962, et al.
(författare)
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Take Action! Encountering Disorienting Dilemmas in Order to Include the More-Than-Human World – an Act of Sustainable Thinking
- 2020
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Ingår i: Teaching through Stories. Renewing the Scottisch Storyline Approach in Teacher education. - Berlin : Waxmann. - 9783830939863 ; , s. 209-229
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Bokkapitel (refereegranskat)abstract
- This chapter is based on a one year-long participatory action research study, including 22 students in a compulsory Grade two class (year 8–9). The general aim with this study is to shed light on the pupils’ actions regarding disorienting dilemmas they encountered in the nearby forest, through a six-week long Storyline. An underlying purpose is to study the role of the teacher, and the interaction between the teacher and the pupils. The teacher’s aim with the Storyline was to create a Storyline in which the students were enabled to enhance ecological literacy. The result shows that the students developed action competence for sustainability. One essential prerequisite for this to happen was the teacher’s flexibility and open-minded approach that allowed for unplanned events to occur.
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| 10. |
- Häggström, Margaretha, 1962, et al.
(författare)
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Å forestille seg en annerledes framtid
- 2023
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Ingår i: Storyline i ungdomsskolen og i videregående opplæring En pluralistisk og kritisk tilnærming til bærekraft. - Oslo : Universitetsforlaget. - 9788215060941 ; , s. 78-101
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Bokkapitel (refereegranskat)abstract
- I en storyline er fortellingen og det å skape en historie sammen sentralt (Harkness, 2007). Storyline innebærer en omfattende simulering gjennom ulike handlingsforløp der visualisering og bruk av historier er viktig. Simulering kan bidra med virkelighetsnære historier som er relevante for livet til elevene nå og i framtiden. Hendelsene i en storyline (ref. kap. 1) muliggjør «som-om»- opplevelser der elevene som fiktive personer, og gjennom konkreter og samarbeid, kan innta andres perspektiv og lage nye historier. Historiefortelling er en aktivitet som mennesker har brukt i årtusener for å forstå hva det er å være menneske, og for å forstå verden de lever i (Mayer, 2014). Fortelling skjer muntlig, skriftlig, visuelt og nå digitalt. De kan frambringe følelser og hjelpe individer med å forme sin identitet. I dette kapittelet vil vi hovedsakelig bruke begrepet historiefortelling, selv om både historie og fortelling også vil forekomme. Vi finner det interessant hvordan historiefortelling innen utdanning for bærekraftig utvikling i vår tid kan skapes gjennom elevenes fortellinger, og bidra til å utvikle elevenes perspektiver og forestillinger. I vår gjennomgang av tidligere forskning har vi funnet at det bare er gjennomført et fåtall studier som viser hvordan historiefortellingen i en storyline engasjerer elevene, og bidrar til utvikling av deres forestillinger om samfunnsendringer og, om mulig, ulike framtider i undervisning for bærekraftig utvikling. I dette kapittelet er hensikten derfor å belyse historiefortellingens rolle i storyline i arbeid for bærekraftig utvikling. Vi drøfter hvordan «future literacy» kan bidra til å utvikle elevenes forestillingsevner om en annerledes framtid gjennom dramaturgien i storyline. Kapittelet støtter seg også på filosofiske teorier om narrativer og tolking av livshistorier (Ricœur, 1984; Gadamer, 2004), narrativ pedagogikk (Goodson & Gill, 2011; Dvir, 2021) og psykologisk perspektiv (Winnicott, 2003). Kapittelet består av seks hoveddeler. Først gis en kort beskrivelse av historiefortelling og dramaturgi i storyline. Deretter gis en kort oversikt over tidligere forskning angående fortellingens funksjon i en storyline. Deretter gis et innblikk i kapittelets teoretiske rammeverk, som starter i fortellingens forestillingsmuligheter, med overgang til future literacy. Så kommer et stykke hvor vi drøfter historiefortellinger om en bærekraftig framtid ved bruk av tre ulike storyline-caser. Kapittelet avsluttes med en diskusjon om dramaturgiens betydning i storyline-fortellingen.
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