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- Holmqvist, Mona, 1961-, et al.
(författare)
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Generative learning
- 2006
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- By contrasting critical aspects in a dimension of variation, the learning object can change form and be experienced in different ways which influence the students’ ability to learn. To investigate in which ways the contrasts affect the students’ learning outcome was the primary focus of the study, but the results also show an interesting pattern of how students’ learning outcome in short and long time perspective are affected. We have worked with learning study as a method, and the results are based on analyses of three learning studies made up of three lessons each. The results show how one pattern offers the students to look critically upon their previous knowledge and make them find new ways of seeing the object of learning. This pattern has also been found to be more powerful in preparing students for future learning, since it seems to generate new learning after the learning situation itself.
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- Holmqvist, Mona, 1961-, et al.
(författare)
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Hur kan lärare utveckla ett livslångt lärande?
- 2005
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Ingår i: Lärande hela livet. - Lund : Studentlitteratur. - 9144044305 ; , s. 39-55
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- När vi tog på oss uppgiften att författa detta kapitel, vilket vi gjorde med glädje, började vi genast att fundera över kapitelrubrikens motsats, dvs. kan lärare undvika att utveckla ett livslångt lärande? Tanken på att lärare inte skulle utveckla ett livslångt lärande var för oss båda väldigt främmande, eftersom vi anser att lärares professionella objekt är just lärande. För utomstående framstår kanske rubrikens fråga som berättigad, med tanke på att det i det massmediala bruset finns farhågor om att skolan inte utvecklas i takt med samhället eller att det är svårt att förändra skolan, som ofta framställs som om den lever kvar i gamla mönster och vägrar förnya sig. Det finns dock ett undantag där man tycks vara enig om att skolan förändrats, och det är i så fall att lärarna i skolan inte längre har någon automatisk auktoritet (SOU1997:121; SOU1999:23).
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- Holmqvist, Mona, 1961-
(författare)
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Lärande lär lärare
- 2011
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Ingår i: Skolan och läraruppdraget. - Lund : Studentlitteratur. - 9789144059488 ; , s. 13-26
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Holmqvist Olander, Mona, 1961-, et al.
(författare)
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Theoretical appropriation in pre-school teachers’ expressions after in-service training
- 2013
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Ingår i: Creative Education. - 2151-4755 .- 2151-4771. ; 4:7A2, s. 11-16
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The aim of this article is to describe pre-school teachers’ learning of a theoretical framework, introduced in an in-service training by describing the ways they implicitly and explicitly appropriate the theoretical framework. Methods: This paper is the second analysis from a course evaluation that aimed to develop a group of 24 pre-school teachers’ knowledge and use of learning study. The empirical material was collected after a course funded by the Swedish National Agency of Education. The participants (n = 24) were all highly experienced pre-school teachers selected by their municipal employers. The course consisted of literature studies, theoretical discussions and practical work in the form of a learning study project focusing on the teachers’ own practices. They were divided into seven groups. Each group conducted one learning study. After the course, the pre-school teachers answered an evaluation and one of the questions analyzed here was: “Has your understanding of children’s learning developed during the course and, if so, in what way?” The answers were analyzed to show whether and how the theoretical framework was appropriated and expressed in their practice. Results: The result shows that all teachers understood the meaning of the concept of“variation” in the theoretical framework to mean variation of aspects of the content instead of variation of methods. Half of the teachers (n = 12) also used the concepts of variation theory properly, even if the question did not require them to do so. In total, 12 out of 24 participants used the concepts from the theoretical framework, namely: object of learning, critical aspects, variation, simultaneity and discernment.
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