| 1. |
- Andersson, Joakim, 1966
(författare)
-
Kommunikation i slöjdundervisningen
- 2022
-
Ingår i: Skolporten, slöjdkonferens.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Att ge en instruktion kring exempelvis en hantverksteknik kan göras på en mängd olika sätt. Instruktionen kan ges verbalt, visas i handling eller med en blandning av olika kommunikationsformer. Vilka konsekvenser får lärarens val sett till möjligheter och omöjligheter för den enskilde eleven att ta till sig det läraren avser? • Val av kommunikationsform i förhållande till elevens lärande och görande. • Förförståelsens betydelse för val av kommunikationsform. • Att visa ”på riktigt” eller ”som om ”.
|
|
| 2. |
|
|
| 3. |
- Bodén, Linnea, 1981-
(författare)
-
Present absences : Exploring the posthumanist entanglements of school absenteeism
- 2016
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the study is to explore how school absenteeism as a material-discursive phenomenon is produced in the practices of humans and nonhumans, when absences and presences are registered and managed through digital technologies. How is the phenomenon of school absenteeism produced when absences and presences are digitally registered? How does the phenomenon of school absenteeism emerge when both human and nonhuman entanglements are included in the apparatuses of knowing?Through a posthumanist approach, the study engages empirically with two types of software for the registration of absences and presences at three Swedish schools. The results show that digital registration blurs the division between absences and presences, and queers what is absent and what is present. Digital registration produces school absenteeism as a phenomenon for all students every day, and at the same time as mainly for the students who are present most of the time. A conclusion that is drawn from the study is that digital registration makes absences present, by the visualization and performative repetition of the registration. The study points to how school absenteeism is always ‘in the making’, and proposes the concept of school absenteeing as a productive way to open up new possibilities in relation to students’ absences.
|
|
| 4. |
- Doyle, Andrew, 1992-
(författare)
-
Consolidating concepts of technology education : From rhetoric towards a potential reality
- 2020
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis focuses on the relationship between international rhetoric and classroom realities in technology education. For some time there has been widespread recognition that the intended goals for learning in the subject area have failed to manifest in enacted practices as envisioned. As the intermediary between rhetoric and reality, the technology teachers and ways of understanding their enacted practices are the focus of this work. The thesis is based on four research articles which adopt theoretical and empirical approaches to investigating the technology teacher as mediator of enacted practice. In Article I, technology education in the Irish national context is investigated through technology teachers’ reflections on enacted practice. In response to a variety of situational- and systemic- factors which impede classroom practice being identified, Article II and III theorise approaches to investigating enacted practice in technology. In acknowledging the epistemological basis of technology as depicted in the extant literature, a reconceptualisation of how to utilise pedagogical content knowledge research in explaining enacted practice is put forward. Article IV returns to the technology teacher in a transnational context, whereby teachers from the Republic of Ireland, Sweden and New Zealand are interviewed in constructing a grounded theory of teachers’ purposes for teaching technology. The contributions of the research are twofold. Firstly, following the identification of evidence to support the existence of rhetoric-reality tensions in technology education, an ecologically situated framework of enacted practice is put forward. The framework acknowledges how subject matter is treated in technology education in striving for more comprehensive ways of investigating enacted practice. Secondly, in taking a preliminary step toward understanding enacted practices, a grounded theory of teachers’ purposes for teaching technology is put forward. This grounded theory offers a unified model for articulating the purposes of teaching technology that prevail in classroom realities today.
|
|
| 5. |
- Doyle, Andrew, 1992-, et al.
(författare)
-
Subject(s) matter : A grounded theory of technology teachers’ conceptions of the purpose of teaching technology
-
Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Technology education internationally has for some time struggled to achieve continuity between what is depicted in policy and curricular documents and the reality of day-to-day practices. With its focus often articulated through the nature of activity students are to engage with, technology teachers are recognised as having significantly more autonomy in the design and implementation of their practices than teachers of other subjects. From this, it is important to understand the role of teachers’ beliefs about technology education and subsequently, how their beliefs may influence enacted practices. As such, this study sought to investigate teachers’ conceptions of the purpose of teaching technology through reflection on their enacted practices. A constructivist grounded theory methodology was employed for the design of the study and analysis of data. According to our analysis, despite similarities between the nature of student activity that interviewees designed and implemented, interviewees represented the purpose of the subject in different ways. Three different conceptions of the purpose of teaching technology were identified; obtaining knowledge and skills for application, ability to act in a technological way, and ability to think in a technological way. Central to the three conceptions were contentions in the representations of what constituted subject matter knowledge in the subject, and the role that different application cases played in teaching technology. Without consideration and explicit articulation of the purposes for teaching technology, this lack of clarity and differences in rationale for teaching technology are likely to continue.
|
|
| 6. |
- Finnveden, Göran, et al.
(författare)
-
Evaluation of integration of sustainable development in higher education in Sweden
- 2020
-
Ingår i: International Journal of Sustainability in Higher Education. - : Emerald Group Publishing Limited. - 1467-6370 .- 1758-6739. ; 21:4, s. 685-698
-
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.
|
|
| 7. |
|
|
| 8. |
|
|
| 9. |
- Gyllerfelt, Emma, 1979, et al.
(författare)
-
Mapping concerning newly arrived students’ knowledge in sloyd
- 2015
-
Ingår i: NoFa5 (Nordisk Ämnesdidaktisk konferens) 27-29 maj 2015, Helsingfors.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- ABSTRACT Mapping concerning newly arrived students’ knowledge in sloyd Skolverket is developing a mapping* material for newly arrived students** concerning their knowledge in all subjects. The assignment concerning Sloyd (and Art), located at Göteborgs universitet. The assignment includes many challenges. We will present our way of working with this material and how this will be implemented. We would like to discuss: • Is it possible to map skills if students does not know the Swedish language; will this be an obstacle for learning and performing the subject? • If it’s possible for the student to show his or her knowledge and abilities will this mean that the student is able to participate in further education? Or does this require skills in the Swedish language, social or cultural skills that is not included in the curriculum? • Is it possible that a creative subject like sloyd can be a resource for newly arrived to integrate and master the Swedish language faster? Keywords: sloyd, newly arrived students, mapping *Mapping (kartläggning): Mapping is a form of assessment, the intention is to capture students knowledge in relation to current curriculum for each subject in Swedish elementary school. **Newly arrived students (nyanlända): students arriving to Sweden, for example as refugees, and attend their schooling when compulsory school already has started. Emma Gyllerfelt, adjunkt Peter Hasselskog, Phd emma.gyllerfelt@hdk.gu.se peter.hasselskog@hdk.gu.se Göteborgs universitet Göteborgs universitet HDK/Slöjdlärarutbildningen HDK/Slöjdlärarutbildningen
|
|
| 10. |
- Häggström, Margaretha, 1962
(författare)
-
Become Your Opposite Person-Participation and Communication by Visual Representation
- 2015
-
Ingår i: Risks and Opportunities for Visual Art Education in Europe. Culturgest, Lisbon, Portugal 7-9 juli, 2015.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this paper is to present and discuss the findings from a study investigating the potential of an aesthetic approach to an inclusive pedagogy. Research questions: • How can we design aesthetic methods to assist high school students, who need scaffolding, socially as well as mentally, with engaging in group activities and individual learning processes? • How may aesthetic methods assist these specific high school pupils with deeper self-understanding and confidence according to their sense of shortcomings and failures? • How do these pupils experience and think of the aesthetic methods practiced in the study? Aesthetic learning activities in this study are designed to provide pupils with opportunities to express themselves, to get to know each other and learn something about themselves and to communicate in different ways. One of the methods used was photo elicitation, which is a visual method where you use photos and images to elicit views, storytelling, personal meanings and values. This method was combined with performing art and drama exercises. In the study I used a variety of data sources and analysis methods: Classroom observations, photo elicitation, interviews and aesthetic products of pupils. Findings indicate that these aesthetic methods help these specific high school students to participate on their own conditions and help them communicate. Furthermore their self-confidence will increase.
|
|
