| 1. |
- Bodén, Linnea, 1981-
(author)
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Present absences : Exploring the posthumanist entanglements of school absenteeism
- 2016
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Doctoral thesis (other academic/artistic)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.
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| 2. |
- Kreitz-Sandberg, Susanne
(author)
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Improving Pedagogical Practices through Gender Inclusion : Examples from University Programmes for Teachers in Preschools and Extended Education
- 2016
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In: International Journal for Research on Extended Education. - Leverkusen : Verlag Barbara Budrich. - 2196-3673 .- 2196-7423. ; 4:2, s. 71-91
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Journal article (peer-reviewed)abstract
- Working with gender equality in teacher education embraces a wide range of policies and practices. Against the backdrop of relevant research on gender in preschools, universities and teacher education, the study provides an outlook of the praxis on selected Swedish university programmes for preschool teacher education and teachers in extended education. The study is inspired by educational ethnography and applies quantitative and qualitative text analyses of programme and course documents. The article describes how gender perspectives can be systematically incorporated into university teaching through curriculum design and constructive aligned teaching. The author discusses whether the described pedagogical practices and gender inclusion in higher education have the potential to promote (preschool) teacher students’ systematic acquisition of values, knowledge and skills as a precondition for improving sustainable pedagogical practices. The article also touches on the relevance of the results for the eld of extended education and academic training for pedagogues and teachers who work in non-formal educational settings.
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| 3. |
- Ödalen, Jörgen, 1975-, et al.
(author)
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Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities
- 2019
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In: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 38:2, s. 339-353
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Journal article (peer-reviewed)abstract
- Do pedagogical training courses for university teachers have desirable effects on the participants? We set out to answer this question by following a panel of 183 university teachers from Sweden’s six largest universities, who participated in pedagogical training courses. Our study reveals that the participants’ self-reported confidence in their role as teachers increased slightly, and their self-assessed pedagogical skills increased notably after they had finished their courses. Even though the courses were rather short, we could also observe some changes in fundamental approaches to teaching in some of the subgroups of respondents, both toward more student-centeredness and, perplexingly, toward more teacher-centeredness. Additionally, most respondents (7 out of 10) found the courses useful or very useful. Course satisfaction was most notable among participants with less than three years of teaching experience. Considering the fact that we find the positive effects of pedagogical training courses to be present mainly in the group of participants with less than three years of teaching experience, we discuss whether a policy of making these courses mandatory for all university teachers implies an overestimation of their impact.
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| 4. |
- Elfström Pettersson, Katarina, 1959-
(author)
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Production and Products of Preschool Documentation : Entanglements of children, things, and templates
- 2017
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Doctoral thesis (other academic/artistic)abstract
- The objective of the present study is to produce knowledge about how children, things, documents, computers, teachers, templates and other entities take part in and produce documentation in preschool systematic quality development work. The thesis asks questions about how and what is produced as quality in preschool documentation. Through a posthumanist agential realist approach, the study engages empirically in video recordings of preschool documentation practices from one Swedish preschool, and in documentation from four other Swedish preschools.The results, presented in four articles, show that documentation practice is complex and entangled with a variety of entities, human and non-human, and spaces and time. The study shows how children’s participation in production of documentation does not depend on which documentation method is used. In the study, objects such as computers, images and coloured labels, together with teachers’ attitudes and agendas, have an impact on the way that children are involved in producing documentation. The results also show that the products of documentation, intra-acting with a local template, with past and present preschool traditions and policies, produce rather than represent certain elements of quality such as teachers’ actions, children’s interests and thematic work. The thesis produces knowledge about how the focus of preschool documentation shifts away from individual children and towards teachers’ activities, and creates possibilities for what preschool practices and quality may become.
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| 5. |
- Bredlöv, Eleonor
(author)
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Shaping the female student : an analysis of Swedish beauty school recruitment texts
- 2016
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In: Studies in Continuing Education. - : Taylor & Francis. - 0158-037X .- 1470-126X. ; 38:2, s. 243-258
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Journal article (peer-reviewed)abstract
- This study focuses on the recruitment of adults to the beauty industry in Sweden. It is concerned with a move in (beauty) education away from state and towards private provision in a wider context where education is becoming more heavily marketised. Drawing on a poststructural approach inspired by the work of Foucault and feminist theory, the shaping of student subjectivity in recruitment material for private beauty schools is analysed. A poststructural approach provides analytical tools that make visible the process of how power shapes subjectivities, and the use of feminist theory gives special focus to the gendered aspects of this process. The study includes a textual analysis of website homepages of beauty schools, beauty schools’ Facebook pages and web pages that provide compiled information on educational programs and courses connected to the beauty industry. The analysis shows how consumption is constituted and feminised through specific marketing strategies and thereby becomes both a starting point and a resource for the shaping of student subjectivity. Thus, a particular form of gendered entrepreneurial self is shaped in this femininised educational context, and this study therefore highlights the importance of vocational research that takes into account the shaping of student subjectivity.
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| 6. |
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| 7. |
- Kanebrant, Erik, et al.
(author)
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T-MASTER -- A tool for assessing students' reading abilities
- 2015
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In: <em>Proceedings of the 7th International Conference on Computer Supported Education (CSEDU 2015),</em> Lisbon, Portugal. - : SciTePress. - 9789897581083 - 9789897581076 ; , s. 220-227
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Conference paper (peer-reviewed)abstract
- We present T-MASTER, a tool for assessing students’ reading skills on a variety of dimensions. T-MASTER uses sophisticated measures for assessing a student’s reading comprehension and vocabulary understanding. Texts are selected based on their difficulty using novel readability measures and tests are created based on the texts. The results are analyzed in T-MASTER, and the numerical results are mapped to textual descriptions that describe the student’s reading abilities on the dimensions being analysed. These results are presented to the teacher in a form that is easily comprehensible, and lends itself to inspection of each individual student’s results.
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| 8. |
- Levin, Lena, 1958-, et al.
(author)
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Unpacking corrections in mobile instruction : Error-occasioned learning opportunities in driving, cycling and aviation training
- 2017
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In: Linguistics and Education. - : Elsevier BV. - 0898-5898 .- 1873-1864. ; 38, s. 11-23
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Journal article (peer-reviewed)abstract
- This article deals with the organisation of correction in mobile instructional settings. Five sets of video data (>250 h) documenting how learners were instructed to fly aeroplanes, drive cars and ride bicycles in real life traffic were examined to reveal some common features of correction exchanges. Through detailed multimodal analysis of participants’ actions, it is shown how instructors systematically elaborate their corrective instructions to include relevant information about the trouble and remedial action – a practice we refer to as unpacking corrections. It is proposed that the practice of unpacking the local particulars of corrections (i) provides for the instructional character of the interaction, and (ii) is highly sensitive to the relevant physical and mobile contingencies. These findings contribute to the existing literature on the interactional organisation of correction and mobility, as well as to ongoing work in ethnomethodology and conversation analysis on teaching and learning as members’ phenomena.
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| 9. |
- Löfgren, Håkan, et al.
(author)
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Att ständigt bli bedömd
- 2017. - 1:1
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In: Att ständigt bli bedömd. - Lund : Studentlitteratur AB. - 9789144115900 ; , s. 175-188
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Book chapter (other academic/artistic)
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| 10. |
- Samuelsson, Marcus, 1967-, et al.
(author)
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Beyond Individual Matters : Sloyd Teachers posts in a Facebook group
- 2019
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In: Techneserien. - Helsinki, Finland : Nordiskt Forum for Forskning och Utvecklingsarbete inom Utbildning i Slöjd. - 1238-951X. ; 29:2, s. 1-11
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Journal article (peer-reviewed)abstract
- The reason for conducting this study was two-fold: sloyd teachers have over a period of time expressed a need for fellow sloyd teachers at their workplace in the beginning of 2016 felt that there had been an “attack” on their subject. Using thematic analysis, we studied 334 posts written by participants in a Facebook group called Nationellt Resurscentrum (National Resource Centre) during an “ordinary” month, April 2016. The results show that the posts were mainly concerned with the exchange of teaching experiences, functional discussions concerning matters such as internal and external conditions related to sloyd as a school subject, and information sharing related to the teachers’ own continuing professional development, such as invitations to specific lectures. In terms of community of practice theory, the results of this study can be interpreted as demonstrating that this specific Facebook group strengthens the sloyd teacher community and allows them to initiate and assert ownership of discussions related to their profession. The result also shows that posts in this specific Facebook group made it possible for the members to transform individual competencies into a collectively possessed skills “toolbox” beyond individual matters
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