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Sökning: lärosäte:mah institution:("school of teacher education") > Fritt online > Tidskriftsartikel

  • Resultat 1-10 av 121
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  • Ackesjö, Helena, 1973-, et al. (författare)
  • Skolförberedelse i förskoleklass. Att vara lärare-i-relation i gränslandet.
  • 2010
  • Ingår i: Pedagogisk forskning i Sverige. - 1401-6788. ; 15:2/3, s. 142-163
  • Tidskriftsartikel (refereegranskat)abstract
    • I föreliggande studie förstås förskoleklassen teoretiskt som ett gränsland mellan förskola och skola, ett gränsland som man kan anta existerar på grunderna av verksamheternas skilda traditioner och positioner i utbildningssystemet. I detta gränsland skapas och konstrueras en institutionell identitet genom pedagogisk praktik och lärarnas berättelser om denna praktik. Denna studie utgår från hur lärarna talar om sitt arbete i dialogseminarier. Lärarna talar om det skolförberedande arbetet i förskoleklassen utifrån två förhållningssätt, dels som en tillvaroorienterad pedagogik och dels som en framtidsorienterad. För att lösa den inbyggda konflikten mellan tillvaro- och framtidsorientering framställer lärarna sig som att vara lärare-i-relation. Att beskriva sig som lärare-i-relation tolkas som en gränsmarkering gentemot andra lärares förhållningssätt och de kunskapsfokuserade verksamheterna i förskola och grundskola.
  • Adelmann, Kent (författare)
  • Listening and referring to voices : students' repertory in educational settings
  • 2001
  • Ingår i: International Journal of Listening. - Taylor & Francis. - 1090-4018. ; 15:1, s. 38-67
  • Tidskriftsartikel (refereegranskat)abstract
    • When we construct our knowledge in educational settings we usually listen to many different voices, mediated through teachers, classmates, books, films, and so on. Eight students in teacher training were videotaped for 12 hours of group talks with a tutor over a six-month period. The overall purpose of the study was to describe the polyphonic nature of the discursive field of education and the interplay between various contexts and contextual resources in that social interaction. The concept of intertextuality is adopted as a method to identify the polyphony of different voices. The explicit reported long-term listening is called the student's voice response, showing the repertory of contextual resources in use. Results from the study indicate that some of the students have a broad and some a narrow listening repertory when it comes to reported listening. The implications of these findings are discussed.
  • Adelmann, Kent (författare)
  • Lyssnandets århundrade? Att lyssna på den talande boken
  • 2011
  • Ingår i: Educare. - Lärarutbildningen, Malmö högskola. - 1653-1868. ; :1, s. 43-64
  • Tidskriftsartikel (refereegranskat)abstract
    • The purpose of this study is to contribute to the knowledge about the importance of listening in modern sound technology and the importance of tradition in reception analysis of literary conversations. The object of inquiry is The poetics of the talking book, a dissertation about how different groups of listeners understand the reception of audio books in literary conversations. The problem explored is: What is the significance of listening in this dissertation? This text analysis has two points of departure. The first point of departure concerns the language used in the dissertation. Results from the study show that the language used is mainly influenced by literary reception and reader response theory, and is therefore misleading to the reader when it comes to listening reception of the talking book. The second point of departure concerns the analytical conceptions used in the dissertation. Results from the study show that the conceptions used comes solely from literary reception and reader response theory, which means that the authors twelve references from listening reception and listening theory are never used in the analysis. The conclusion is that the dissertation seems to be a contradictory representation of a modern expression of audio books, listening research and sound technology and, at the same time, a traditional expression of the western tradition, dominating discourse and literature reception.
  • Amhag, Lisbeth, et al. (författare)
  • Collaborative Learning as a Collective Competence when Students Use the Potential of Meaning in Asynchronous Dialogues
  • 2009
  • Ingår i: Computers & Education. - Elsevier. - 0360-1315. ; 52:3, s. 656-667
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of this study is to examine and to describe how student teachers engaged in courses in web-based learning environments over a period of 40 weeks develop a collective competence to collaborate. The collective competence of collaboration is defined as the level of learning ability a group of students express when using dialogues as a tool for their own and other’s learning in a web-based learning environment. The students’ contributions to the course assignments, the group responses and the collaborative discussions and dialogues were analysed and interpreted based on Bakhtin’s and Rommetveit’s theories on dialogic interactions and meaning potentials. The results describe three different levels at which students use dialogues as a tool for learning when they collaborate within the group.
  • Amhag, Lisbeth (författare)
  • Students’ Argument Patterns in Asynchronous Dialogues for Learning
  • 2011
  • Ingår i: Research highlights in technology and teacher education. - Society for Information Technology and Teacher Education. - 2161-7945. ; 3, s. 137-144
  • Tidskriftsartikel (refereegranskat)abstract
    • The research reported in this study focuses on how distance students can learn to use argumentation processes as a tool for learning. For ten weeks, 30 student teachers studied the web-based 15 credit course Teacher Assignment. Data were collected from five student groups’ asynchronous argumentation, relating to authentic cases of teacher leadership. Focus was placed on the extent to which students used own and others' texts meaning content in the discussion forum and how the content can be analysed. An analytical framework, based on Bakhtin’s theories of dialogues, and Toulmin’s argument pattern (TAP), is employed to assess the quality of the written asynchronous argument patterns. A close investigation of the dialogical argument pattern (N=253) shows the extent to which students distinguish, identify and describe the meaning content of the arguments that emerge in social and dialogic interactions in the web-based setting. A dialogic model for argument analysis is also described.
  • Anderson, Lotta, et al. (författare)
  • Med fokus på samspel : Att använda video i specialpedagogisk forskning
  • 2009
  • Ingår i: Educare. - Lärarutbildningen, Malmö högskola. - 1653-1868. - 897-91-7104-114-2 ; :4, s. 81-103
  • Tidskriftsartikel (refereegranskat)abstract
    • The field of special education is characterized by substantial complexity in learning as well as in interaction and communication. Video-observations are especially suitable for studies of interactions and especially interaction with students in communicative complex situations. Video analysis also makes it possible to uncover the "hidden agenda" and the subtle signals that shape relationships, emotional climate and learning in the classroom. In the article focus is on the potential video-observations offers in studies of students in special needs in general and students with disabilities as deafness and hearing loss in particular. Advantages and limitations of video technology are discussed as well as ethics in relation to special educational contexts. Different principles of transcription and analysis, when sign language and manual signs are used in communication, are described. Examples from our research are given as analysis of communication between mother and child, between teacher and student and between students. The discussion focuses on issues that video-recording may highlight, in ways another medium could not, knowledge to be acquired from the analysis and conclusions that can be drawn from the referred examples.
  • Andersson, Martin, et al. (författare)
  • Hyperfine induced interference effects in the 4s4d D-3(2)-4s4f F-3(2,3) transitions in GaII
  • 2006
  • Ingår i: Journal of Physics B: Atomic, Molecular and Optical Physics. - IOP Publishing. - 0953-4075. ; 39:20, s. 4239-4247
  • Tidskriftsartikel (refereegranskat)abstract
    • We report relativistic multiconfiguration Dirac-Hartree-Fock calculations of transitions between the hyperfine levels of 4s4f F-3(2,3) and 4s4d D-3(2) in Ga II. The capacity of two newly developed programs connected to the grasp VU package for generating synthetic spectra is explored. The obtained theoretical spectra are compared to Fourier transform spectra and good agreement is found. The importance of hyperfine induced interference effects for the 4s4d D-3(2)-4s4f F-3(2) transitions is pointed out, and the gf values for all the hyperfine transitions are given.
  • Aspelin, Jonas, 1964- (författare)
  • Att vara sig själv nog
  • 2009
  • Ingår i: Pedagogiska Magasinet. - 1401-3320. ; :3, s. 78-82
  • Tidskriftsartikel (populärvet., debatt m.m.)
  • Aspelin, Jonas, 1964- (författare)
  • Den nödvändiga relationen
  • 2010
  • Ingår i: Pedagogiska magasinet. - 1401-3320. ; :3, s. 42-47
  • Tidskriftsartikel (populärvet., debatt m.m.)abstract
    • Det finns en svårfångad kvalitet i pedagogiskt arbete. Den kan benämnas ömsesidig respekt, kärlek, omtänksamhet, förtroende och äkta intresse för eleven.
  • Aspelin, Jonas, 1964- (författare)
  • Likt en flygande gnista
  • 2007
  • Ingår i: Pedagogiska Magasinet. - 1401-3320. ; :1, s. 78-83
  • Tidskriftsartikel (populärvet., debatt m.m.)
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