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| 2. |
- Andersson, Erik
(författare)
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Text som kontext – rum, plats och text som social situation
- 2010
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Ingår i: Utbildning och lärande. - Skövde : Avdelningen barns, ungas och vuxnas lärande vid Högskolan i Skövde. - 1653-0594 .- 2001-4554. ; 4:1, s. 76-96
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Tidskriftsartikel (refereegranskat)abstract
- The ability to express oneself in text has come to be an even more pressuring task due to new media. The use of text in the new media and the school looks slightly different and create different claims on which kind of text activity that are advocated. Language activity and use of text in different spaces and places has become a constituent principle in the western society of today – language and the use of text is seen as the ontological condition for social life. The historical and conventional media notion of public and reception has been replaced by a more complex communication situation due to the digital media. Related to this context and the linguistic turn, three concepts; text action, text conversation and the pedagogy of place are developed and exemplified by a national net community. The theoretical contribution makes it possible to understand and approach the use of text and the complexity this use in different spaces and places articulates. The national net community is discussed in relation to the school exemplifying two different public spaces where new media is put forward illustrating a social situation consti-tuted of text – young people’s use of text practically becomes context. How can we understand and approach this new educational situation?
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| 4. |
- Abrahamsson, Hans
(författare)
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Dialog och medskapande i vår tids stora samhällsomdaning
- 2015
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Ingår i: Utbildning och Lärande / Education and Learning. - Skövde : Högskolan i Skövde. - 2001-4554. ; 9:1, s. 20-40
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Tidskriftsartikel (refereegranskat)abstract
- The Great Transformation of our time, amalgamating the local with the global demands new modes of governance and management. Increased variety and diversity of the population as well as the complexity of social issues are changing the prerequisites of social sustainability. The aim of this article is to discuss how this transformation strengthens the importance of citizens’ co-creation as regards identification of the problems, measures to be taken as well as the implementation of the same. The article furthermore discusses the role of trans-disciplinary knowledge production and its possible contribution to a socially sustainable development, as well as how current modes of governance influence the room for manoeuver and conditions for co-creation. Three mental shifts are considered necessary. The first relates to the importance of viewing city residents as citizens with rights and responsibilities and not only as customers and consumers. The second concerns the shift of the view what knowledge is and what it could be and the third relates to how the question of power should be conceptualized.
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| 5. |
- Ackesjö, Helena, 1973-, et al.
(författare)
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Fritidspedagogisk undervisning : En fråga om intentionalitet, situations-styrning och inbäddning
- 2021
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Ingår i: Utbildning och Lärande / Education and Learning. - : Högskolan Dalarna. - 2001-4554. ; 15:1, s. 69-87
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to contribute with knowledge about how teachers in school-age educaredescribe their teaching. Teachers in school-age educare move between two different value systemsas they are in a field of tension between tradition and new educational policy intentions. Writtenreflections from 48 teachers at 31 schools in four municipalities have been analyzed based on whathas been described as necessary teaching elements; intentionality, interactivity and intersubjectivity.The deductive analysis resulted in four themes; Play-oriented teaching, Subject-related teaching,Situation-based teaching and Value-based teaching. The results, based on the study's analyzingconcepts, show that the teacher's control is central to whether the activities that the teachers carryout can be called teaching or not. The results also show that teaching in school-age educare stillcenters around a historical core of play, child focus and adaptation to the situation, even though thishas been supplemented with new educational policy intentions that emphasize teaching andevaluation of childrens’ learning. However, the analyzes also show that teachers in school-ageeducare can move flexibly between the two value systems.
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| 7. |
- Ackesjö, Helena, 1973-, et al.
(författare)
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Rektorers och skolhuvudmäns meningsskapande om förskoleklassens position i utbildningslandskapet.
- 2022
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Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; 16:2, s. 7-26
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Tidskriftsartikel (refereegranskat)abstract
- The preschool class has been subject to several policy reforms, which principals and local education authorities are responsible. for implementing and evaluating. The aim of this study is to contribute with knowledge about how principals and local education authorities make meaning of the position and organization of the preschool class in relation to these policy reforms and to the existing practices. The method used in the study is interviews with principals and local education authorities and shows how they reason about and relate to various regulatory, normative, and cultural-cognitive elements of governance. The analysis shows that the principals have arguments for three basic positions for the preschool class: a bridge between preschool and primary school, a knowledgeoriented position, and a socially oriented position. A key argument put forward by the principals is that the preschool class should be integrated into a continuous primary school organisation. The local education authorities, on their part, interpret the new policy as an ongoing qualification and homogenization process, which affects the preschool class’s position in the education system.
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| 8. |
- Andersén, Annelie, 1977-
(författare)
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Den nya yrkeslärarutbildningen – utkomster i form av yrkeskompetens
- 2013
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Ingår i: Utbildning och Lärande / Education and Learning. - Skövde : Avdelningen Barn, Unga och Vuxnas lärande vid högskolan i Skövde. - 2001-4554. ; 7:1, s. 88-101
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Tidskriftsartikel (refereegranskat)abstract
- This article describes and discusses a group of newly trained vocational teachers' experiences of outcomes of their teacher education in terms of professional skills. Seven students participated in focus group discussions concering one of the professional teacher training national objectives. The results show that the newly trained vocational teachers acquired a new vision of the teaching profession and that they have strengthened both their professional identity and their self confidence. They have new, broader and more improved tools to use in teaching. and they see the importance of having a vocational teacher education. Skills that are considered important in new vocational teachers' profession are for example to able to see the individual students and reach out o them with a message, and to make just assessment and set fair grades.
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| 9. |
- Andersén, Annelie
(författare)
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Temapresentation : Livslångt och livsvittlärande
- 2014
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Ingår i: Utbildning och Lärande / Education and Learning. - Skövde : Högskolan i Skövde. - 2001-4554. ; 8:1, s. 8-11
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Andersson, Erik, 1979-, et al.
(författare)
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Delaktighet som pedagogik och demokratiskt värde för fullföljandet av studier – kunskapsbidrag från ett utvecklingsprojekt
- 2015
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Ingår i: Utbildning och Lärande / Education and Learning. - Skövde : Högskolan i Skövde. - 2001-4554. ; 9:1, s. 80-100
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Tidskriftsartikel (refereegranskat)abstract
- Participation as a pedagogy and democratic value turns out to be a critical element in students’ completion of school. Completed education is a regional development project in which a survey has been conducted in order to identify successful strategies to promote completed education in school. In an analysis, in the context of the survey, with an emphasis on school and participation as a pedagogy and democratic value, several findings are shown. It turns out that the importance of participation manifests itself through an emphasis on the societal and democratic mission of school; school ethos; the value praxis of school; pedagogical approach; and viewing the pupil as capable. It is, in more detail, shown that it is particularly crucial to understand the completion of school as a pedagogical problem; create sustainable institutional structures not bound to one person; and to make sure that students are participants in their own studies.
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