| 1. |
- Ackesjö, Helena, 1973-, et al.
(författare)
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"Att jag kallar mig själv för lärare i fritidshem uppfattar jag skapar en viss provokation" : Om de nya grundlärarna med inriktning mot arbete i fritidshem
- 2016
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Ingår i: Educare. - 1653-1868 .- 2004-5190. ; :1, s. 86-109
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Tidskriftsartikel (refereegranskat)abstract
- In 2014 the first cohort of (a newly designed group of teachers) ”primary teachers with a specialization in extended school education” graduated from Swedish universities. In addition to the traditional formal qualifications as leisure pedagogues their degree also includes the competency to teach practical/aesthetical subjects in compulsory school up to year six. The newly designed teachers thus have to relate to dual professional identities and try to maintain balance between their work in the traditional socially oriented recreation centers against their teaching in a goal- and results-driven school. In this article we study a group of 40 new teachers before and after graduation, trying to get hold of how they perceive and negotiate their professional identities and how they orient themselves in the professional landscape. The results show that the graduates try to balance their own ideals and professional intentions against traditional professional identities and labor market conditions.
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| 2. |
- Adelmann, Kent
(författare)
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Lyssnandets århundrade? Att lyssna på den talande boken
- 2011
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Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :1, s. 43-64
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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.
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| 3. |
- af Geijerstam, Åsa, docent, 1972-, et al.
(författare)
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Förutsättningar för ämnesspecifik läsförståelse i samhällskunskap i grundskolan
- 2023
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 114-147
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Tidskriftsartikel (refereegranskat)abstract
- This paper deepens the understanding of conditions for students' subject-specific reading comprehension created through different ways of working with reading in civic education, and the support students thus get to read verbal texts. Motivation for the study is found in an increasing need for knowledge about reading in various school subjects, and theoretical foundation is found in New Literacy Studies and disciplinary literacy. Video recordings were analyzed from lessons in three different schools and six different classes (ca 100h in total). The schools worked with reading in different ways, two schools used different models for teaching reading and one school did not use any particular model. The material was analyzed using thematic content analysis. Seven different functions for reading were identified together with reading materials. Furthermore, we analyzed which text levels were in focus. Results show that the classrooms where teachers work according to special models give clearer support to read and comprehend longer coherent verbal texts by using this type of texts and working with them through a variety of functions for reading activities, activities general for several subjects as well as more subject specific activities.
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| 4. |
- Anderson, Lotta, et al.
(författare)
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Med fokus på samspel : Att använda video i specialpedagogisk forskning
- 2009
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Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :4, s. 81-103
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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.
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| 5. |
- Andersson, Sara, 1986, et al.
(författare)
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Elevskapets utmaningar: Ungdomar, motstånd och önskan om att lyckas i skolan
- 2020
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Ingår i: Educare - Vetenskapliga Skrifter. - : Malmo University Library. - 1653-1868. ; 2020:4, s. 136-157
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Tidskriftsartikel (refereegranskat)abstract
- School segregation has increased in Sweden during the last decades, and students from socio-economically disadvantaged groups ended up in schools with economic challenges as well as overall low goal achievement. The aim of this study is to illuminate how students in urban disadvantaged neighbourhoods relate to school. With an ethnographic approach, the study draws on fieldwork conducted in a junior high school, grade seven, using a combination of theories from Foucault and Goffman as theoretical frame for the analysis. The results indicate that the often described conflict between school and students from disadvantaged groups does not have to always occur. Teachers can use humour and youth culture to prevent the conflict to manifest. However, the central aspect of how students relate to school is the perceived position of disadvantage. Both school achievement and oppositional behaviour against school rules function as ways for students to distance themselves from this position. In conclusion, this study highlights the importance of teachers to counteract the conflict – a form of support – enabling students from disadvantaged groups to succeed in school and thus securing the opportunity for a more prosperous future.
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| 6. |
- Asghari, Hamid, 1967-
(författare)
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Teacher’s stories about teaching newly arrived refugee youths at a vocational upper secondary school in Sweden
- 2022
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :3, s. 160-185
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Tidskriftsartikel (refereegranskat)abstract
- This article presents the stories of four teachers teaching newly arrived refugee youths at a vocational uppersecondary school. The youths came to Sweden in 2015 and later, and they live in a so-called vulnerable area.This is a period when many unaccompanied children and adolescent refugees arrived in Sweden.The studyaims to contribute to knowledge about teaching newly arrived refugee youths and the way these youths caninfluence teaching in a vocational school.The methodological and theoretical starting point for the studyis based on a narrative perspective. The stories are analysed thematically and show that these studentshavegreat solidarity with each other,areambitious, and create a good mood in the classroom.In addition, thereis always “someone” who does not believe in democratic values, although most of the students value theSwedish democracy and equality between men and women. The expulsion decision that some studentsreceive affects the teachers’ teaching as well, since it means that theyalso have to deal with teachingsituations where their students’ lives and deaths are involved in the sense that they are refugees threatenedby expulsion.
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| 7. |
- Asklund, Jonas, 1968-
(författare)
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Varför ska jag inte berätta? Litteraturarbete som språkintroduktion
- 2018
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Ingår i: Educare. - Malmö : Faculty of Education and Society, Malmö University. - 1653-1868 .- 2004-5190. ; :2, s. 90-106
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Tidskriftsartikel (refereegranskat)abstract
- Discussions about books and ways of reading play an important role in the curriculum for the Swedish secondary school system. In an intervention study based on a series of book discussions of an easy reader novel, I investigated the cooperation between a group of Swedish language learners aged 16 to 19, their teacher in the introduction program for newcomers, and the school librarian. Based on my function as a teacher educator, and drawing on the current research in literature didactics, I planned and carried out six discussions where different reading strategies and methods were used. Using the concept of third space (Gutiérrez, 2008; Skerrett, 2010b) and interpersonal space(Cummins, 2000), I discuss the students’cognitive and emotional responses to the story we shared, and reflect upon the way these discussions have developed. Semi-structured interviews with five students, a teacher, and a school librarian constitute the data for this study. The analysis of the data indicates that the leader of the group discussion is instrumental in helping the participants shift between different perspectives, try out new roles, and transgress different boundaries, thereby offering the group different emotional, cognitive and linguistic challenges.
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| 8. |
- Asp-Onsjö, Lisa
(författare)
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Dokumentation, styrning och kontroll i den svenska skolan
- 2011
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 39-56
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Tidskriftsartikel (refereegranskat)abstract
- Documentation is a wide spread activity in all parts of society. During the last two decades the demand for teachers to write different documents has increased and concerns all students, not only those in need of special support. Documentation is never neutral; it is a way of creating reality or, a part of what Foucault calls the “production of truth”. Society is drawn in to what can be described as documentality. The aim of this article is to contribute to the understanding of the role of documentation practices in contemporary Swedish schools and the repercussions on the learning processes and the understanding of the nature of knowledge.
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| 9. |
- Aspelin, Jonas, et al.
(författare)
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Lärares professionella/personliga utveckling
- 2008
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Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :1, s. 27-49
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Tidskriftsartikel (refereegranskat)abstract
- The article discusses what professional personal development means, with respect to teacher students and professionally active teachers. To begin with, the discussion on teacher socialization is placed in a larger societal context, where changed conditions for the teacher profession are taken note of. Furthermore, in order to position the concept and interpret its meaning, the concepts “learning” and “reflection” are questioned. In conclusion, it is suggested that the conceptual pair “creativity/ relationship” can constitute a fruitful complement to dominating discourses about the teacher profession.
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| 10. |
- Aspelin, Jonas, et al.
(författare)
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Relationskompetens i specialpedagogiska utbildningar : hur framställs ämnet i kursplaner för specialpedagog- och speciallärarprogram i Sverige?
- 2020
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Ingår i: Educare - Vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; :2, s. 117-142
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Tidskriftsartikel (refereegranskat)abstract
- Research shows that the quality of the teacher-student relationship is crucial to students’ learning and development, especially for students in need of special support. In Scandinavia, the concept of relational competence is increasingly used to define a teacher’s ability to build supportive relationships. In this article, relational competence is discussed in the context of special education. The article investigates how relational competence is described in the curriculum for special education teacher training. Syllabuses (n = 142) at all Swedish universities that have programs in special education (n = 11) are included in the analysis, with a focus on the learning goals (n = 857). Content analysis provides both an overall and a more in-depth picture. The first study shows that there are relatively few learning goals relevant to relational competence. For example, the key concepts “relation,” “participation,” and “empathy” are very rarely used, and “care” and “trust” are completely absent. The second studyshows, among other findings, that relevant content mainly concerns the special educator as a qualified interlocutor vis-à-vis colleagues. Hardly any goals include teacher–student or teacher–parent relationships. On the whole, the results indicate that relational competence is a neglected topic in this discourse, and that it has a fairly narrow focus. The implications of this lack are discussed, and suggestions for improvement are added.
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