| 1. |
- Rosén, Christina, 1960-, et al.
(författare)
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The effect of process-oriented writing on text quality and students’ attitudes towards writing in a third language
- 2021
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Ingår i: 13th International Conference "Innovation in Language Learning". - Florens : Filodiritto Proceedings. ; , s. 260-266
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Konferensbidrag (refereegranskat)abstract
- Swedish students’ proficiency in written production in a third language has proven to be insufficient (European Commission 2012). Despite its potential for language learning (e.g., Manchón 2011), writing tends to be a neglected skill in foreign language classrooms. Students are given few opportunities to produce texts (Knospe 2017). Therefore, students often feel insecure and lack strategies for text production in their third language. There are few in-depth studies of students’ ability to reflect on and process their texts. In this study, we focus on process-oriented writing, by addressing the following questions: What impact does work with written production have on students’ attitudes to text production? What effect does direct corrective feedback from fellow students have on writing accuracy? (e.g., Ekanayaka & Ellis 2020). To answer these questions, texts from 20 Swedish learners of German in upper secondary school (level A2-B1) were analyzed. The learners were working with process-oriented writing for three months, i.e., texts were revised after group feedback. They were also asked to fill in a questionnaire on background information and attitudes to the work with process-oriented writing. Our study contributes with information on writing practices in the foreign language classroom and the effect direct corrective feedback from fellow students has on writing accuracy. Contrary to results in earlier studies and our expectations, our study shows that the group feedback the students received on their texts only had a minor influence on their writing accuracy. Finally, we contribute with implications concerning research design and teaching practices, focusing on task design in writing activities in the language classroom.
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| 2. |
- Dahlbäck, Katharina, 1957, et al.
(författare)
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Views of poetry as a competence, expressed by students in the teachers education
- 2018
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Ingår i: International conference. The future of education, edition 8.. - 2384-9509.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Views of poetry as a competence, expressed by students in the teachers education Anna Lyngfelt, Katharina Dahlbäck and Viktoria Bengtsdotter Katz Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Sweden anna.lyngfelt@gu.se katharina.dahlback@gu.se viktoria.bengtsdotter@ped.gu.se In Sweden the syllabuses since 2011 are oriented toward work with creating knowledge at school that is measureable and evidence based. At the same time the overarching aim with the work at school, stated by goals in the curriculum for comprehensive school, stresses work with equality and everyone’s right to express themselves by using a language of their own (https://www.skolverket.se). This conflict characterizes the teachers education, and makes students’ views on the role of poetry at school engaging. Do the students regard knowledge in poetry as a competence worth achieving, and if so, for what reasons? In our article we give a historical background to the use of a variety of forms of aesthetics in the Swedish school system, by discussing how work with aesthetics (like poetry) is stated by syllabuses before 2011, and how these syllabuses are related to the overarching aims expressed by the curricula linked to them. We are also presenting qualitative data consisting of interviews with teachers being educated to work in primary school. By this, a variety of conceptions of poetry, and the role of poetry at school, is grasped and analysed, which in turn makes it possible to discuss what counts at school as a competence.
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| 3. |
- Ekholm, Christer, 1966, et al.
(författare)
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Literary Studies and the Questions We Ask: On Reflection as Cognitive Core Competence
- 2019
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Ingår i: Conference Proceedings: The Future of Education. 9th Edition. Florence, 27-28 June 2019. - Florence : Libreria universitaria. - 2384-9509. - 9788885813458
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Konferensbidrag (refereegranskat)abstract
- Trapped in a contemporary educational twirl, generated by a public management inspired definition of educational quality as something wholly measurable and assessable, the teaching of literature in school faces major difficulties in terms of both justification and performance. At the same time the reading and talking about fiction and poetry reveal some profound shortcomings in the current tendency to make education secure and predictable. These shortcomings are apparent against the backdrop of a long history of regarding literature reading as a main aspect of education and of becoming educated. In this paper we focus on the core competence of reflection as central to all education regarded as an essential practice in the forming and upholding of a democratic society. To reflect is, we propose, to critically-ethically engage yourself with the notion of something and someone Other. Reflection, then, is fundamentally dialogical and of an indefinite nature, i.e., a process of reciprocal estrangement – acknowledging yourself in the other, and the other in yourself – making space for the becoming of liable subjects. We suggest that reading and talking about literature in school by necessity must open up for such events of a dialogical reasoning not aimed at producing answers of a presupposed and definite nature. We furthermore propose that if reflection systematically could be taught, modelled and given time and centrality in education – and thereby be a counter-discourse to the focus on speed, quantity and assessability in contemporary schools – much would be gained. And what it all comes down to, in a teaching perspective, is the questions we ask.
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| 4. |
- Ekholm, Christer, 1966, et al.
(författare)
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The Beautiful Future of Literary Education
- 2018
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Ingår i: Conference Proceedings: The Future of Education. 8th Edition. Florence, 28-29 june 2018. - Florence : Libreria universitaria. - 2384-9509. - 9788833590202
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Konferensbidrag (refereegranskat)abstract
- In The Beautiful Risk of Education (2013) Gert J.J. Biesta describes how Western educational systems are increasingly becoming a landscape of control and assessment; a development produced by “a desire to make education strong, secure, predictable and risk-free”. Against this strong view, Biesta argues for “weak” one, focusing the unpredictable, the unknown: “the risk”. Education, Biesta emphasizes, isn’t only qualification and socialization, but also subjectification: an event of recognition and responsibility in relation to the Other. Such events are crucial to the creation of true citizenship, but are suppressed in the dominant educational views and practices, where teaching is conceptualized as a process aimed at producing something given beforehand. Biesta calls for a weaker attitude, where the risk of education is embraced as a beautiful one, and where teaching is set forth as “the giving of a gift the teacher doesn’t possess”. What part, then, can the reading of fictional narratives in education play, if you accept Biesta’s argument? On the basis of the educational implications of the concept of ‘gap’ we discuss the question of why, and how reading and discussing literature can make room for events of recognition and responsibility in the classroom, and thus counterbalance current tendencies of harsh instrumentalization. To this end, our ambition is to outline didactic perspectives and teaching practices consciously oriented towards a beautiful, riskful future of literary education.
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| 5. |
- Ljungblad, Ann-Louise, 1961
(författare)
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Pedagogical Relational Teachership - A multi-relational perspective
- 2018
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Ingår i: The future of education. Florence, Italy. Conference Proceedings, edited by Pixel.. - Florence. - 2384-9509. - 9788833590202
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Konferensbidrag (refereegranskat)abstract
- Today teachers’ relational proficiencies are increasingly seen as a reasonable and necessary prerequisite for didactic competence. However, the relational field is small and largely unexplored, and needs a more precise theoretical starting point. This paper presents a new theoretical multi-relational perspective, Pedagogical Relational Teachership, PeRT, which can support development of new knowledge about teachers’ relational proficiencies and how these can be established in school practice. PeRT is a theoretical perspective within the field of inclusive education, that addresses relational challenges in today´s and tomorrow’s school, focusing on interpersonal relationships and relational values. It is a radical alternative that explores teaching conditions to enable subjectification and how students can emerge as unique subjects. Within the field of relational pedagogy, Pedagogical Relational Teachership can be seen as a new branch. Through a relational oriented approach the searchlight is directed towards pupils’ participation in education. PeRT has a three-dimensional model highlighting interpersonal relationships at different levels within the educational system. The first dimension contains the child's rights, where four articles in the Children's Convention are indicative. The second dimension includes a model which highlights different aspects of relational teachership, as well as the relationship between teacher and students. This part of the model is inspired by Bronfenbrenner´s ecological theory focusing on qualities for children and young people growing in different environments. However, PeRT is a pedagogical perspective highlighting micro, meso and macro levels of interpersonal relationships within the educational system. The third dimension of the model makes visible a tool for relational and didactical aspects in teaching. In total, PeRT´s relational multi-dimensional model illustrates a relational teachership and provides an enhanced understanding of different educational environments. The model, and its various parts, can be used in teacher education as well as in research within pedagogy, didactics and special educational studies. In addition, PeRT can support schools and teachers in their quest to develop educational environments focusing on interpersonal relationships. Hence, PeRT is a new perspective that can support future empirical research on students´ participation and aspects of accessibility and equity.
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