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Undervisning i förskolan. Förskollärare och forskare i dialog om didaktiska dilemman.
- 2024
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Editorial collection (other academic/artistic)abstract
- Undervisning som fenomen är inte något nytt i förskolan men det har oftast inte benämnts just undervisning. Sedan undervisningsbegreppet för förskolan infördes i skollagen år 2010 och i läroplanen 2018 har dock diskussionen om begreppet varit livlig bland både förskolans pedagoger och förskoleforskare. I denna bok definierar 13 förskollärare undervisningen i förskolan i form av didaktiska dilemman. I varje kapitel beskrivs ett undervisningsfall som sedan bearbetas i en dialog med forskare och andra förskollärare som kommenterar dilemmat ur sina perspektiv. Avslutningsvis reflekterar förskollärarna över dialogen och drar slutsatser som bidrar till ny didaktisk kunskap, sprungen ur och avsedd för förskolan. Undervisning i förskolan. Förskollärare och forskare i dialog om didaktiska dilemman vänder sig till förskollärare och annan personal i förskolan samt förskollärarstudenter som vill diskutera och utveckla sin kunskap och handlingskompetens när det kommer till undervisning i förskolan. Boken är även intressant som ett bidrag till utvecklingen av förskolans didaktiska kunskapsfält.
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- Bergmark, Ulrika, et al.
(author)
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Förändrat uppdrag i förskolan – fokus på undervisning
- 2024
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In: Undervisning i förskolan. Förskollärare och forskare i dialog om didaktiska dilemman. - Lund : Studentlitteratur. - 9789144162140
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Book chapter (other academic/artistic)abstract
- Förskolan har fått ett förändrat uppdrag med fokus på undervisning. I detta kapitel presenterar vi en översikt över forskningen på området, den didaktiska forskningen i och för förskolans verksamhet. Att förändringen kräver professionell utveckling för förskollärare diskuteras också och särskilt utifrån aktionsforskningens perspektiv. Vi betonar vikten av att förskollärare med sina specifika yrkeskunskaper är med och utvecklar didaktisk kunskap om undervisning i förskolan.
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- Delmas, Marie, et al.
(author)
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High performance type-II InAs/GaSb superlattice infrared photodetectors with a short cut-off wavelength
- 2023
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In: Opto-Electronics Review. - : Polish Academy of Sciences Chancellery. - 1230-3402 .- 1896-3757. ; 31:1
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Journal article (peer-reviewed)abstract
- This work investigates the potential of InAs/GaSb superlattice detectors for the short -wavelength infrared spectral band. A barrier detector structure was grown by molecular beam epitaxy and devices were fabricated using standard photolithography techniques. Optical and electrical characterisations were carried out and the current limitations were identified. The authors found that the short diffusion length of similar to 1.8 mu m is currently limiting the quantum efficiency (double-pass, no anti-reflection coating) to 43% at 2.8 mu m and 200 K. The dark current density is limited by the surface leakage current which shows generation-recombination and diffusion characters below and above 195 K, respectively. By fitting the size dependence of the dark current, the bulk values have been estimated to be 6.57 center dot 10(-6)A/cm(2) at 200 K and 2.31 center dot 10(-6) A/cm(2) at 250 K, which is only a factor of 4 and 2, respectively, above the Rule07.
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- Francisco, Susanne, et al.
(author)
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Action research as professional learning in and through practice
- 2024
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In: Professional Development in Education.
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Journal article (peer-reviewed)abstract
- It is widely accepted that professional learning is a crucial aspect of the ongoing professional practice of educators. But how should this professional learning take place, and what arrangements enable and constrain practices associated with educator learning? In this article we explore two case studies of action research projects: one undertaken with Australian Vocational Education and Training (VET) teachers, and the other undertaken with Swedish principals. Using the theory of practice architectures (Kemmis, Wilkinson et al. 2014) and the Professional Learning Framework developed by Salo et al. (2024), we consider what action research team members identified that they learnt through the action research projects, and what enabled and constrained that learning. Findings highlight five key themes that enabled and constrained educator professional learning and supported educators in making positive changes in their professional practice: power and solidarity, trust, recognition, agency and time. Further, reflection and collaboration were also highlighted as important factors in supporting educator professional learning. We conclude that action research can enable educator professional learning, can support the contextualised understanding of what works, how it works and for whom it works, and can enable educators to make positive changes in their professional practices.
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- Francisco, Susanne, et al.
(author)
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Editorial: Professional Learning for Praxis Development
- 2024
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In: Professional Development in Education.
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Journal article (peer-reviewed)abstract
- This Special Issue began taking shape in the editors’ minds during a presentation by the editors of Professional Development in Education at the 2019 European Conference for Educational Research (ECER). The presentation made the argument that too much of what was written about in relation to professional learning (PL) or professional development (PD) was related to ‘what happens’ in particular instances of PL/PD. They called for more work to be done on theorising PL/PD, and using theory to analyse and better understand PL/PD. We see this Special Issue as responding to that call. We live in critical times, change is an inherent component of education, and ongoing professional learning is crucial for educators. We need to continue to ask ‘professional learning for what?’. We argue that to transform education to support a socially just and sustainable society we need professional learning for praxis development. Such professional learning is multi-faceted and complex. Through identification of power and solidarity, trust, recognition, agency and time as important elements of professional learning for praxis development, this Special Issue goes some way toward developing a better understanding of this complexity. It provides some examples of approaches for addressing these elements across a range of contexts and career levels. Each of the articles – explicitly and/or implicitly – address the relational aspects of professional learning.
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- Frascisco, Susanne, et al.
(author)
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Action research as professional learning in and through practice
- 2024
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In: Professional Development in Education. - : Routledge. - 1941-5257 .- 1941-5265. ; , s. 1-18
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Journal article (peer-reviewed)abstract
- It is widely accepted that professional learning is a crucial aspect of the ongoing professional practice of educators. But how should this professional learning take place, and what arrangements enable and constrain practices associated with educator learning? In this article, we explore two case studies of action research projects: one undertaken with Australian Vocational Education and Training (VET) teachers, and the other undertaken with Swedish principals. Using the theory of practice architectures and the Professional Learning Framework (see text), we consider what action research team members identified that they learnt through the action research projects, and what enabled and constrained that learning. The findings highlight five key themes that enabled and constrained educator professional learning and supported educators in making positive changes in their professional practice: power and solidarity, trust, recognition, agency and time. Further, reflection and collaboration were also highlighted as important factors in supporting educator professional learning. We conclude that action research can enable educator professional learning, can support the contextualised understanding of what works, how it works and for whom it works, and can enable educators to make positive changes in their professional practices
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- Gong, Tong, et al.
(author)
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Perinatal exposure to traffic-related air pollution and autism spectrum disorders
- 2016
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In: Environmental Health Perspectives. - Stockholm : Karolinska Institutet, Dept of Medical Epidemiology and Biostatistics. - 0091-6765. ; 125:1, s. 119-126
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Journal article (peer-reviewed)abstract
- Background: Studies from the United States indicate that exposure to air pollution in early life is associated with autism spectrum disorders (ASD) in children, but the evidence is not consistent with European data. Objective: We aimed to investigate the association between exposure to air pollution from road traffic and the risk of ASD in children, with careful adjustment for socioeconomic and other confounders. Method: Children born and residing in Stockholm, Sweden, during 1993–2007 with an ASD diagnosis were identified through multiple health registers and classified as cases (n = 5,136). A randomly selected sample of 18,237 children from the same study base constituted controls. Levels of nitrogen oxides (NOx) and particulate matter with diameter ≤ 10 μm (PM10) from road traffic were estimated at residential addresses during mother’s pregnancy and the child’s first year of life by dispersion models. Odds ratios (OR) and 95% confidence intervals (CI) for ASD with or without intellectual disability (ID) were estimated using logistic regression models after conditioning on municipality and calendar year of birth as well as adjustment for potential confounders. Result: Air pollution exposure during the prenatal period was not associated with ASD overall (OR = 1.00; 95% CI: 0.86, 1.15 per 10-μg/m3 increase in PM10 and OR = 1.02; 95% CI: 0.94, 1.10 per 20-μg/m3 increase in NOx during mother’s pregnancy). Similar results were seen for exposure during the first year of life, and for ASD in combination with ID. An inverse association between air pollution exposure and ASD risk was observed among children of mothers who moved to a new residence during pregnancy. Conclusion: Early-life exposure to low levels of NOx and PM10 from road traffic does not appear to increase the risk of ASD.
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