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- Axelsson, Malin, et al.
(författare)
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Effect of an Educational Program on Healthcare Professionals' Readiness to Support Patients with Asthma, Allergies, and Chronic Obstructive Lung Disease for Improved Medication Adherence
- 2020
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Ingår i: Nursing Research and Practice. - : Hindawi Publishing Corporation. - 2090-1429 .- 2090-1437. ; 2020, s. 1-11
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Tidskriftsartikel (refereegranskat)abstract
- Purpose. The aim of this study was to strengthen the healthcare professionals' readiness to support patients who have asthma, an allergy, and COPD for better medication adherence. Methods. The design was an educational intervention in a study population (n = 70) consisting of 66 nurses and four other allied healthcare professionals working in primary care with patients diagnosed with asthma, allergy, or COPD in a county in southern Sweden. As part of two training days, an educational intervention-consisting of lectures and workshops-was conducted. Both qualitative and quantitative data were collected. The qualitative data were collected during the workshops when the participants worked with fictitious patient cases. They documented in writing how they, based on the theoretical content in the educational intervention in combination with their clinical experiences, reasoned that the fictitious patients could be supported for better adherence. This documentation constituted qualitative data. The quantitative data were collected through questionnaires, which the participants completed before and after the intervention. Data from the questionnaires were statistically analyzed using descriptive statistics and paired t-tests. The qualitative data collected from the workshops were analyzed with content analysis. Results. The intervention increased the participants' knowledge of adherence (pre mean 3.95 versus post mean 4.18, p=0.001) and how to better support patients' adherence to medication (pre mean 3.71 versus post mean 3.98, p=0.001). Moreover, their knowledge of how to measure patients' adherence behavior (pre mean 3.02 versus post mean 3.54, p=0.001) and how to communicate with patients effectively about adherence was heightened (pre mean 3.92 versus post mean 4.13, p=0.011). Furthermore, participants felt that their readiness to support patients for better adherence had strengthened (pre mean 3.78 versus post mean 4.13, p=0.001). Individual adherence support for three fictitious patients with different adherence issues was developed. Conclusion. An educational intervention focusing on adherence and communication equipped healthcare professionals with tools to support patients with asthma, an allergy, or COPD for better medication adherence.
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- Berg, Benita, 1976-
(författare)
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Lgr11 – stöd eller begränsning? : Lärares röster om styrdokument och reformens påverkan på deras matematikundervisning
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis examines teachers’ voices on the latest curriculum reform and how teachers experience the impact of the reform on their teaching. The aim of this study is to contribute to knowledge about the conditions of the implementation of a new reform and how the reform controls and empowers teachers’ teaching. I examine the issue using the concepts from curriculum theory and implementation theory as well as visible and invisible pedagogy. Primary school teachers, Grades 1-3 (n=224) within an entire municipality responded to an extensive questionnaire concerning their relation to the reform. The questionnaire was developed from qualitative interviews and questionnaires with open questions. The new curriculum reform tends towards increased control but the results show that the majority of teachers consider both the curriculum and the national examinations for Grade 3 as a support in their teaching and assessment. Most teachers express that the recent curriculum increases their professionalism. Yet there is a tension between positive and negative experiences of the reform, as some teachers express that the new curriculum and the national tests limit their professional freedom while other teachers express that they would like even more detailed support and guidance. There are also teachers who think it is too early to introduce goals, in the form of knowledge requirements and national tests, because it violates the students’ right to develop at their own pace based on their prerequisites. Further, most teachers in the study state that they have been affected by the goals and the national tests, but at a school level a common plan in mathematics and routines to discuss the goals of mathematics education is often lacking. The study also shows that national tests are not used in order to improve the mathematics results of the whole school. The factor analysis shows that there are differences between teachers’ voices depending on their age, their teaching experience, and if they are graduated before or after the reform of 1994. The different expressions can be linked to teachers’ voices of teacher professionalism, of student learning and maturity. The results of the study are of interest for various actors at different educational levels like politicians, curriculum authors and principals. By taking part of the study they have the opportunity to gain more knowledge of how to create good conditions to support teachers to enact the curriculum in their classrooms.
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- Berg, Benita, 1976-
(författare)
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REFORMERS PÅVERKAN PÅ LÄRARES UNDERVISNING I GRUNDSKOLAN OCH FÖRSKOLAN : En läroplansteoretisk studie om undervisningsuppdraget och lärarrollen i förändring
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis is to use a curriculum theoretical perspective to contribute knowledge about the impact of recent reforms on teachers’/preschool teachers’ teaching, with a special focus on mathematics. The thesis takes its starting point in a licentiate thesis that was completed in 2014. The further doctoral studies are based on two articles. These articles answer specific research questions. Substudy 1 was a systematic literature review that focused on the role of the preschool teacher in teaching mathematics in preschool. Substudy 2 explored how preschool teachers interpret their teaching mission based on the curriculum’s directives and how they describe the meaning of the concept of preschool teaching. The data from Substudy 1 consisted of 68 research articles, and Substudy 2 was based on 50 preschool teachers’ reflection texts. The theoretical underpinnings of the thesis are two theoretical perspectives: curriculum theory and Bernstein’s theory of pedagogic practice. The results from the two substudies show the importance of preschool teachers having both subject knowledge and didactic competence to carry out teaching in spontaneous situations and planned activities. The results from Substudy 1 show two different roles that preschool teachers adopt when teaching mathematics in preschool education guided by social pedagogical or pre-primary curriculum traditions; these are the role of instructor and the role of an interactor. In the research studies, preschool teachers provide instruction with planned subject content or interact with the children’s play and other everyday situations to promote children’s mathematics learning. The results from Substudy 2 show an education that is guided by invisible pedagogy within the social pedagogical curriculum tradition. The preschool teachers describe teaching taking place spontaneously in play and other everyday situations based on children’s own interests and needs. The preschool teachers also have a purpose with the teaching, and they plan activities together with the children. These reveal teaching governed by visible pedagogy, which is characteristic of the pre-primary curriculum tradition. Furthermore, there are indications that a new curriculum tradition is emerging bearing some similarities to previous traditions, an approach that is both play-based and goal-oriented. Children’s participation and influence are central in the teaching, which means that the teaching conforms to the children’s interests, and that goals from the curriculum are woven into the everyday work. The preschool teacher consciously shapes the environment in the preschool and uses materials to promote children’s learning, and the teaching has more distinct subject content. Together with the licentiate study, the two substudies show that teachers and preschool teachers have difficulty transforming a new curriculum text into practically applicable form. The curricula leave room for interpretation, and the uncertainty that arises in the transformation arena shows that they need support to realize the curriculum’s new guidelines.
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- Berg, Benita, et al.
(författare)
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Support or Restriction : Swedish Primary School Teachers' Views on Mathematics Curriculum Reform
- 2015
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Ingår i: Views and Beliefs in Mathematics Education. - Wiesbaden : Springer Fachmedien Wiesbaden. - 9783658096144 ; , s. 67-80
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Konferensbidrag (refereegranskat)abstract
- This paper reports the results of a quantitative study on primary teachers' (n=253) views on the introduction of steering documents and national examinations for Grade 3. While the majority of the teachers experience the reform as empowering, some teachers feel the new curriculum and the national examination restrict their teacher professionalism. We found differences in how teachers viewed the reform depending on whether they had graduated before or after the reform in 1994. The differing views can be connected to teachers' beliefs about teacher professionalism and the relation between teaching, learning and maturing. We discuss our findings also in the light of curriculum development during the last four decades.
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| 9. |
- Berg, Benita, et al.
(författare)
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Teaching mathematics in early childhood education -a systematic literature review
- 2019
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Ingår i: 29th EECERA ANNUAL CONFERENCE, Early Years: Making it Count, Thessaloniki, Greece 20th – 23rd August 2019, Abstract book. ; , s. 112-112
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Konferensbidrag (refereegranskat)abstract
- The aim of the study is to find similarities and differences concerning the new formulations on teaching in revised curriculum in Swedish preschool and international research in early childhood education, Teaching is more clarified in the revised curriculum. Swedish preschool education is moving towards a more formalized approach where teaching is more visible (Helenius, 2018). There is a consensus that early mathematics is important in policy and research but there is no agreement on how mathematics education should be implemented. There are differences between and within countries, a clear difference is the relation between play and teaching (Palmér & Björklund, 2016). The concepts of classification and framing are used to discuss the visibility of pedagogics in the formalization of teaching mathematics in preschool (Bernstein, 2000). This is a literature review regarding research on teaching mathematics in early childhood education. It draws from a number of scholarly research article conducted between 2014 and 2019. The data collection is in progress. Qualitative and quantitative content analysis will compare emerged codes. The expected results will consist of empirical research. Ethical consideration is met by showing respect and responsiveness to other researchers work. This literature review is based on peer-reviewed articles. Preliminary findings indicate differences in how teaching mathematics in preschool is described. Preschool in Sweden has a tradition of a play-based pedagogy and no formal assessment of children as many other countries. Perhaps, the change may push teaching to become more visible and formal (Helenius, 2018). Implications for policy and practice will be discussed.
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| 10. |
- Berg, Benita
(författare)
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Undervisningsbegreppets innebörd i förskolan utifrån ett läroplansteoretiskt perspektiv
- 2022
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Ingår i: Educare. - Malmö : Educare - Vetenskapliga Skrifter. - 1653-1868 .- 2004-5190. ; :3, s. 75-97
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the study is to contribute knowledge about how teaching in preschool can be understood in relation to how teaching is described by preschool teachers. The following research questions were posed:How do preschool teachers describe teaching and its meaning in preschool? and What didactic questions appear in preschool teachers’ descriptions of teaching in preschool? The empirical data consist of reflective texts that were analysed through content analysis with the help of Bernstein’s concepts: classification and framing, and visible and invisible pedagogy. The results show that the preschool teachers in the study perceived the introduction of the concept of teaching in preschool as an opportunity, which allowed them to become more aware of their actions in different learning situations. That the preschool teachers described teaching taking place through play and in everyday situations based on children's interests and needs hints at an organization with invisible pedagogy, weak classification and weak framing. Strong classification and strong framing, on the other hand, became manifest when the preschool teachers described that they plan what they do with the children and use materials, organize children’s groups and design environments to promote children’s learning. Furthermore, the preschool teachers focused mainly on the didactic questions of how and why, while the what-question received less attention.
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