| 1. |
- Bergnell, Anneli, et al.
(författare)
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Lärarutbildning och vetenskaplighet
- 2011
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- [...]Lärarutbildningen vid Högskolan i Borås har alltså bedömts hålla hög kvalitet. Ett skäl till detta framgår av Högskoleverkets motiveringar och handlar om en god balans mellan vetenskaplig och professionsbaserad kompetens bland lärar-utbildarna. I den här rapporten ges ett smakprov på områden där enskilda lärare vid institutionen har fördjupade kunskaper och intressen. Utgångspunkten för artiklarna är texter skrivna inom ramen för en kurs, Lärarutbildning och veten-skaplighet, läsåret 2008-09. De sju artiklarna behandlar på olika sätt och med olika utgångspunkter och tillämpningar, relationen mellan teori och praktik, just den fråga som har varit, är och ständigt kommer att vara lärarutbildningens kärnfråga.
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| 2. |
- Bjelobaba, Sonja, 1973-, et al.
(författare)
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Preparing Preservice Teachers to Teach Academic Integrity and Ethics
- 2022
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Ingår i: Ethics and Integrity in Teacher Education. - Cham : Springer International Publishing. - 9783031169229 - 9783031169212 ; , s. 43-54
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Bokkapitel (refereegranskat)abstract
- The inclusion of ethics and integrity in preservice teacher education can refer to several contexts. The first context is academic integrity for preservice teachers with a focus on incorporating academic integrity in their own studies within higher education, as well as teaching them different components of academic writing including proper referencing techniques to enable them to write their own academic texts. The second context is developing the professional ethics of these future teachers, as a lived practice as well as through ethical codes. The third context is giving preservice teachers pedagogical and didactic knowledge and instruments to teach academic integrity and ethics to their future students in primary and secondary education, in order to prepare them for their own higher education endeavours. While attention is paid to the first and the second context, the third one is only rarely treated as a part of preservice teacher education as it is usually assumed that the first context is indirectly giving enough preparation for a preservice teacher to subsequently mediate ethics and integrity to his or her students. In this paper, we argue that this assumption is problematic and propose the inclusion of the third context – preparing future teachers to teach academic integrity and ethics – in preservice teacher education. Although the chapter uses the preservice teacher education in Sweden as a starting point, the three ethical contexts that are identified are not limited to any particular national preservice education system but are relevant in other similar frameworks as well.
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| 3. |
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| 4. |
- Cronqvist, Marita
(författare)
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Academic Freedom in Teacher Education; Between Certainty and Uncertainty
- 2022
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Ingår i: Australian Journal of Teacher Education. - : Edith Cowan University. - 1835-517X. ; 47:6
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Tidskriftsartikel (refereegranskat)abstract
- In this study, academic freedom in teacher education is related to preservice teachers' possibilities to develop critical and autonomous thinking in teaching practice. Self-awareness and self-confidence provide certainty to deal with the uncertain situation in teaching where creativity and judgment must be given priority over an instrumental teaching based on authorities, effective methods or ready-made solutions. Teacher educators thus need to promote academic freedom as both certainty and uncertainty. The aim of this paper is to provide enhanced understanding of the meanings and implications for teacher education of academic freedom, in the tension between certainty and uncertainty, based on a phenomenological study about preservice teachers' experiences of professional ethics. The results show that teacher educators' function as role models is crucial for preservice teachers' academic freedom in developing their teaching. A consensus on fundamental values provides openness in discussions that promote the student's critical attitude.
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| 5. |
- Cronqvist, Marita
(författare)
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Att undervisa etiskt : - i princip och praktik
- 2018. - 1:1
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Ingår i: Läraren och yrkesetiken. - Lund : Studentlitteratur AB. - 9789144120881 ; , s. 85-101
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 6. |
- Cronqvist, Marita, et al.
(författare)
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Att utveckla och bedöma lärarskicklighet genom dialog
- 2013
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Ingår i: Doktorander som kreativa brobyggare. Centrum för Utbildningsvetenskap och Lärarforskning. Tema: Läraryrkets Praktik. - Göteborg : Unviersity of Gothenburg. - 9789198143003 ; , s. 53-60
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Cronqvist, Marita
(författare)
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Didethics - a didactic model including professional ethics
- 2017
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Ingår i: Nordisk Tidskrift för Allmän Didaktik. - 2002-1534. ; 3:1, s. 68-85
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Tidskriftsartikel (refereegranskat)abstract
- Ethics in teaching can be understood in different ways. In this article, ethics in teaching is interpreted as values that are expressed by the teacher through words or actions in interaction with students. Previous research has indicated that ethics in teaching with this meaning is difficult to recognize and verbalize. Professional ethics also seems to be randomized and built mostly on personal feelings. In an empirical study of professional ethics, data was analyzed in order to find the essence of the phenomenon professional ethics. The study indicated a lack of professional ethics in preparing and in following up teacher students for school-based training, in didactic plans and in dialogues with teacher educators in the field. This inspired the development of a didactic model, Didethics, in an attempt to make visible and to raise awareness of the importance of professional ethics in teaching. In this model, the essence of professional ethics according to the result of the empirical study becomes a part of didactics. Therefore, the implementation of the study and the result formulated as the essence of professional ethics is presented first, followed by the didactic model and descriptions of how it can be useful to future teachers.
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| 8. |
- Cronqvist, Marita
(författare)
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Embodied becoming : student teachers’ reflections on their filmed teaching
- 2021
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Konferensbidrag (refereegranskat)abstract
- The purpose of this study is to gain knowledge about student teachers’ reflections on and learning of physical expressions in teaching using video papers (a document that integrates video clips and reflective text). During internship in a subject didactic course in Swedish, student teachers are examined through video papers. This means that the supervisor records them during their lessons and the student teachers select some sections and write reflections on what they see on the clips. Physical expressions are made visible, can be related to feelings and thoughts in the situation as well as reflected. The student teachers’ video papers are empirical data to study reflections on bodily expressions in teaching and which learning reflections hold. Physical expressions include actions, body language and voice use. The analysis of the video papers is phenomenological, searching for the meanings of the phenomenon. The findings indicate that video papers contribute to student teachers’ reflections and learning about physical expressions in terms of how they move in front of students, what impressions their bodies convey, how they manage to make contact and how they use their voices. These are aspects of teaching that make a big difference to students, but may not get attention or be verbalized without recordings. Video papers can complement the memory image in a way that provides meaningful learning for the student teacher.
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| 9. |
- Cronqvist, Marita
(författare)
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Embodied Becoming – Student Teachers’ Reflections on Their Filmed Teaching : Visual Knowledge Creation and Critique
- 2021
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Ingår i: Video Journal of Education and Pedagogy. - : Brill Academic Publishers. - 2364-4583.
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Tidskriftsartikel (refereegranskat)abstract
- This study examines student teachers’ reflections on recordings of their teaching during a period of internship related to a subject didactic course in Swedish. Bodily expressions, not as frequently explored as verbal ones, are in focus. Data consists of video papers, multimedia documents, combining clips of video recordings and reflective texts on the clips. The purpose is to gain knowledge about student teachers’ reflections on and learning of bodily expressions in teaching, using video papers. The analysis of the video papers is descriptive phenomenological, searching for the meanings of the phenomenon. The findings indicate that video papers contribute to student teachers’ reflections and learning about bodily expressions in terms of how they move in front of students, what impressions their bodies convey, how they manage to make contact and how they use their voices. Video papers complement the memory image and through recordings, bodily expressions get attention and are verbalized.
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| 10. |
- Cronqvist, Marita
(författare)
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Enhanced student joy in learning environment; understanding and influencing the process
- 2024
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Ingår i: European Journal of Education. - 0141-8211 .- 1465-3435.
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Tidskriftsartikel (refereegranskat)abstract
- In education, there is a risk that joy in learning is counteracted by allowing a performance culture to dominate. Research shows that emotions are of great importance for results, motivation and well-being. This study aims to add knowledge about the essential meanings of joy in learning based on students' lived experiences and thereby implications for the learning environment. The essence of the phenomenon of joy in learning has been formulated through descriptive phenomenological analysis. Qualitative data consists of 25 narratives from students engaged in voluntary forms of education. The study shows that joy in learning emerges throughout the learning process, when students discover that they gain knowledge, understand and can control their learning process and achieve something with their knowledge. The implications for teaching involve awareness of the learning process providing a balance between structure, support, challenge and personal choice which was valued along with relationships that contribute to autonomy.
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