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- Persson, Mikael
(författare)
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Inte bara musik. : Om elevers positionerande i grundskolans musikklassrum.
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to study how positioning among students in the music classroom interplays with music teaching activities as practised in Swedish comprehensive schools. The study uses a videoethnographic technique for documenting interactions between students in two different music classrooms. The one is in a music profile school with students for whom music may be assumed to be important, the other is in a standard curriculum school with students who do not have any special relation to music. However, both schools recruit students who come from educated, economically stable homes in white middle class society in Sweden and thus share a similar background. The students’ interactions are transcribed in great detail and analysed using concepts from positioning theory, conversation analysis and discursive psychology.The results show great differences between the two music classrooms. In the Ordinary School, the dominant positions are conformity, humour, insecurity and rationality. In the Music Profile School the dominant positions are rebelliousness, seriousness, confidence and emotionality. In terms of gender, the Music Profile School classroom could be described as a predominantly masculine practice which diminishes the opportunity for students who wish to attain the position musician and at the same time express femininity.These differences in the students’ positioning affects the possibility for such music educational practices as peer-learning to take place. Differences in positioning also affect what work needs to be done in terms of classroom management.By focusing on how positions are achieved through interaction, rather than on what the positions consist of, I hope to open possibilities for the individual music teacher to become aware of which students are being favoured in his or her own classroom. I also hope that this research will help to promote change that could result in greater social justice in the music classroom. How this is to be done will, however, need to be the subject of future research.
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| 2. |
- Lagergren, Anniqa, 1964-
(författare)
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Barns musikkomponerande i tradition och förändring
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis focuses on education at Swedish community music and arts schools and at primary schools. The aim of the study is to contribute to knowledge formation within the field of music education by examining how children make music in an institutional context and how the development of new approaches in teaching and learning affect how children practise music. This is studied by observing what happens when children aged 9 to 12, compose music when they have access to digital tools in a community music and arts school and in a primary school – with specific focus on how composing tasks take shape under varying contextual and interpersonal conditions. 13 children from a community music and arts school and 21 children from a primary school participated in the study. In order to gather material for this study a survey was undertaken to examine the children’s experiences of music, instruments and digital tools. In order to observe and examine composing activities and the music the children had composed, these sessions were recorded on video. The theoretical framework for the study is based on a sociocultural perspective. The results indicate contextual-related differences between the activities in the community music and arts school and the primary school. The differences are observed in the activities and the music the children compose. By addressing interpersonal-related differences the reason why some groups of children undertake the task of composing and some groups of children do not undertake this task can be examined further.
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| 3. |
- Becevic, Semir
(författare)
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Klassrumsbedömning i matematik på gymnasieskolans nivå
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Klassrumsbedömning i matematik på gymnasienivå är en licentiatstudie med en intention att närma sig, fånga upp samt förstå och tolka lärares ageranden, tankar, upplevelser och reflektioner inom och om bedömningen i matematik i gymnasiet. En annan avsikt är delvis att fylla i luckan mellan det målrelaterade kursbedömningssystemet och det praktiska fältet med en kvalitativ forskningsstudie om lärarerfarenheter från gymnasiets matematikkurser.Studien kan inte på något sätt betraktas som uttömmande. Den är selektiv till sin natur. Det finns många andra faktorer som också påverkar de deltagande lärarnas handlingar, funderingar och beslut inom bedömningsfältet av vilka endast ett fåtal berörs av studien. Det finns även så många matematiklärare utanför studien. Lägg likaså till mer eller mindre involverade och intresserade organisationer och institutioner.Intervjuer och fokusgruppsamtal med ett antal matematiklärare från diverse gymnasieskolor har spelats in och detaljerat analyserats genom transkriberingar. Den metodanalytiska och den teoretiska ansatsen från grundad teori har succesivt lett till urskiljandet av åtta typer av bedömningsstrategier: den intuitiva, den inväntande, den kontinuerliga, den likvärdiga, den målinriktade, den provinriktade, den undervisningskopplade samt självbedömningsstrategin och till en teori om hur lärare beskriver och reflekterar om bedömning i matematik på gymnasiet. Strategierna uppvisar en rikedom i lärarnas resonemang om bedömning. Teorin har avslutningsvis fört studien till ett antal begrepp och tillhörande kategoriseringar som har underättat förstaelsen av lärarnas handlingar och resonemang inom matematikbedömningen på gymnasiet.
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| 4. |
- Nilsson, Pernilla, 1969-
(författare)
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Learning to Teach and Teaching to Learn : Primary science student teachers´ complex journey from learners to teachers
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis concerns the process of student teachers´ learning to teach primary science and is based on four studies involving primary science student teachers during their teacher education program. The overall question that the thesis intends to investigate is in which ways student teachers’ learning about teaching can be illustrated and understood in terms of the critical aspects that are experienced within their teaching and learning practices. The four papers in the thesis purposefully explore student teachers’ complex journey from learners to teachers and illustrate the processes of learning to teach by highlighting important aspects within that process. In the thesis the concept of pedagogical content knowledge (PCK) is used as the knowledge a teacher needs to construct and implement science learning experiences for pupils. Further to this, the thesis brings into focus the importance of teacher educators’ professional knowledge and how that knowledge must impact teacher education practice. In making explicit student teachers’ experiences and concerns for teaching and learning science, the practices and processes highlighted in this thesis help to inform how to involve student teachers in developing a knowledge base for primary science teaching.
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