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- Henningsson-Yousif, Anna
(författare)
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Blåkulla tur och retur
- 2010
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Hur gör man för att utbilda nya förskollärare? Hur ser ett arbetslag på en förskola på sitt lärarutbildaruppdrag när de tar emot studenter? Vad innebär det att arbeta i ett arbetslag på en förskola där barnen står i centrum och samtidigt fungera som utbildare för blivande förskollärare? Vad kan arbetslaget på förskolan bidra med för kunskaper? Hur skiljer sig detta från det den blivande lärarstudenten lär sig på högskolan? Läs rapporten – så får du veta mer om hur ett arbetslag på en förskola resonerar kring sitt lärarutbildaruppdrag.
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- Henningsson-Yousif, Anna, et al.
(författare)
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Lärarutbildares och lärarstudenters funktionsuppfattningar : tankar inför en ny studie inom projekt Gökungen
- 2006
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The young cuckoo project It is of importance that teachers at work as well as teacher students develop an inquiring attitude and skills. They also need to develop an approach of making use of and treasuring experiences and reasonings of each other and others. This means for instance to take active part in a systematic inquiry of the teaching conditions and the prerequisits for school change in a systematic way. It also means to be attentive to the experiences and interpretations of the school and society that are made within the school and to make use of and treasure these. We regard these attitudes and skills as basic foundations of a democratic society. We connect them to the democratic knowledge processes (Holmstrand & Härnsten, 2003). The potential function of the school could in this respect be central. For the last couple of years we have been involved in trying out and studying how an inquiring and treasuring praxis could be developed at the campus and in the partner schools of the teacher education. We have studied the prerequisits for such development. We are now at a stage when we, on the basis of a pilot study (Henningsson-Yousif & Viggósson, 2006) are moving on to a development project; “Inquiring as the basis of school development as well as the development of teacher education” and a research project preliminary called “Mental images of teacher educators”. In this project we study how teacher educators at campus as well as in the partner schools both interpret the requirements of teacher students and their own functions as teacher educators. At the session we want to discuss the elaboration of the theoretical and methodological reasonings connected to our research project.
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- Henningsson-Yousif, Anna, et al.
(författare)
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Making teachers' pedagogical capital visible and useful
- 2015
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Ingår i: Journal of Workplace Learning. - : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 27:5, s. 332-344
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this paper is to compare methods of working with pedagogical capital in teacher and mentor education. The authors make an account of the development of the concept of pedagogical capital and relate it to the theoretical context of practice theory. Empirical data will substantiate the theoretical discussion of teachers ' pedagogical capital. Design/methodology/approach – Comparative analyses of the authors ' research and empirical data were undertaken. Findings – Three dimensions of pedagogical capital have been identified: an experience content dimension, an analysis dimension and an acting dimension. Research limitations/implications – The authors find potential in using and further developing the concept of pedagogical capital in its various dimensions and in relation to other similar concepts. Practical implications – The authors ' methods could be used for school development purposes as well as in teacher education. Social implications – The aim of the paper is to underline the value of the contributions people can make to society as a whole and as teachers in school, in particular. The recognition of the ability to analyse and contribute is the essence of this work. Originality/value – The value of the paper is the introduction and development of pedagogical capital in an international context. The value is also the common analyses of educational work in Sweden and Norway.
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- Henningsson-Yousif, Anna
(författare)
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Rosa projektet : rapport från ett analysexperiment med rektorer
- 2006
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The pink project – so far A report from a coanalytic experiment with school leaders. On the basis of the ongoing project The school leader, school change and the teacher students (The pink project), I want to discuss the methodological approach to involve school leaders in an analysis of an interview material they have contributed to. The question here is: What happens when you ask school leaders to make a contribution in a reasearch analysis of this kind? I also want to discuss the content of this analysis. The question here i What dimensions do the school leaders apply in their analyses of the material? In this Pink project seven school leaders connected to the teacher education of Malmö, were interviewed concerning their own efforts in relation to school change and teacher students. The project started in the autumn of 2004 partly as an extension of the The young cuckoo project (see a separate text, Henningsson-Yousif & Viggósson). The school leaders were asked to read and react on two “analysis booklets”. Analysis booklet 1, contains reasonings about the relation between the teacher education and the school (accompanied by a booklet with sketches on the issue made by the school leaders). The Analysis booklet 2, contains the reasonings about strategies of change, leadership, their own background etc. In december 2005 the school leaders have given their reactions on booklet 1. A meeting with three of the school leaders, who also have made an attempt to analyse booklet 2, is planned to take place in march 2006.
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- Henningsson-Yousif, Anna
(författare)
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Skissbok för utvecklingsbenägna : Rapport från projektet Skolledarna, skolutvecklingen och de blivande lärarna
- 2006
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Baksidestext: Vem kan bidra till utvecklingen av skolan och till utbildningen av lärare? Ska lärarutbildningen gå i täten för utvecklingen medan skolorna tillhandahåller ”verkligheten” för lärarstudenter? Hyser rektorerna en tilltro till att kunna ta emot studenterna och att ha något att ge dem, men inte att bidra till utveckling i paritet med lärarutbildningen? I Skissbok för utvecklingsbenägna söker Anna Henningsson-Yousif svar på dessa frågor i samtal med en grupp partnerskolerektorer. Samtalen är en del av projektet Skolledarna, skolutvecklingen och de blivande lärarna, som startade 2004. Denna rapport fokuserar på rektorernas resonemang kring relationen skola-lärarutbildning.
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- Henningsson-Yousif, Anna
(författare)
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Skolperspektiv : Utveckling av verktyg för analys av politikers, lärares och elevers resonemang om skolan
- 2003
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The major objective has been to create tools for analyzing the reasoning regarding the school the different actors involved - pupils, teachers, school and politicians show. A subordinate aim was to explore relevance in this connection of eight studies carried out by the author 1979 – 1999 concerning three basic areas: the pedagogical processes at the school level, at the teacher education level and at the level of school change. I conclude that a recurring question is that of the relevance and the sense of meaningfulness experienced by those involved in different educational processes. In one of the eight empirical studies, termed the compulsory-school teacher study (1997), an approach to analyzing what teacher trainees find relevant in their work in schools is presented, involving two basic concepts, those of the event space and the relational space. In considering these concepts in terms of Alfred Schutz' theory of the lifeworld, I rename the relational space the space of contemporaries. A new study is also reported in this thesis – Teachers and schoolpoliticians in the pedagogical process of school change, the LoP-study. In considering the earlier eight studies in conjunction with the LoP-study, I find the studies to have dealt with personal processes and societal processes as well as pedagogical processes in how the parties involved reason in talking about the school. Three different aspects of the processes are distinguished: meta-aspects, connected with the aims a given process has; core aspects, connected with what one concretely does; and approach aspects, pertaining to how the persons involved relate to each other and to the process. In analyzing the LoP- interviews carried out with use of the tools developed – enabling different processes and aspects of these to be analyzed – I find marked individual differences in the patterns of different aspects of the processes involved. The width of the event space and of the space of contemporaries on the part both of the teachers and of the politicians were found to vary considerably. A conclusion drawn is that further development of the tools created would be worthwhile. It also seems possible to apply these tools to other areas, such as those of the scientific community with its research processes and of the political community with its steering processes.
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