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- Diedrichs, Peter, et al.
(författare)
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Flexible examination as a pathway to learning
- 2012
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Ingår i: Problems of Education in the 21st Century. - 1822-7864. ; 40:40, s. 26-34
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Tidskriftsartikel (refereegranskat)abstract
- Previous research in the field of educational development has highlighted the importance of examination in the learning process. In most educational contexts tests and grades are the most important influences on the students’ learning strategies. A well planned examination strategy is seen as contributing to better learning. A test of flexible examination forms was carried out in the Linnaeus University’s teacher training program in Sweden. During a course in special needs education, 119 teacher trainees were given the opportunity to choose examination method at the start of the course. They were able to choose between four different examination methods and were in addition allowed to propose their own examination method. After the students had been examined they completed an evaluation on their newly acquired and previous examination experience and with the key question being which form of examination was most beneficial to the learning process. The results show that even if the students saw examination as an opportunity for learning and appreciated the option of freely choosing examination method, they did not choose the examination form according to its benefit for the learning process. On the contrary they chose the examination form that they expected to be the easiest path towards high grades.
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| 4. |
- Ahlbäck, Tor
(författare)
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Digitala skrivtavlor - till vad, hur och varför? : En studie om den digitala skrivtavlans betydelse för grundskolans digitalisering utifrån ett lärarperspektiv
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this thesis is to examine in what aspects the interactive whiteboard (IWB) has contributed to the digitalization of our schools, and how it may have changed the actual teaching in the classroom. This research explores this question from a didactic perspective, as well as from the perspective of the teachers’ reflections. The main research questions are: What do teachers use the IWB for? How do teachers use the IWB? Why do teachers use the IWB? These questions have been analyzed within a didactic framework, which is based on the expanded didactic triangle (Hudson & Meyer 2011) and the logic of events (von Wright 1983). Data was collected by interviews and surveys. The analysis was done abductively, based on a mixed methods approach. The results show that the IWB has the function of a digital hub in whole-class teaching, being mainly used as a computer projector, film projector and digital whiteboard. The main value of the IWB according to the study is that it provides the teacher access to digital information during a class. In their response, teachers express a wish to vary and adapt the teaching to include the IWB, in order to increase student motivation and participation. The study shows major differences with regards to the extent and the ways that the IWB is used in relation to teacher and school, leading to differences in pupils’ learning. Moreover, the complexity of teaching increases with the introduction of the IWB, as it requires the development of the teacher’s knowledge and skills. The study indicates that the use of the IWB implies a shift of the norm in school’s whole-class teaching to become more digital. The results are further discussed through four aspects of education: classroom practice, teachers, the school as an organization and society as a whole. The results imply that in order to develop teachers’ didactic repertoire, teachers need to be given clear assignments as well as opportunities for investigating the possibilities and limitations of digital tools, including developing and describing different methods and their advantages and disadvantages. This is proposed to be an area for further research in general and subject didactics, through action and participatory research.
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| 6. |
- Bergstedt, Mikael, et al.
(författare)
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Specialpedagogik på fritidshem : En litteratur- och dokumentanalys av fritidshemmets specialpedagogiska utveckling
- 2022
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Ingår i: Specialpædagogik. - : Danmarks Specialpædagogiske Forening. - 0107-0649. ; 42:1, s. 2-14
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Tidskriftsartikel (refereegranskat)abstract
- Det svenska fritidshemmets relation till specialpedagogik har varit oklar sedan fritidshemmen inrättades. Ett specialpedagogiskt förhållningssätt har varit iakttagbart i verksamheten men svårt att härleda och definiera. Olika former av externa specialpedagogiska insatser har varit sällsynta men det senaste decenniet har efterfrågan på denna typ av aktiviteter ökat. I den här studien har tidigare forskning och fritidshemmets styrdokument granskats för att utreda hur det specialpedagogiska uppdraget över tid skrivits fram och vilka konsekvenser det fått i praktiken. I en litteratur- och dokumentstudie granskas fritidshemsverksamhet med fokus på specialpedagogik från det att den inrättades till nutida verksamhet. Styrdokument har analyserats med metoden diskursanalys. Resultatet visar att de specialpedagogiskt förankrade inslagen var och är relativt rikligt förekommande. Begreppen kompensation, differentiering och delaktighet kom att formera de mest framträdande diskurserna. Specialpedagogiken har haft och har en betydande disciplinär funktion, vilket till stora delar kan härledas till skolans verksamhet och den specialpedagogiska tradition som råder där. De specialpedagogiska inslagen på fritidshemmet har utvecklats i en normativ riktning och normbrytande mönster definieras snävare. Det finns en klar tendens till exkludering genom organisatorisk differentiering för elever som inte når upp till de krav som ställs i verksamheten. Författarnas slutsats är att det behövs en specialpedagogik som är utvecklad för fritidshemmets verksamhet och som kan stödja och försvara den pedagogik och det förhållningssätt som definieras fritidshemspedagogik.
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| 7. |
- Dahl, Marianne, 1955-, et al.
(författare)
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Leisure-time teachers in a changed profession
- 2015
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Ingår i: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; 68, s. 22-35
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Tidskriftsartikel (refereegranskat)abstract
- This exploratory research focus on teaching and learning on the basis of Swedish leisure-time teachers with more than thirty years of experience. The purpose of this research was to bring to light the role of the Leisure time teachers, both in the past up to the present day and into the future. Based on important concepts for professional development, the qualities decisive for a long and sustainable career as a leisure-time teacher are sought. In interviews ten leisure-time teachers describe their professional careers on the following question areas: teachers, children, parents, leisure-time centers and mission. The outcomes are discussed in relation to the professional concepts of knowledge, autonomy, responsibility, collegial decision-making, confidence and trust, closing off and professional development. The results show that there are a number of success factors for why the interviewees stayed in a profession that has undergone and is subject to significant changes. Children, challenges, leisure-time pedagogy, flexibility and teamwork are considered to be important qualities. One factor that in certain cases meant that one did not change profession is that there are no clear career paths within the profession. Change that has occurred regarding the focus of the work is perceived mainly as positive. Leisure-time teachers emphasize that the collaboration with the school has resulted in greater confidence in their own mission and competence. From this research some critical research areas are revealed, such as, children’s possible perceptions of learning requirements at the leisure-time center.
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| 8. |
- Erlandsson, Maja, et al.
(författare)
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An Unclear Task? : Perspectives of Swedish Preschool and Special Needs Teachers on their Role in Assessing and Documenting Child Development
- 2021
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Ingår i: Disability, CBR & Inclusive Development. - : Stichting Liliane Fonds. - 2211-5242. ; 32:2, s. 30-50
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: This study explored how preschool and special needs teachers in Sweden perceive their own role and the role of each other in the preschools’ documentation and assessment practices. It examines the possible consequences of this perception and of the actions based on it for children with special needs.Method: The study took a qualitative approach. Individual semi-structured interviews were conducted with seven special needs teachers and seven preschool teachers from different schools and municipalities.Results: The results show that the preschool and special needs teachers’ roles regarding assessment and documentation, as described and specified in the curriculum, are contradictory and difficult. Assessing an individual child’s knowledge development by observing and documenting the child group was regarded as problematic by both occupational groups, and further training in assessments was sought.Conclusion and Implications: Clear differences were found between the way in which preschool teachers and special needs teachers performed observations and assessments and documented them. Preschool teachers mainly used participant observations at a group level, while special needs teachers were usually tasked with observing a particular child. Preschool teachers’ reluctance to document the performance of individual children might result in children’s special needs remaining hidden. It is important to find methods which endorse assessments that allow for and appreciate diversity, and that are not based on normative notions which often result in differentiating between children and dividing them into different groups of learners based on their perceived level of knowledge.Limitations: From the interview results, it has sometimes been difficult to differentiate between the concepts of observation, documentation and assessment as they are often parts of a whole within the context of preschools. As the survey was of limited scope, the results cannot be generalised to all Swedish preschools, but the data obtained could provide important guidance for further work with inclusive preschools.
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| 9. |
- Karlsudd, Peter, 1958-
(författare)
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Agree or disagree? : A comparison of the staff's and parents' perceptions of important factors and goal fulfilment for an inclusive preschool in Sweden.
- 2023
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Ingår i: Early Child Development and Care. - : Taylor & Francis Group. - 0300-4430 .- 1476-8275. ; 193:4, s. 559-573
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Tidskriftsartikel (refereegranskat)abstract
- A Swedish preschool must be adapted to all children, regardless of ethnicity, religion or disability. Inclusion and the children’s sense of participation are essential keywords in this work. The present analysis was based on two studies in which the staff’s and parents’ perceptions of significant factors and goal fulfilment for inclusive preschools in Sweden were analysed. The results of this comparison showed, among other things, that there was an engaging and open-minded discussion climate among the staff and parents regarding inclusion. The staff and parents highly valued the quality of the inclusion work; the parents more so than the staff. Most of the staff and parents thought it was possible to create a sense of belonging among the children in preschool.
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| 10. |
- Karlsudd, Peter, 1958-
(författare)
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Assessing Essays to Develop Writing
- 2010
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Ingår i: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; 25, s. 67-76
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Tidskriftsartikel (refereegranskat)abstract
- Special needs teacher education in Sweden has by tradition been pragmatic and action-oriented. The higher degree of academization the education is now undergoing has revealed deficiencies in the concluding essay project. A low problematization degree, poor grounding in theory as well as undeveloped analyses are among the explanations of the low quality. This article describes a development project conducted at Linnaeus University with a view to improving the quality of student essay writing. With the overarching aim of making students aware of the quality criteria involved in essay writing, students and teachers assessed essays on the basis of 24 different criteria. Initially worked out by teachers, the criteria were developed and supplemented in dialogue with students. After the appraisal the conformity of assessment between student-student, teacher-student and teacher-teacher was presented. The result demonstrates that disagreement exists in the assessment. Teachers and examiners assess the quality of the essays as being somewhat lower in certain respects than what students do, whereas they may give higher values on the basis of other criteria. However, individual differences in assessment among teachers are not fewer than among students. There are clear differences in the evaluation of method, theory grounding, innovativeness and creativity. Subsequent discussions have led to clearer quality requirements for essays and have also to some extent reduced the former interpretation gap.
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