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- Andersson, Katharina, 1954-
(författare)
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Pojkar kan visst skriva! : skrivkompetenser på nationellt prov i svenska i årskurs tre i Sverige
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- 10-year old boys are writing texts in a National Test in the spring of 2009. The aim of this study is to increase knowledge in and understanding of boys’ writing skills through description, analysis and interpretation of the texts produced by the boys in the National Test in Swedish for junior level year three, taken in Sweden in 2009. The material consists of texts produced by boys and is focused on their ability to write. Through avoiding relating to texts produced by girls, it is possible to search, review, interpret and observe without simultaneously comparing the two genders. The aim of the test is to measure writing proficiency from a normative perspective, while I am investigating content, reception, awareness, and other aspects relevant when producing text. Genres are described through the instruction given in the test, which defines the work that takes place in the classroom and thereby my approach to the analysis. The latter is focused on finding patterns in the competence of the students rather than looking for flaws and limitations. When competence is searched for beyond the relationship to syllabi or the demands of the test in itself, the boys’ texts from the test provide a general foundation for investigating writing proficiency. Person, place and social group have been removed from the texts thereby avoiding aspects of social positioning. The texts are seen from the perspective of 10-year old boys who write texts in a National Test. The theoretical basis as provided by Ivaničs (2004; 2012) offers models for theory on writing. A socio-cultural viewpoint (Smidt, 2009; Säljö, 2000) including literacy and a holistic view on writing is found throughout. By the use of abdicative logic (see 4.4) material and theory work in mutual cooperation. The primary method hermeneutics (Gadamer 1997) and analytical closereading (Gustavsson, 1999) are used dependent on the requirements of the texts. The thesis builds its foundation through the analysis from theoretically diverse areas of science. Central to the thesis is the result that boys who write texts in the National Test, are able to write in two separate genres without conversion or the creating hybrids between the two. Furthermore, the boys inhibit extensive knowledge about other types of texts, gained from TV, film, computers, books, games, and magazines even in such a culturally bound context as a test. Texts the boy has knowledge of through other situations can implicitly be inserted in his own text, or be explicitly written with a name of the main character, title, as well as other signifiers. These texts are written to express and describe what is required in the topic heading of the test. In addition other visible results of the boys’ ability to write well occur though the multitude of methods for analysis throughout the thesis which both search, and find writing competence in the texts written by the boys.
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| 2. |
- Bergman, Bengt
(författare)
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Att omskapa sin professionella identitet : Från polis till polislärare via intersubjektiva möten
- 2009
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This licentiate thesis builds on the assumption that there is a shift in professional perspective when a police officer takes on the task of a police teacher in the Police Basic Education Training Programme. This shift of perspective is described as a professional process as well as a learning process, and the investigation focuses the reshaping of one’s professional identity.The investigation is based on focus group interviews with four different groups of police teachers in Växjö, Stockholm, and Umeå, where they were asked to talk about their task as police teachers. The analysis is built on theories from George Herbert Mead, Moira von Wright, and Ludwik Fleck about the importance of in-tersubjective interaction in the interpersonal or social perspective of construction knowledge about oneself as a subject and the surrounding world. Professional identity is defined as the way, consciously or unconsciously, an individual under-stands oneself as a professional; it is seen as an ongoing process shaped by con-tinuous intersubjective meetings with others in a changeable world. Professional, personal and possibly tacit knowledge is in that aspect developed and may be pos-sible to articulate in the right environment, for example within focus groups.The findings indicate that the change of professional task of the police teachers affects their understanding of themselves as professionals, i.e., their professional identity. The development of new professional and personal knowledge is due to the ability to reflect on the outcome of the intersubjective meetings with students and other teachers. This change of professional identity of the police teachers complicates their mission in two aspects. First, the denial of the relationship with the students as colleagues could be in conflict with the expectation from the stu-dent police officers. Secondly, the gap in knowledge about police work between the reflected personal knowledge of the police teachers and the student police offi-cers’ knowledge built on movies and books makes it difficult to meet the students at their level. This situation demands opportunities for police teachers to discuss their tasks with other teachers on campus, in the context of intersubjective meet-ings.
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