| 1. |
- Artaxo, Paulo, et al.
(författare)
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Tropical and Boreal Forest – Atmosphere Interactions : A Review
- 2022
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Ingår i: Tellus. Series B, Chemical and physical meteorology. - : Stockholm University Press. - 0280-6509 .- 1600-0889. ; 74:1, s. 24-163
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Forskningsöversikt (refereegranskat)abstract
- This review presents how the boreal and the tropical forests affect the atmosphere, its chemical composition, its function, and further how that affects the climate and, in return, the ecosystems through feedback processes. Observations from key tower sites standing out due to their long-term comprehensive observations: The Amazon Tall Tower Observatory in Central Amazonia, the Zotino Tall Tower Observatory in Siberia, and the Station to Measure Ecosystem-Atmosphere Relations at Hyytiäla in Finland. The review is complemented by short-term observations from networks and large experiments.The review discusses atmospheric chemistry observations, aerosol formation and processing, physiochemical aerosol, and cloud condensation nuclei properties and finds surprising similarities and important differences in the two ecosystems. The aerosol concentrations and chemistry are similar, particularly concerning the main chemical components, both dominated by an organic fraction, while the boreal ecosystem has generally higher concentrations of inorganics, due to higher influence of long-range transported air pollution. The emissions of biogenic volatile organic compounds are dominated by isoprene and monoterpene in the tropical and boreal regions, respectively, being the main precursors of the organic aerosol fraction.Observations and modeling studies show that climate change and deforestation affect the ecosystems such that the carbon and hydrological cycles in Amazonia are changing to carbon neutrality and affect precipitation downwind. In Africa, the tropical forests are so far maintaining their carbon sink.It is urgent to better understand the interaction between these major ecosystems, the atmosphere, and climate, which calls for more observation sites, providing long-term data on water, carbon, and other biogeochemical cycles. This is essential in finding a sustainable balance between forest preservation and reforestation versus a potential increase in food production and biofuels, which are critical in maintaining ecosystem services and global climate stability. Reducing global warming and deforestation is vital for tropical forests.
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| 2. |
- Berndtsson, Inger, 1957, et al.
(författare)
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Jan Bengtsson. En sammanflätandets filosof
- 2019
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Ingår i: Fenomenologiska sammanflätningar. - Göteborg : Daidalos. - 9789171735621 ; , s. 13-26
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Kapitlet tecknar ett porträtt av professor Jan Bengtssons teoretiska arv och hans betydelse för utvecklingen av en pedagogisk livsvärldsansats i Norden.
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| 3. |
- Brkovic, Irma, 1977, et al.
(författare)
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Determinants of Mentor Teachers´ Self-efficacy Beliefs in Mentoring
- 2024
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Ingår i: NERA Conference, Malmö, 2024. - : The Nordic Educational Research Association.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to investigate individual and contextual factors determining mentor teachers´ self-efficacy (SE) beliefs in their role mentoring role. Teachers´ self-efficacy beliefs have been proven to be a crucial factor for predicting personal and professional outcomes and relate to the effort teachers invest in teaching, resilience in unfavourable circumstances, motivation to leave the profession, health outcomes, and students´ motivation and achievement (Klassen & Tze, 2014, Panadero et al. 2017). SE in mentoring, though little researched, is found to be predictive for mentors´ educator identity, shared educator perspective and job satisfaction (Andreasen, et. al., 2019). However, which determinants contribute to mentors´ higher self-efficacy beliefs remain unclear. Self-efficacy as a concept is derived from Social Cognitive Theory and is defined as “beliefs in one´s capabilities to organize and execute the courses of action required to produce given attainments” (Bandura, 1997). In his original work, Bandura argued that self-efficacy beliefs cannot be studied by applying general measures, but that it must be captured within specific areas. Within the framework of Activity Theory (Engeström, 1999) we have developed and applied scales measuring mentor teachers´ perceived challenges stemming from mentoring tasks, perceived areas of professional development resulting from mentoring activities and a scale measuring self-efficacy beliefs in mentoring student teachers. The analyses confirmed a one-dimensional structure of the self-efficacy scale (α > 0.90). The data were collected through an on-line questionnaire. In the first round of data collection 619 mentors working in grades 4-6 within teacher education programs of 20 Swedish higher education institutions (HEIs) participated. Results show that mentor teachers´ self-efficacy beliefs are predicted by both contextual (the amount of mentoring related training, perceived challenges in relation to mentoring) and individual (experience in mentoring, professional development) factors. This research is relevant to all Nordic HEIs who provide initial teacher education, particularly as the role of in-school mentors is increasingly recognised as an important factor in inducting and retaining new teachers (Aspfors & Fransson, 2015; Rinne et al, 2023).
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| 4. |
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Fenomenologiska sammanflätningar
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Den fenomenologiska filosofin – skapad av Edmund Husserl (1859–1938) – har haft ett stort genomslag inom den pedagogiska vetenskapen i Norden. Detta beror inte minst på filosofen och pedagogen Jan Bengtsson (1949–2013), som introducerade den fenomenologiska tanketraditionen i en lång rad artiklar och böcker. Bengtsson tog särskilt fasta på fenomenologins utforskning av livsvärlden. Texterna i antologin Fenomenologiska sammanflätningar är alla skrivna i Bengtssons anda och förhåller sig på olika vis till fenomenologin. Den inledande texten tecknar ett porträtt av Jan Bengtsson och diskuterar hans intellektuella arv. De övriga texterna ger en fördjupad bild av hur fenomenologisk teori kan användas inom olika pedagogiska forskningsfält och inom didaktisk praktik på olika nivåer. Läsaren får också talrika exempel på vilka slags resultat fenomenologisk forskning kan ge. På ett praktiskt plan behandlar antologin bland annat fenomenologins relevans för specialpedagogiken, den betydelse undervisningslokalernas ”rumslighet” har i ett fenomenologiskt perspektiv och förutsättningarna för fenomenologisk självreflektion i en lärandesituation. Antologins perspektiv är alltså både teoretiskt och praktiskt. Författarna vill inte minst stimulera till – och underlätta – begreppsliga och erfarenhetsmässiga sammanflätningar.
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| 5. |
- Hipkiss, Anna Maria, et al.
(författare)
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Mentoring student teachers – a reflection of what you know or who you are.
- 2024
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Ingår i: Nordic Educational Research Association, NERA.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This is a quantitative study of how mentor teachers view their task as mentors. The study investigates to which extent mentor teachers value different mentor characteristics or qualities in their role as mentors, for example the importance of being a role model or having certain knowledge that set student teachers on the path to their future teaching adventures. This presentation draws on concepts from Legitimation Code Theory (LCT- Maton, 2014). LCT is concerned with how mentor teachers respond to the relations between who one is (for example being a role model) and what one knows (for example having certain knowledge) might give insights into the dichotomy of tacit and explicit knowledge (or knowledge for-in-on practice). Using LCT we aim to identify what the dominant understandings of what mentoring involves in two ways. What do mentors value more legitimate knowledge and epistemic relations (ER); or being a legitimate knower and social relations (SR), aka someone who can play “the rules of the game” (Clarence, 2021:30; Maton, 2014:17). Data was collected through a nationwide distributed questionnaire sent out to mentor teachers for the teacher education programs at the primary school level (Grundlärarprogrammet 4-6) in the winter of 2022 and 2023. In the first round, a total of 619 responses were collected asking for mentor teachers’ experiences of the mentoring task. In this presentation, eight survey questions were selected, in collaboration with a panel of LCT scholars, for further analyses using the dimension of Specialization. In the ongoing analyses we identify to which degree mentors “value” specialized knowledge related to the mentoring task (epistemic relations), and to which degree they value dispositions and attributes (social relations) and if there are distinctions to be made between different teacher categories. Preliminary results indicate that while mentors value having the right knowledge and being the right knower, slightly more mentors (67%) value being the right knower over having the right knowledge (50.7%). These differences are slight, but it is anticipated that further analyses will highlight whether the differences can be related to, for example, years of experience or type of teacher education which in turn can provide useful knowledge for designing mentor training provided at universities. References Clarence, S., (2021). Turning access into success. Improving University Education with Legitimation Code Theory. Routledge. Ellery, K., (2021) Widening access in science: Developing both knowledge and knowers. In: Maton, K., Martin, J.R. and Doran, Y.J. (Eds). Teaching Science: Knowledge, Language, Pedagogy. Routledge Maton, K., (2014). Knowledge and knowers. Towards a realist sociology of education. Routledge.
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| 6. |
- Levinsson, Magnus, et al.
(författare)
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Bodily ascpects of becoming and being a teacher
- 2017
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Ingår i: 4th Symposium on Phenomenological Educational Science, Humboldt University, Berlin. - Berlin.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Ljungblad, Ann-Louise, 1961, et al.
(författare)
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Pedagogisk takt synliggör komplexiteten i läraryrkets relationella dimension
- 2020
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Ingår i: Nordisk tidsskrift for pedagogikk og kritikk. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2387-5739. ; 6, s. 158-173
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Tidskriftsartikel (refereegranskat)abstract
- Utbildning har under de senaste decennierna dominerats av mätningar och rationalitet, vilket har bidragit till att relationella värden har åsidosatts. Syftet med denna artikel är att belysa relationella dimensioner av lärares arbete med utgångspunkt i resultaten i två empiriska klassrumsstudier (Ljungblad, 2016; Rinne, 2014) där pedagogisk takt har använts som teoretiskt analysverktyg ur Lövlies (2007) och van Manens (1991, 2015) perspektiv. I båda studierna utgör intersubjektivitet en central dimension. Genom att spegla studiernas resultat mot varandra framträder en djupare förståelse av komplexa relationella skeenden som lärare är involverade i och måste hantera. I artikeln diskuteras hur begreppet pedagogisk takt skapar möjligheter att synliggöra relationella dimensioner av läraryrket. Mer specifikt visar resultaten hur lärarna skapar en kon-takt med eleverna och synliggör relationella värden som möjliggör att elever kan framträda som subjekt. Vidare belyser artikeln hur pedagogisk takt kan bidra till att komma bortom det förgivettagna antagandet om att läraryrket är ett enkelt yrke. Sammanfattningsvis betonas vikten av existentiella värden i utbildning som en motvikt till att elever objektifieras i mätningarnas tidevarv.
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| 8. |
- Lundqvist, Ulla, et al.
(författare)
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From parent-teacher relations to professional identity in Danish and Swedish schools
- 2024
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Ingår i: Teachers and Teaching.
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Tidskriftsartikel (refereegranskat)abstract
- Denmark and Sweden have witnessed a historically significant amplification of parental influence in compulsory schools during the past two decades. The emphasis on parental involvement in these two countries reflects international trends of neoliberal governing of educational processes. We know very little about the interplay between beginning teachers’ encounters with parents and how that influences the teachers’ identity formation. This article investigates beginning teachers’ experiences with parents in Sweden and Denmark and how these experiences reflect the teachers’ professional identity development. Through a comparative case study approach, interviews were carried out with 10 teachers in pre-service and in-service phases of their profession to capture their interpretations of their experiences with parents. A framework involving the concepts of parent-teacher relations, professional teacher identity, and emerging and thickening trajectories was used to develop the interview questions and analyse data. The results show that beginning teachers experience challenges in their relations with parents and these challenges put a strain on their self-definition as professionals. These results provide implications for addressing the constraints on teachers’ professional autonomy brought by a culture of clientelism which has the potential to change the role of teachers and therefore affect their professional identity development.
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| 9. |
- Rinne, Ilona
(författare)
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Analytisk och holistisk bedömning av examensarbeten på grundlärarprogrammet
- 2021
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Ingår i: Forskning om högre utbildning, Örebro.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I början av 2000-talet infördes en ny examensstruktur i Sverige vilket har medfört en ökning av examensarbeten på lärarutbildningen. Internationell och nationell forskning om bedömning av examensarbeten visar att det finns brister i likvärdighet i bedömning. Presentationen bygger på en fallstudie där tio examinatorer bedömde tre examensarbeten på grundlärarutbildningen. Studien synliggör likheter och skillnader i examinatorers analytiska bedömning av specifika delar av examensarbeten: metod och teori, resultat och analys och språk och struktur och belyser vilka överväganden och ställningstaganden examinatorer gör vid holistisk bedömning.
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| 10. |
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