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- Boksjö, Olga, 1973-
(författare)
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”Ska vi googla, fröken?” : Några förskollärares uppfattningar om undervisning relaterad till digitala tekniker i förskolan
- 2023
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study aims to gain deeper insights in digital technology supported teaching in Swedish early childhood education (ECE) settings. Introduction of digital goals in Swedish ECE curriculum obliges preschool teachers to integrate digital technologies into educational practices and calls for a relevant definition and a defined content for this teaching area. By examining teachers’ perspectives, this thesis contributes to obtaining valuable experience-based knowledge that can eventually fill the existing research gap. In a curriculum context, digital technologies have traditionally been associated with technology as a teaching tool, while digital goals (i.e., training children’s digital competence) redefine technology as a teaching content. However, integrating digital technologies in educational practices is still reported to be a challenge, and preschool teachers demonstrate ambivalent attitudes towards use of digital technologies in play-based pedagogy. Previous research has shown that to embed technologies in preschool practices, teachers need to enhance their technological knowledge, which involves a complex coupling between technical knowledge and pedagogical expertise.In the study, eleven preschool teachers were interviewed. A phenomenographic approach was used to identify and analyze the teachers’ conceptions. As a result, several categories related to digital technology use were discerned in teachers’ descriptions. Teaching situations were identified within both planned and spontaneous activities whilst activities for entertainment, relaxation and staff relief were referred to as mere “media consumption”. Paradoxically, nearly all teachers define digital technology supported teaching as a goal-directed, planned and adult-led activity. However, plenty of examples given by the teachers show that situations originating from spontaneous use of digital technology, particularly tablets, play an essential role in everyday teaching practices. Such a rigid understanding of the teaching concept on a definition level may have a counterproductive effect on ECE task with a traditional focus on child-initiated, spontaneous activities. Other findings show that various combinations of hard- and software (apps) may offer teachers multiple teaching options. However, lack of time and technical knowledge in one group of teachers is reported to lead to a scarce use of technologies. In most examples, digital technology is described as a teaching tool for training language, science, mathematics, or arts, while technology as a content is seen as a challenging task and focuses mainly on introducing programmable toys. The teachers describe several examples where technology does not align with their didactic intentions. However, tablet with Google Search is the technology that demonstrates both frequent and organic use. Providing immediate answers on the screen, tablets enable to capture children’s spontaneous questions and, at the same time, support teachers’ educational goals. The preschool teachers’ critical observations and didactic value judgements can contribute with a more nuanced view on what a particular digital technology makes possible in a certain teaching situation. Key words: early childhood education (ECE), preschool, digital technology supported teaching, digital competence, tablet, phenomenography, teachers’ beliefs.
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| 2. |
- Hjulström, Erik, et al.
(författare)
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Herbart with Rancière on the Educational Significance of the ‘Third Thing’ in Teaching
- 2022
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Ingår i: Ethics and Education. - : Routledge. - 1744-9642 .- 1744-9650. ; 17:4, s. 421-436
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Tidskriftsartikel (refereegranskat)abstract
- This article highlights the educational and the aesthetic significance of the subject matter (i.e., “the third thing”) in the relationship between teacher and pupil. This, through a reading of two texts, one written by the 19th century educationist and German philosopher Johann Friedrich Herbart, and one written by the contemporary philosopher and political theorist Jacques Rancière. By emphasizing the third thing between pupil and teacher, the article intends to reimagine both the educative and aesthetic values of those timeless things around us, such as objects of art and education, which give life a meaning beyond our limited socio-cultural desires, interests, concepts, and identities. Teaching, from this “fusion of the horizon” between Herbart and Rancière, is an activity created by the heterogeneity already integral to the “essence” of the subject matter. As such, the article also offers a fusion of the horizon between aesthetics and Didaktik.
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| 3. |
- Jederud, Sandra, et al.
(författare)
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Learning to teach as a two-sided endeavor : mentors' perceptions of paired practicum in initial teacher education
- 2022
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Ingår i: Teaching Education. - : Taylor & Francis Group. - 1047-6210 .- 1470-1286. ; 33:4, s. 454-469
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Tidskriftsartikel (refereegranskat)abstract
- In this article, mentors’ perceptions of paired practicum in initial teacher education in Sweden are studied. Taking the mentors’ perspective, we describe the potentials and the pitfalls of paired practicum. The pros and cons of the model are analyzed from a perspective of learning the vocation of teaching as a two-sided endeavor. Inspired by a modified Aristotelian perspective, we use the terms participant knowledge and spectator knowledge to conceptualize the learning of two different forms of knowledge. Qualitative data were gathered through interviews with five mentors and analyzed using an abductive process. The analysis reveals that paired practicum facilitates a potential for learning mainly a distanced and propositional spectator knowledge while the learning of a contextual and practical participant knowledge seems to be obstructed. For instance, paired practicum seems to prolong the peripheral position of the students and their opportunities to gain participatory knowledge. Results also show that there is a discrepancy between the pedagogical intentions of paired practicum and the concrete possibilities for realizing these in practice. The limitations of the paired practicum model, and how these can be overcome, both at individual and organizational level, are highlighted.
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| 4. |
- Magnússon, Gunnlaugur, 1979-, et al.
(författare)
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Didaktik som alternativ till en instrumentell högskolepedagogik
- 2018. - 1
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Ingår i: Högskolepedagogisk utveckling i teori och praktik. - Västerås : Mälardalens högskola. - 9789174853414 ; , s. 9-22
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Bokkapitel (refereegranskat)abstract
- I denna artikel diskuterar vi rådande utbildningspolitiska ideal för högre utbildning och deras konsekvenser för högskolepedagogikens pedagogiska och didaktiska dimensioner. Högskolepedagogik kontextualiseras som utbildningsfenomen i relation till en internationell utbildningspolitisk utveckling. Sedan diskuterar vi John Biggs Constructive Alignment (CA), som ett exempel på högskolepedagogiskt uttryck för denna utveckling. Vi menar att CA, trots det sympatiska perspektivet på studentens handling och lärande, gör undervisning och utbildning instrumentell och urholkar olika vetenskapliga ämnestraditioner. Vi föreslår att undervisning i högre utbildning borde diskuteras i termer av didaktik, som förankrar undervisningen i ämnet och den pedagogiska relationen mellan lärare, student och ämne. Vi betraktar didaktik som en teori om utbildning och undervisning som bevakar utbildningens innehållsliga och mellanmänskliga dimensioner. Därmed argumenterar vi för didaktik som ett radikalt svar och möjligt alternativ till det rådande utbildningspolitiska idealet.
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| 6. |
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| 7. |
- Magnússon, Gunnlaugur, Associate Professor, 1979-, et al.
(författare)
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Towards a Pedagogy of Higher Education : The Bologna Process, Didaktik and Teaching
- 2022
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Towards a Pedagogy of Higher Education illustrates how international policy shifts, primarily the Bologna-process, have affected debates around both the purpose and organization of higher education at different levels. This book formulates a theory of teaching in higher education that is grounded in educational theory, contributing to a critical perspective on current ideal forms of higher education and a deeper understanding of the pedagogical role of the university. It illustrates how international policies affect conceptualizations of the purpose of higher education and critically examines the pedagogy of higher education in order to develop a comprehensive educational theory for teaching in higher education. The book illustrates the consequences of discursive ideals of education on teaching practices and provides a theoretical framework for new thinking on higher education. Offering a unique contribution that combines policy analyses, curriculum theory, and educational theory, this book will appeal to academics, scholars, and postgraduate students in the field of higher education research and teaching, educational theory, and educational policy.
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| 8. |
- Rytzler, Johannes, 1976-, et al.
(författare)
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Approaching Higher Education with Didaktik : University Teaching for Intellectual Emancipation.
- 2019
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Ingår i: European Journal of Higher Education. - : Taylor & Francis Group. - 2156-8235 .- 2156-8243. ; :2, s. 190-202
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Tidskriftsartikel (refereegranskat)abstract
- European higher education has been highly influenced by theBologna-process, entailing coordination and standardisation frompolicy to teaching practices. This led to increased demands onuniversity teachers. Courses in university pedagogy are requiredas part of competence development and have become decisivefor employment. Constructive Alignment has become a popularmodel, being in line with Bologna-process ideals. Emerging is aninstrumental view of higher education that risks excavatinguniversity pedagogy of its pedagogical dimensions and reducingthe autonomy of the university teachers with focus onstandardisation and emphasis on effective output.This paper proposes a Didaktik-approach to university pedagogy.We argue that Didaktik can help revive relational and emancipatoryelements of higher education. By viewing the relationship betweenteachers and students as a gathering around common interests, wemaintain that Didaktik emphasises teachers’ reflections regardingthe subject, the students, and other educational dimensions.
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| 9. |
- Rytzler, Johannes, 1976-, et al.
(författare)
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Didaktik som lärarutbildningens innehåll och form : Motstånd, utmaningar och möjligheter
- 2020
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Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 29:1, s. 49-64
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Tidskriftsartikel (refereegranskat)abstract
- Didaktik as content and form in Teacher Training: Resistance,challenges and possibilities. The aim of this article is to, through apedagogical-philosophical argument, illustrate how didactical perspectivescan contribute to a more nuanced understanding of the transformativecontent and pedagogy of teacher education. We begin by discussing thepedagogical challenges both teacher-educators and teacher-students facewithin teacher education, namely the existential trial of shifting from apupil perspective to a teacher perspective. By addressing rather than ignoringthese challenges, we attempt to show that there is an inherent and potentialpedagogy of teacher education. By problematizing the relationshipbetween pedagogy and didactics we illustrate how didactics risk beingviewed instrumentally if severed from their pedagogical roots. We thenintroduce didactical perspectives, rooted in a German speaking traditionand argue that these can be seen as not only appropriate as content forteacher education, but also as a pedagogical point of departure for teachereducators. Finally, we suggest that a university pedagogy with a didacticalorientation can attend to the existential transformation from a student toa teacher and give the becoming teachers both relevant knowledge andlanguage for their future practice.
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| 10. |
- Rytzler, Johannes, 1976-
(författare)
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En pedagogisk läsning av samverkan för, om och i utbildning
- 2022. - 1
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Ingår i: Utbildningsvetenskapliga perspektiv på samverkan. - Stockholm : Liber. - 9789147144358 ; , s. 184-202
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Detta kapitel behandlar samverkan som begrepp och fenomen inom ett pedagogisk-filosofiskt ramverk. Mina primära syften med texten är att med hjälp av pedagogisk teori ”läsa” begreppet samverkan samt lyfta fram dess latent pedagogiska potential. Med termen läsning utgår jag från idén om att pedagogik innefattar vissa centrala frågeställningar och blickpunkter, som är viktiga att hantera i relation till samverkansprocesser som syftar till skolutveckling på vetenskaplig grund. Utgångspunkten för kapitlet är att även om samverkan har kommit att bli ett ledord för skola och utbildningsvetenskaplig forskning är det ett svårnavigerat och komplext område. Med stöd av resonemang från utbildningsfilosoferna Gert Biesta, John Dewey och Johann Friedrich Herbart vill jag teckna en fördjupad bild av denna komplexitet och dess inneboende pedagogiska spänningsfält. Med särskilt fokus på begreppet takt visas i kapitlet hur samverkan kan förstås som ett i grunden pedagogiskt problemområde. Målsättningen är att lyfta och skriva fram de specifika möjligheter såväl som utmaningar som samverkan kring forskning och skolutveckling innebär.
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