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| 2. |
- Flodin, Veronica, et al.
(författare)
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Utveckling av trepartssamtal inom kompletterande pedagogisk utveckling (KPU)
- 2020
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Ingår i: Lärarkonferens2020- möjligheter med akademisk lärarskap. ; , s. 25-25
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Trepartssamtalet, dvs ett samtal mellan kurslärare, student och VFU-handledare, är en central del i den verksamhetsförlagda utbildningen (VFU), och dessutom ett av få tillfällen i hela lärarutbildningen där campus, student och skola möts. Studenterna lyfter fram trepartssamtalet i kursutvärderingar som ett av de viktigaste inslagen under utbildningen. Men trepartssamtalet är också kostsamt på olika sätt. Det kostar i tid att resa ut till skolorna och det behövs också många lärare att bemanna dem. Det är därför viktigt att utveckla och utforska olika former för samtal i VFU som inte är en ren minskning av kvalitet, utan kan vara en form som gynnar studenternas lärande.Projektet omfattar två delstudier där I) studerar digitala trepartssamtal och II) studerar trepartssamtal i grupp. Delprojekt I) är en erfarenhetsbaserad studie där vi jämför våra resultat med till exempel Karlstads universitet som har lärarutbildning (och därmed trepartssamtal) på distans (Johansson och Johansson, 2018). Delprojekt II) innebär trepartssamtal med studentpar, och genomförs som en möjlig aktivitet inom klustren i den nya VFU-organisationen. Studier har visat att studenter som gör VFU i par eller grupp har möjlighet att genom gemensam planering och gemensamma reflektioner hitta kopplingar mellan den egna undervisningen och innehållet i de lästa kurserna (Cavanagh & McMaster, 2015; Manuchechrie, 2002). Delprojekt II sker också i samverkan med VFU-kursansvariga vid institutionerna HSD och ISD.Under paneldiskussionen kommer vi presentera resultaten i de olika delprojekten, vad vi har lärt oss och vilka utmaningar som vi kan ställas inför, till exempel:•Tekniska krav och hantering av GDPR•Krav på stödstrukturer, till exempel digitala verktyg, gott samarbete med VFU-sekretariatet för placeringar och med lärare i övriga kurser•Pedagogiska anpassningar av kursuppgifter och rutiner för samtalet•Studenters och lärares engagemang och medverkan i projektet•Att både få komma tillbaka till engagerade handledare, och att skala upp erfarenheter till att omfatta fler utbildningar
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| 3. |
- Fröjdendahl, Birgitta, 1955-, et al.
(författare)
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Facing the validity gap. Perspectives on the final degree project
- 2024
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Ingår i: Educational Research and Evaluation. - 1380-3611 .- 1744-4187. ; 29:1-2, s. 50-68
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Tidskriftsartikel (refereegranskat)abstract
- This study detected patterns in teacher educators’ and pre-service teachers’ beliefs and practices regarding the degree project. Requirements in policy documents were also considered. The analysis centred on validity, teacher cognition and grounded theory. Conversations were conducted with instructors and students at three departments for teacher education in Sweden. Findings showed inadequacies with regard to construct- and consequential validity for instruction and learning, timing, pre-service teachers’ prior knowledge and attitudes to educational research. Recommendations for improvement involved having teaching practice and the project run parallel and part-time during a term. Further proposals tallied with national regulations about autonomy and academic literacy for teachers. For example, the pre-service teachers responded positively to introducing crash courses and providing opportunities for supervision prior to the course. Improved validity was deemed imperative for developing long-term literacy and motivation towards incorporating science and empirical data in the teaching profession.
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- Haslam, Mara, et al.
(författare)
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Flipping the Classroom with Routine and Innovation
- 2020
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Ingår i: Teaching, Technology, and Teacher Education During the COVID-19 Pandemic. - : Association for the Advancement of Computing in Education. - 9781939797490 ; , s. 465-472
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Bokkapitel (refereegranskat)abstract
- This chapter discusses experiences with online teaching in pre-service teacher education. During a ten-week course for future primary school teachers of English in February-May 2020 a flipped classroom course design with seminars on campus was suddenly shifted to distance education. Our teacher response to the situation encompassed three main areas: increased flexibility, increased student autonomy, and development of innovative repertoires of formative assessment. Our recommendations include that teachers should look for ways to build on proven physical classroom strategies in the digital environment.
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| 5. |
- Haslam, Mara, 1977-, et al.
(författare)
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Walking the Off- and On-line : Perceptions of Interaction and Development of Teaching and Learning Strategies
- 2022
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Ingår i: A Retrospective of Teaching, Technology, and Teacher Education During the COVID-19 Pandemic. - : AACE-Association for the Advancement of Computing in Education. - 9781939797636 ; , s. 133-136
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Bokkapitel (refereegranskat)abstract
- After the rapid shift in environment from in-person to online classes in 2020, and the shift back to the in-person environment in 2022, the authors reflect on their existing teaching and learning strategies in pre-serviceteacher education. Moving forward, the authors aimed to find out students’ and teachers’ experiences of these changes and what lessons have been learnt. To find out about these experiences a student survey was conducted to further investigate the teachers’ observations. Results from the survey suggested that students interacted with their teachers and peers differently in the two environments, and that different teaching and learning strategies were required in the two environments. Implications of the study are that forms of interactionfrom online environments may be useful in in-person environments, that learners may benefit from explicitteaching of strategies, and that there appears to be no one-size-fits-all solution; regardless of environment, teaching needs to include a wide variety of approaches.
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- Kilger, Magnus, 1974-, et al.
(författare)
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Samverkan mellan professioner
- 2024
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Konferensbidrag (refereegranskat)abstract
- Inom lärarutbildningarna är samverkan en viktig fråga som också ofta återkommer i studenternas utvärderingar. Frågan handlar om hur vi under utbildningen kan skapa och stärka samverkan mellan lärarprogrammen redan under utbildningen för en fortsatt samverkan i studenternas kommande yrkesprofession som lärare i förskoleklass, skola eller fritidshem. Det är centralt inte minst mot bakgrund av läroplanens mål att stödja elevernas utveckling och lärande i ett långsiktigt perspektiv (Skolverket, 2022).Syftet är att studera hur samverkan mellan de olika lärarkategorierna i grundskolan initieras och systematiseras med fokus på samarbete mellan fritidshem och grundskolans tidigare år. Avsikten är att utveckla samverkansformer mellan de olika institutionerna som bedriver lärarutbildnig och tillsammans med några utvalda grundskolor belysa hur samverkansformerna ser ut, samt att utveckla och fördjupa detta arbete.
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| 7. |
- Sandberg, Ylva, 1968-
(författare)
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Bilingual subject-specific literacies? Teachers’ and learners’ views and experiences of two school languages in biology, civics, history and mathematics : Case studies from the Swedish upper secondary school
- 2018
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This licentiate thesis investigates teachers’ and students’ cognitions of bilingual subject-specific literacies. The thesis builds on three different studies, referred to as case studies, conducted in Content and Language Integrated Learning (CLIL) study programmes in the Swedish upper secondary school. Participants’ views and experiences of two languages of schooling, English and Swedish, were elicited in interviews, and analysed thematically. To gain understanding of the three studies in combination, a further analytical framework was developed and tested. In this analysis, participants’ descriptions, explanations and reflections on teaching and learning curriculum content bilingually emerged as three-dimensional discourses.In the first study, new and experienced teachers’ challenges and strategies were in focus. The biology and civics teachers, who were new teachers, and new to CLIL, found teaching through the second language of schooling, English, time-consuming and demanding. They expressed concern about limited communication and learning in the classroom. The mathematics teachers, who had long teaching experience, and of teaching in the CLIL programme, had developed strategies to meet perceived challenges, for example, they had designed parts of lessons in a monolingual mode, and parts of lessons in a bilingual mode.The second study explored intermediate CLIL teachers’ rationales for language choice in teaching. The biology and history teachers found that access to English, as afforded through the CLIL framework, coincided well with the new syllabi for their school subjects. For instance, the history teachers could use web-based study materials in English in class, and found teaching and learning more authentic than in the mainstream, Swedish-speaking, study programmes. The biology teachers mentioned that access to English terminology facilitated the teaching and learning of complex subject-specific content areas. It functioned as a potential source to enhance students’ understanding.The third study documented students ́cognitionsof CLIL. The views of upper secondary students studying curriculum content through English were overall positive. However, results showed that their experiences of CLIL varied with school subject. Whereas studying mathematics through English was reported to be conducive to learning and understanding, learning civics through English only, or trying to listen to lectures in civics, where teachers would change languages seemingly without a rationale, were perceived as less conducive to learning.
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| 10. |
- Sandberg, Ylva, 1968-
(författare)
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CLIL Classroom Interaction Challenges : Translanguaging and Genre as Pedagogic Tools?
- 2015
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Ingår i: Current issues in second/foreign language teaching and teacher development. - Newcastle upon Tyne : Cambridge Scholars Publishing. - 9781443882590 ; , s. 212-227
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Bokkapitel (refereegranskat)abstract
- This chapter focuses on teachers’ interaction challenges in the Content and Language Integrated Learning (CLIL) classroom, an area which has not been extensively researched. Six content teachers from three subject areas, mathematics, biology and civics, were interviewed about their experiences of teaching their subject through a foreign/second language. The study was two-pronged, first of all taking interest in dilemmas perceived by the teachers, and, secondly, focusing on practices and strategies developed by the teachers to meet perceived challenges. Informed by second language acquisition, CLIL, and teacher cognition research, an interview guide was created, and interviews were undertaken over a two-year period. The material was coded and analysed in several stages by means of qualitative content analysis. In the analysis, two themes related to teachers’ experiences of CLIL classroom interaction dilemmas emerged: linguistic unpredictability and socio-affective barrier. In the analysis of the strategies that the teachers developed to meet the challenges, two themes emerged: translanguaging and genre. The findings resonate with results from studies of similar kind. The results of the analyses of the interviews, and how these results could inform CLIL teacher education, are presented and discussed in the final sections of the chapter.
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