| 1. |
|
|
| 2. |
- Dahlman, Angelica, et al.
(författare)
-
Regulate or educate? : Grund- och yrkeslärarstudenters föreställningar av sitt kommande yrke och sin blivande professionskompetens
- 2023
-
Ingår i: Abstracts för Decemberkonferensen. - Trollhättan : Högskolan Väst. ; , s. 1-1
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Syftet med studien är undersöka vilka pedagogiska diskurser som kommer till uttryck genom brev som lärarstudenter skriver i början av sin utbildning. Genom dessa brev formuleras föreställningar av lärarprofessionen, och den lärarkunskap som behövs för att vara en ’bra’ lärare. Vår analytiska inramning är hämtat från Basil Bernstein och hans utbildningssociologiska ingång till kunskap och lärande. I studien inkluderas studenter från alla tre grundlärarinriktningarna (fritids, F-3, 4-6) och yrkeslärare. Totalt har 188 brev analyserats.Vår pedagogiska utgångspunkt med studien är att det är viktigt för lärarutbildningen, och lärarutbildarna, att känna till dessa föreställningar och att analytiskt/teoretiskt förstå dem för att hantera vårt uppdrag.I våra preliminära analyser ser vi att de studenterna som går de fyra olika lärarutbildningsinriktningarna delvis har olika förhållningssätt (uttrycker olika pedagogiska diskurser) i förhållande till sin blivande profession. Under presentationen avser vi att ge en preliminär analys av detta samt bjuda in till en diskussion av våra analyser och påbörja ett pedagogiskt samtal om dess implikationer.
|
|
| 3. |
- Erlandsson, Soly, 1942-, et al.
(författare)
-
Inledning
- 2013. - 1. uppl.
-
Ingår i: Barn- och ungdomsforskning. - Lund. - 9789144075525 ; , s. 7-28
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 4. |
- Gripeteg, Lena, 1970, et al.
(författare)
-
Concomitant Associations of Healthy Food Intake and Cardiorespiratory Fitness With Coronary Artery Calcium
- 2018
-
Ingår i: American Journal of Cardiology. - : Elsevier BV. - 0002-9149 .- 1879-1913. ; 122:4, s. 560-564
-
Tidskriftsartikel (refereegranskat)abstract
- Conflicting findings remain regarding associations between lifestyle behaviors and coronary artery calcium (CAC). We investigated concomitant associations of healthy food intake and cardiorespiratory fitness (CRF) with CAC. Data from 706 men and women 50 to 64 years old from the Swedish SCAPIS pilot trial were analyzed. A CAC score was calculated using the Agatston method. A Healthy Food Index (HFI) was established using data from a web-based food frequency questionnaire. CRF was assessed from a bike exercise test. Regression analyses were performed with occurrence of CAC (dichotomous) and level of CAC score in patients with CAC (continuous) as outcomes. 58% had 0 CAC score. HFI was significantly associated with having no CAC (standardized coefficient β = 0.18, p <0.001) but not with level of CAC score (β = −0.09, p = 0.34). CRF showed no significant association with having no CAC (β = −0.08, p = 0.12) or with the level of CAC score (β = −0.04, p = 0.64). However, there was an interaction between HFI and CRF (β = −0.23, p = 0.02); for increasing levels of CRF there was stronger negative association between HFI and level of CAC score, reaching β = −0.48, p = 0.045 for the highest CRF level. In conclusion, these results emphasize the importance of a healthy food intake in combination with higher CRF to counteract CAC development.
|
|
| 5. |
- Korp, Helena, 1967-, et al.
(författare)
-
Individual Development Plans in the Swedish Comprehensive School : Supporting High Quality Learning and Equity, or Rote Learning and Social Reproduction?
- 2019
-
Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 63:2, s. 229-244
-
Tidskriftsartikel (refereegranskat)abstract
- In Swedish compulsory school, individual development plans (IDPs) are mandatory for all students up to 6th grade. The purpose is to summarize and facilitate pupils' learning and tune instruction to national standards. In this study, 233 IDPs drawn up for 5th grade pupils were analyzed with focus on qualities that have been found to impact students' learning and learner identities. The results show that the IDPs rarely display the qualities that would make them effective as tools for enhancing students' learning, and that there is a gender difference in the quality of the documents, as well as differences regarding the pupils' academic background.
|
|
| 6. |
- Korp, Helena, 1967-, et al.
(författare)
-
Individual Education Plans : sustaining or challenging power relations?
- 2012
-
Ingår i: ECER EUROPEAN EDUCATIONAL RESEARCH ASSOCIATION.
-
Konferensbidrag (refereegranskat)abstract
- This study is based on an analysis of a sample of so called Individual Education Plans (IEP) from 233 Swedish students in grade five. It addresses three questions:· What forms of knowledge and modes of learning are focuses in the EIP:s?· How can the information in the IEP:s be interpreted in terms of its potential contribution to students’ learning and control over their learning?· Does the potential contribution of the IEP:s to students’ learning and agency vary between schools according to the parents’ education, the proportion of students with foreign background, the proportion of students that passed the national assessment and to whether the IEP is digitalized.The framework involves sociological theories (e.g. Bourdieu and Bernstein), as well as educational theories about assessment and learning. The results will also be discussed in regard to the wider issue of performativity in a European context (e.g. Ball, 2003).Formally the IEP serves two purposes in the Swedish school system – to summarize the students’ achievements in regard to objectives and standards for each subject in order to inform the students and their parents, and to guide future learning. Unlike in most countries, the IEP:s are mandatory for all students in the Swedish compulsory school system – not only students with special educational needs.The IEP should be elaborated and revised in a parent-teacher conference twice a year, but should, according to policy, be used by the students and the teachers throughout the school year in planning, guiding and evaluating learning. Thus, the idea of IEP is well in line with the notion ofassessment for learning, which stress that assessments in regard to pre-specified criteria that mirror learning objectives are powerful in enhancing students’ achievements, self-efficacy and motivation.There is much empirical evidence that assessment for learning indeed have these effects, and moreover that students from educationally and economically less privileged families, second-language learners and students with weak school results tend to benefit the most (William, 2010; Hattie & Timperley, 2007). However, for assessments to have these effects, they must meet certain criteria, e.g. for feedback to be clearly related to the target, detailed and concrete, directed at the process and supportive (Shute, 2007). Conversely, assessment/feedback that focuses on students’ personality, is judgmental or compares students to one another, are likely to debilitate students’ motivation, self-efficacy and future achievements (Harlen & Deakin Crick, 2002).Morover, IEP can, through its gentle and student-centered appearance also reinforce the control function of the school at the expense of the students’ power and control, and particularly so for students whose cultural and social background have made t them less prepared to interpret the school’s “hidden curriculum” (Bunar, 2001; Dovemark, 2004).Thus, the consequences of the use of IEP-practice is contingent, since in theory it seems to hold the potential to empower students (in general and students with weak cultural capital in particular) as well as the opposite – to disempower them. MethodThe study includes 233 individual development plans from students in their fifth grade (aged 11-12), in five municipalities and thirty one schools in western Sweden. The plans were obtained by a systematic sampling at each school, where alphabetical lists from all classes in the relevant grade in each school were sequenced and every fifth name on the list was drawn. The written assessments and the formative comments will be analyzed and coded in regard to forms of knowledge and modes of learning; potential effects on learning and control over learning. Bi-variate analyses will then be carried out on the material in regard to school variables related to the parents’ education, the proportion of students with foreign background, the proportion of students that passed the national assessment and to whether the IEP is digitalized.Expected OutcomesPreliminary analyses, in line with previous studies, suggest that the feedback and feedforward provided in the IEP often include statements about students behavior and personal qualities, focus mostly on Swedish, mathematics and English, and tend to focus on atomistic knowledge rather than higher order thinking (Andreasson, 2007). The information is mostly too scarce and vague to be useful as guidance for students in planning future learning. Thus, generally the IEP:s do not seem to meet the criteria for assessments that increase students control over their learning or boost their results and self-efficacy. However, as previous studies too have shown, there is a variation between schools. Our most significant observation is that schools with digital IEP:s tend to provide richer and more curriculum aligned feedback than other schools. We have not yet systematically explored the variation in the content of the IEP:s in regard to the schcools’ student population or results. Such patterns do not seem to stand out, however.ReferencesAndreasson, I. (2007). Elevplanen som text: om identitet, genus, makt och styrning i skolans elevdokumentation. Göteborg: Acta Universitas Gothoburgensis. Ball, S.J. (2003). The teachers’ soul and the terrors of performativity. Journal of Education Policy, 18 (2), 215-228. Bunar, N. (2001). Skolan mitt i förorten: fyra studier om skola, segregation, integration och multikulturalism. Diss. Växjö : Univ., 2001. Eslöv. Dovemark (2004). Ansvar – flexibilitet – valfrihet: en etnografisk studie om en skola I förändring. Göteborg: Acta. Harlen W, Deakin Crick R (2002) A systematic review of the impact of summative assessment and tests on students' motivation for learning. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Hattie, J. & Timpeley, H. (2007). The power of feedback. Review of Educational Research, 77, s. 81-112. Shute, V.J. (2008). Focus on Formative Feedback. Review of Educational Research. Vol. 78, No. 1, (s.153–189). William, D. (2010). An Integrative Summary of the Research Literature and Implications for a New Theory of Formative Assessment. I Andrade, H.L. & Cizek, G.J. (red.) Handbook of formative assessment. New York: Routledge.
|
|
| 7. |
- Lager, Karin, 1974-, et al.
(författare)
-
Vad är en bra fritidshemslärare? : Nya fritidshemslärarstudenters diskursiva konstruktioner av fritidshemslärarprofessionen och fritidshemslärarkompetenser
- 2023
-
Ingår i: Professionsuddannelser i krise?. - Odense : Syddansk universitetsforlag. - 9788740835090 ; , s. 84-107
-
Bokkapitel (refereegranskat)abstract
- Aim of this bookThis book represents a more delimited interest in some of aspects of the care crisis. We focus on what is called loss of meaning and shaping of meaning in Nordic teacher training programmes. This involves an attempt to study and strengthen the professional norms, standards and ideals, which have historically developed within the Nordic teacher training programmes and professions. These norms, standards and ideals are diverse, but they can be summarized as a professional ethos aimed at ‘making a difference’ in children’s and young people’s lives. We are concerned that this very basic helper motivation is increasingly lost, forgotten, or neglected as part of the care crisis, and we are interested in finding ways to reinstate and reshape its crucial meaning. [...]
|
|
| 8. |
- Lager, Karin, 1974-, et al.
(författare)
-
Varför vill jag bli lärare i fritidshem? : Lärarstudenter skriver om meningsskapande
- 2023
-
Ingår i: Professionsuddannelser i krise? Rekrutteringsproblemer, meningstab, och meningsdannelse i nordiske laerer- och paedagogguddannelser. - Odense : Syddansk universitetsforlag. - 9788740835090 ; , s. 66-83
-
Bokkapitel (refereegranskat)abstract
- Aim of this bookThis book represents a more delimited interest in some of aspects of the care crisis. We focus on what is called loss of meaning and shaping of meaning in Nordic teacher training programmes. This involves an attempt to study and strengthen the professional norms, standards and ideals, which have historically developed within the Nordic teacher training programmes and professions. These norms, standards and ideals are diverse, but they can be summarized as a professional ethos aimed at ‘making a difference’ in children’s and young people’s lives. We are concerned that this very basic helper motivation is increasingly lost, forgotten, or neglected as part of the care crisis, and we are interested in finding ways to reinstate and reshape its crucial meaning. [...]
|
|
| 9. |
|
|
| 10. |
- Larsson, Christer, 1974, et al.
(författare)
-
Academized or deprofessionalized? : policy discourses of teacher professionalism in relation to research-based education
- 2021
-
Ingår i: Nordic Journal of Studies in Educational Policy. - : Taylor & Francis. - 2002-0317. ; 7:1, s. 3-15
-
Tidskriftsartikel (refereegranskat)abstract
- A key concern in international educational policy during the 21st century has been the impact of teacher professionalism on outcomes of schooling. Sweden makes for an interesting case because of the country’s initiatives to improve the quality of education through an academization of the teachers. The aim of this study is to analyse how Swedish state policy of ‘education on a scientific foundation’ is constructed in a selection of texts and videos presented by the Swedish National Agency of Education, and how these policy texts construct discourses of teacher professionalism. The result shows how the formulation in the Education Act, prescribing that the education shall rest on a scientific foundation, is interpreted into ‘policy-as-text’ and a policy apparatus consisting of four central concepts. Here, the terms ‘research-based way of working’ and ‘evidence’ are added to the terms ‘scientific foundation’ and ‘proven experience’ from the Education Act. Furthermore, the result shows three policy discourses of teacher professionalism that are constructed in the analysed texts: the selectively critical and accountable teacher; the positive, flexible, responsible and effective teacher; and the semi-autonomous teacher.
|
|
