| 1. |
- Lindberg, Ylva, et al.
(författare)
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Culture on the move : Language and literature as vectors for cultural empowerment in Swedish education
- 2024
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1, s. 1-10
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Tidskriftsartikel (refereegranskat)abstract
- This special issue consists of five position papers, four articles and two essays covering diverse aspects of the theme Culture on the Move that foregrounds language and literature both as pedagogical tools and disciplinary fields necessary for learning to live and work in a culturally diverse world. The contributions stem from the initial activities within the graduate school “Culturally Empowering Education through Language and Literature” (CuEEd-LL). Centre-staging teaching and learning in Swedish education, the texts in this issue present a range of inroads into how language and literature can be used to support cultural diversity among pupils, students and teachers since cultural diversity is steadily gaining attention both as a resource and a challenge in education and society.
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| 2. |
- Lindberg, Ylva, et al.
(författare)
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Letter from the guest editors
- 2024
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Ingår i: Educare. - : Malmö University Press. - 1653-1868 .- 2004-5190. ; :1, s. i-ii
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This special issue consists of five position papers, four articles and two essays covering diverse aspects of the theme Culture on the Move that foregrounds language and literature both as pedagogical tools and disciplinary fields necessary for learning to live and work in a culturally diverse world. The contributions stem from the initial activities within the graduate school “Culturally Empowering Education through Language and Literature” (CuEEd-LL). Centre-staging teaching and learning in Swedish education, the texts in this issue present a range of inroads into how language and literature can be used to support cultural diversity among pupils, students and teachers since cultural diversity is steadily gaining attention both as a resource and a challenge in education and society.
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| 3. |
- Malmbjer, Anna Kristina, 1958-, et al.
(författare)
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Vikten av ett nationellt professionsspråk för teori- och praktikutveckling i svensk högre utbildning : Exemplet forskning om respons på studenters skriftliga och muntliga framställning
- 2022
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Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; :3, s. 62-74
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Tidskriftsartikel (refereegranskat)abstract
- To compile empirical research published in Swedish about instructor feedback on student written and oral production in Swedish higher education, we have conducted a systematic survey of recent publications (2010-2020) in seven Swedish academic peer-reviewed journals with educational foci. The results of this survey were surprising: during the last ten years, only two studies in Swedish investigating instructor feedback on student writing were published. We found no studies on instructor feedback on student oral production. Moreover, these studies defined the concept of feedback vaguely and used it inconsistently. Not only is the fact that there are so few studies in Swedish on feedback in higher education remarkable, but the inconsistent use of the concept also makes theoretical and pedagogical development difficult. Based on these findings and, to a degree, contrary to the current policies encouraging international publication, we argue that more research publication should also be encouraged in Swedish on Swedish higher education for higher education practitioners.
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| 4. |
- Christensen, Jonas, 1963-, et al.
(författare)
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Reflective Writing in Course Design for Active Learning in Social Work Education
- 2023
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Ingår i: Journal of social work education. - : Routledge. - 1043-7797 .- 2163-5811. ; 59:3, s. 756-771
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Tidskriftsartikel (refereegranskat)abstract
- This qualitative study explores student learning progression through reflective writing on a tertiary-level course in social work. The study is based on the content analysis of three sets of data: student reflective writing, instructor formative feedback on this writing, and student end-of-course reflections. Our findings demonstrate that structured, scaffolded reflection and continuous formative feedback stimulated learning progression, increased awareness of one’s own learning strategies, and supported the adoption of an explorative, reflective stance in students. Therefore, the experimental course design with several reflective tasks created the sought-after intersection of the academic and professional literacies. This design stimulated student engagement and resulted in high attendance. This design is particularly suitable in heterogeneous classrooms and promotes student inclusion and active learning.
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| 5. |
- Cutrim Schmid, Euline, et al.
(författare)
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Experimentation Protocol of the VALIANT Project
- 2022
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- About the VALIANT project:VALIANT is a European Policy Experiment under Erasmus+ KA3 (EACEA/38/2019): Priority 3 - Strengthening teacher training and education by using the opportunities of new technologies (School education). The policy measure in this experimentation, Virtual Innovation and Support Networks, are defined as Virtual Exchange programmes which bring together teachers, student teachers and experts in facilitated online collaboration around real-world educational issues. VALIANT’s first objective is to test the efficiency of Virtual Innovation and Support Networks as an approach which will contribute to overcoming teachers’ sense of isolation and low motivation in rural areas and isolated contexts and also to developing teachers’ ability to operate effectively in online international networks of professional collaboration. The second objective of the experimentation is to test the efficiency of this form of Virtual Exchange for providing students of Initial Teacher Education with access to the realities of the teaching profession through regular interaction with in-service teachers integrated into their study programme.About this publication:This research protocol contains a detailed description of the tools and procedures which are used in the VALIANT experimentation. It includes all the elements that have been recommended in the guide to social experimentation (J-Pal Europe, 2011): a) the principles and procedures for identification and selection of the groups of participants; b) the size, type, and features of the group of participants; c) the timing of the field trials; d) evaluation plans; e) the evaluation benchmarks and qualitative and quantitative indicators and finally f) the monitoring and quality control measures and ethical guidelines.
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| 6. |
- Helgason, Sigurdur, et al.
(författare)
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Letters to the editor
- 2021
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Ingår i: Notices of the American Mathematical Society. - Malmö : Malmö universitet. - 1088-9477 .- 0002-9920. ; 68:9, s. 1453-1454:2, s. i-iii
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Olsson Jers, Cecilia, et al.
(författare)
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Hinder och frihet : Forskarstuderande reflekterar över actio och pronuntiatio i forskningskommunikation
- 2022
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Ingår i: Rhetorica Scandinavica. - : Retorikförlaget. - 1397-0534 .- 2002-7974. ; :84, s. 23-38
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Tidskriftsartikel (refereegranskat)abstract
- The analysis of 45 written reflections on the rhetorical working process from a postgraduate course in research communication reveals the postgraduate students to reflect on actio and pronuntiatio in standardised ways and to a lesser extent than on the other canons. This applies both to the physical and the digital iterations of the course. The students often link actio and pronuntiatio to elocutio and memoria and view oral presentations from a speaker-centered rather than audience-centered perspective. Not surprisingly, the students note that their body language becomes limited in the digital classroom and that they, therefore, must utilise their voices more. Depending on the students’ understanding of actio and pronuntiatio, utilising these can become a barrier or a breakthrough for successful research communication. These results prompt further discussion of actio’s and pronuntiatio’s potential for teaching research communication in the physical and the digital spaces.
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| 8. |
- Siegmund, Gunter P., et al.
(författare)
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Letter to the editor
- 2019
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Ingår i: Spine. - Malmö : Malmö universitet. - 1528-1159 .- 0362-2436. ; 44:2, s. E133-E133:1, s. i-i
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Wärnsby, Anna, Associate Professor
(författare)
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Letter from the Editor
- 2021
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Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; :3, s. i-iii
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This summer issue consists of seven articles and a position paper. In focus in this issue are several pertinent educational questions: how the concept of proven experience shapes teaching practice in school, how professional orality should be viewed from ethical perspectives, what is the essential meaning of joy in learning, how pupils develop narrative competencies and identities through consuming and producing stories in various forms, in what ways the Swedish minorities are represented in the steering documents (Lgr11), how taste can be reconceptualised to contribute to sustainable food consumption, what teaching means for pre-school and school-age recreation leaders and how PE teachers legitimise pupils’ writing in their subject.
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| 10. |
- Wärnsby, Anna, Associate Professor
(författare)
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Letter from the Editor
- 2021
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Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; :4, s. i-iv
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This December issue consists of eight articles. In focus are several pertinent educational questions: how pre-service teachers’ reflect on interculturality prompted by an international virtual exchange (VE), how control is divided between preschool teachers and special educational needs coordinators (SENCOs) when dealing with special needs children, what parents’ reflections are on the transition of their children from preschool to school, how teacher feedback promotes the development of mathematical reasoning in secondary school pupils, how the concept of systematic leadership is addressed in recent Nordic research on kindergartens, what work preconditions school-age educare teachers have for support and development of pupils in leisure centres, how preschool teachers develop professional knowledge within the preschool context and, finally, what classroom management choices teachers report making.
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