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- Zimmerman Nilsson, Marie-Helene, 1967-, et al.
(författare)
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From Pedagogical Knowledge to Pedagogical Content Knowledge : Development in Mentor and Student-Teacher Group Conversations
- 2019
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Ingår i: International Journal of Learning, Teaching and Educational Research. - Port Louis : Tresorix Ltd. - 1694-2493 .- 1694-2116. ; 18:10, s. 233-247
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Tidskriftsartikel (refereegranskat)abstract
- This case study focuses on mentor group conversation meetings with primary student-teachers, demonstrating how student-teachers ́ reflections on classroom experiences might influence their understanding of the complicated relationship between teaching, subject matter content and the context. The aim is to study how mentors ́ and student-teachers ́ reflections affect (or not) the student-teachers ́ development of pedagogical content knowledge (PCK). The theoretical framework derives from a sociocultural perspective, emphasising the collective character of teaching and learning. The empirical material consists of video documented mentor group conversations during one semester within an academic school context. Findings show development of PCK, highlighting a transition from pedagogical knowledge and contextual knowledge, to a blending of subject matter knowledge, pedagogical knowledge and contextual knowledge. This blending only occurred when the student teachers reflected on their teaching. Findings demonstrate the need to systematically explore student-teacher reflections of their teaching in practice to discern how different knowledge bases integrate into PCK. ©2019 The authors and IJLTER.ORG. All rights reserved.
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| 3. |
- Zimmerman Nilsson, Marie-Helene, 1967-, et al.
(författare)
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Health and Well-being Among Immigrated Women in Higher Education : An Integrative Literature Review
- 2023
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Background: Society in general and higher education in particular need to find constructive strategies for the partly changed situation that the multicultural society entails. A successful integration promotes health and a new identity in the new society. Immigrant women´s experiences show aspects that influence their well-being and inclusion in society. Immigrant women encounter many barriers and are a group at high risk of marginalization in higher education. Hence, increased insight into immigration research is significant for the organization of higher education, especially focusing on women´s health and well-being within this area.Purpose of the study: The purpose is to provide an overview of experienced health and well-being among immigrant women in the context of higher education and the possible facilitators and barriers they encounter.Methods: This study was designed as an integrative literature review. Databases were searched for international scientific articles. The final material comprised 14 empirical articles published in peer-reviewed journals. Also, a manual search was conducted, involving checking reference lists of the collected articles.Findings: The findings showed that immigrant women in higher education are perseverant. According to women’s experiences, higher education studies challenged traditional gender roles and created tensions. The women described stress and anxiety during their studiesConclusion: Several problematic aspects related to health and well-being were evident for immigrant women in higher education, while possible facilitators appeared to be less prominent and need further exploration.
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| 4. |
- Zimmerman Nilsson, Marie-Helene, 1967-, et al.
(författare)
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Health and Well-being Among Immigrated Women in Higher Education : An Integrative Literature Review
- 2023
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Konferensbidrag (refereegranskat)abstract
- Background: Society in general and higher education in particular need to find constructive strategies for the partly changed situation that the multicultural society entails. A successful integration promotes health and a new identity in the new society. Immigrant women´s experiences show aspects that influence their well-being and inclusion in society. Immigrant women encounter many barriers and are a group at high risk of marginalization in higher education. Hence, increased insight into immigration research is significant for the organization of higher education, especially focusing on women´s health and well-being within this area.Purpose of the study: The purpose is to provide an overview of experienced health and well-being among immigrant women in the context of higher education and the possible facilitators and barriers they encounter.Methods: This study was designed as an integrative literature review. Databases were searched for international scientific articles. The final material comprised 14 empirical articles published in peer-reviewed journals. Also, a manual search was conducted, involving checking reference lists of the collected articles.Findings: The findings showed that immigrant women in higher education are perseverant. According to women’s experiences, higher education studies challenged traditional gender roles and created tensions. The women described stress and anxiety during their studies.Conclusion: Several problematic aspects related to health and well-being were evident for immigrant women in higher education, while possible facilitators appeared to be less prominent and need further exploration.
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| 5. |
- Zimmerman Nilsson, Marie-Helene, 1967-, et al.
(författare)
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Teaching in a digital learning platform : A case study of how second language English teachers express their Technological Pedagogical Content Knowledge (TPACK) during collegial reflections
- 2018
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Ingår i: ICERI2018 Proceedings. - : The International Academy of Technology, Education and Development. - 9788409059485 ; , s. 9366-9371
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Konferensbidrag (refereegranskat)abstract
- During the last decade, digital technologies have been more and more integrated into teachers´ classroom practice. Perceptions of knowledge and the teacher´s role might change when digital resources are introduced in the classroom - regardless of the subject. As a consequence, teachers might reconsider the concept of learning in educational contexts. Despite a vast number of studies from a Technological pedagogical content knowledge (TPACK) perspective, there is still a need for studies that focus on how TPACK develops among teachers. Thus, the aim of this case study is to explore how three teachers´ Technological pedagogical content knowledge (TPACK) is expressed during a second language English project in secondary school. The research question is: How are teachers´ components of TPACK expressed and integrated within their reflections on their teaching in a second language English project with a digital learning platform? The theoretical framework is based on Pedagogical Content Knowledge (PCK) and more specifically on technological pedagogical content knowledge (TPACK), which is essential to this study. The empirical data consists of video recorded stimulated recall group interviews and the analysis is inspired by the structures of content analysis. The research context was a compulsory school situated near a larger town. The school had a special license with a digital learning company that provided a digital learning management system called Digital learning platform (DLP), that offered opportunities to arrange teaching projects digitally. The results show that several combined components of TPACK are present in teachers´ reflections on their teaching; Technological pedagogical knowledge (TPK), Technological content knowledge (TCK), and Pedagogical content knowledge (PCK). The way in which these components appear seems to depend on the phase in the project. Thus, when planning the project, expressions of TPACK are characterised by suggestions of how to use the Digital Learning Platform (DPL), whereas reflections after teaching were characterised by analysing the use of the DPL related to advantages or disadvantages for students´ learning processes. Overall, the teachers´ reflections on their teaching developed, where components of TPACK related to functions in the DPL after the project were referred to in a more deepened and differentiated way. In summary, discussions and reflections with regard to the possibilities and limitations for learning with the use of DPL in school and important questions concerning teachers´ digital competence were elucidated. As such, the result of this study might create a discussion of and recommendations for how teachers choose, combine, implement, and evaluate digital technologies for different teaching and learning situations.
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- Zimmerman Nilsson, Marie-Helene, 1967-, et al.
(författare)
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When Content Matters - Capturing and Developing Preschool Student Teachers´ Pedagogical Content Knowledge in Music
- 2017
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Ingår i: ABSTRACTS. ; , s. 37-37
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Konferensbidrag (refereegranskat)abstract
- This study focuses on a group of preschool student teachers´ reflections of their Pedagogical Content Knowledge (PCK) during a 10-week music methods course. The student teachers created Content Representations (CoRe) when planning before and reflecting after their music lessons in a preschool context. The analysis of written reflections in CoRe protocols about the teaching of “Dynamics” indicates changes in focus between CoRe 1 and CoRe 2, suggesting a development of PCK. More specifically it was a progress from children gaining experience to children´s understanding, from teaching strategies to children´s learning, and from the teacher governing the activity to involve children collaboration. In conclusion, this approach to enhancing preschool teachers´ professional development in music adapting a CoRe based methodology has a promising potential to make their PCK more explicit and elaborate.
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- Borgström Källén, Carina, 1961, et al.
(författare)
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A new take on gender imbalances in music education - collaboratory visions for equal musical becomings
- 2023
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Ingår i: RIME2023: RESEARCH IN MUSIC EDUCATION (RIME) 2023.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- ABSTRACT. Gender equal accessibility to a diverse musical learning in schools is a well-recognized problem in western music education. A body of research, from a range of theoretical and methodological perspectives, shows that stereotyped gender patterns still affect musical performances in the contemporary music classroom. So far, efforts to solve this problem in practice have been deficient. As there is a lack of studies with a post-human perspective within the area, the aim of this presentation is to focus on gender imbalance in music education from this approach. Based on an ongoing study, we explore practitioners’ visions of a future gender equal classroom from a post-human perspective. More specifically, the presentation focuses on a pilot study, where participants were asked to imagine a future music classroom, offering new possible becomings for gender equal music education. The music classroom was viewed as actor-networks, existing of human-, socio-cultural - and non-human actors. Visual ethnography and arts-based research constituted the methodological approach. The explorative design implied involving participants in reflection-based interviews and collaborative creative activities. Visions of gender equal future music classrooms were envisioned by music practitioners, via an online communication tool. The findings reveal that new possibilities for gender equal musical becomings depend on diverse socio-material, material- and human entanglements in the music classroom, implying that actors, such as rooms, spaces, instruments, furniture, humans and computers, impact on gender imbalance. In conclusion, gender equality in music education practices might be improved by a post-human approach.
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| 8. |
- Borgström Källén, Carina, 1961, et al.
(författare)
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A posthuman future music classroom for increased equality - a pilot study : A posthuman future music classroom for increased equality - a pilot study
- 2022
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Ingår i: Nordic Network for Research in Music Education Conference 2022.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- A posthuman future music classroom for increased equality - a pilot study Marie-Helene Zimmerman Nilsson, University West; Carina Borgström Källén, School of Music and Drama, Gothenburg University; Cecilia Ferm Almqvist, Södertörn University Keywords: post humanism, music education, equality, classroom, future The school as an institution is inert and changes slowly. In contrast, the contemporary postmodern society in the West is characterized by mobility, change and unpredictability. Students of tomorrow, digital natives raised in a Western postmodern society, represent different genders and different social, cultural and knowledge-based backgrounds and demand a teaching flexibility in school music. Nevertheless, research shows that contemporary Swedish school music insufficiently challenges current unequal traditions (Onsrud et al. 2021), especially regarding stereotyped performance of gender in relation to accessibility for all pupils to all kinds of musical learning. Hence, this ongoing project focuses on how Swedish school music can be changed. The aim is to increase knowledge about how gender equal options for musical becoming can be realized in the future music classroom. The research questions are: What kind of significant actors and entanglements become visible in digitally created visions of a future gender equal music classroom? What kinds of musical becomings are encouraged by the music actors within the actor-networks of the visioned future gender equal musical classroom? What agencies are given to future music classroom human and non-human actors? The theoretical framework emanates from a socio-materialistic, post-human perspective (Ferrando, 2013). Of interest are both visions, experiences and values. Hence, visual ethnography (Pink 2021) and arts-based research (Barone & Eisner, 2012) constitute the methodological approach. This conference presentation will report on a pilot study where participants have produced joint visions for the future music classroom. The task for the participants in the pilot study was to discuss and create visions of the future gender equal musical classroom within the group. The participants’ communications were recorded, as well as the creative collaborative processes. The recordings were transcribed and subjected to ANT-analysis (Latour, 2005). Results concerning how the method worked as well as which actors that appeared as significant for the future music classroom will be presented in the conference presentation. References Barone, T., & Eisner, E. W. (2011). Arts based research. Sage. Ferrando, F. (2013). Posthumanism, Transhumanism, Antihumanism, Metahumanism, and New Materialisms Differences and Relations. Existenz, 8(2), 26-32. Latour, B. (2005). Reassembling the social: An introduction to actor–network-theory. Oxford: Oxford University Press. Onsrud V., S.,Lunde Vestad, I. & Blix, H.S. (Eds.) (2021). Gender Research in Scandinavian and Greek Music Education: From stereotypes to multiple possibilities?. Routledge, ISME-series. Pink, S. (2021). Doing Visual Ethnography. Sage.
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- Borgström Källén, Carina, 1961, et al.
(författare)
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Framtidens musikklassrum - en posthumanistisk ingång för ökad jämställdhet
- 2021
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Ingår i: Child and Youth Studies Conference University West November 4-5 2021 THE CONVENTION OF THE RIGHTS OF THE CHILD Book. - 9789189325043
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Konferensbidrag (refereegranskat)abstract
- Det övergripande syftet för detta konferensbidrag är att diskutera hur ett sociomateriellt-, posthumanistiskt perspektiv kan vidga potentialen för könsjämlika blivanden i framtidens musikklassrum. Skolan som institution förändras långsamt, i motsats till det samtida samhället som präglas av rörlighet, förändring och oförutsägbarhet. Dagens och framtidens barn och elever som växer upp i detta postmoderna samhälle representerar olika könstillhörigheter och olika sociala, kulturella och kunskapsmässiga bakgrunder. Detta gör att de också har krav på en mer flexibel undervisning. Av Barnkonventionens 29e artikel framgår det att syftet med utbildning är att “…förbereda barnet för ett ansvarsfullt liv i ett fritt samhälle i en anda av förståelse, fred, tolerans, jämställdhet mellan könen…” Musikpedagogisk forskning visar dock att musikundervisning fortfarande präglas av konservativa traditioner som underblåser ojämlikheter mellan könen. Skolans musikundervisning utmanar således inte i tillräcklig omfattning ojämlika traditioner. Mot bakgrund av detta fokuserar föreliggande forskningsprojekt på hur musikundervisning i skolan kan förändras genom att anlägga ett posthumanistiskt perspektiv på framtidens musikklassrum. Utifrån studiens posthumanistiska teoretiska ramverk betraktas det framtida musikklassrummet som ett aktörsnätverk bestående av mänskliga-, sociokulturella- och materiella aktörer, där barnet/eleven som aktör är en ständigt föränderlig del av dessa sammanflätningar.
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| 10. |
- Gustafsson Nyckel, Jan, 1960-, et al.
(författare)
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Travelling and Recontextualization of Discourses on Quality in Early Childhood Education and Care : A Meta-Ethnographic Investigation
- 2023
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Ingår i: Oxford Ethnography and Education Conference 2023. ; , s. 1-1
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This article is a response to the need for comparative and critical studies of preschool as a local practice and examines the recontextualization of quality in Early childhood education and care. The aim of this meta-ethnographic study is to investigate how neoliberal policy discourses on quality are recontextualized and embedded in local early childhood and care institutional practices. A central concept in the analysis is recontextualization, and our pre-understanding of how neoliberal policy discourses are travelling and transformed from official to local policy that is embedded in the preschools’ work with quality as an institutional practice.The findings show how neoliberal policy discourses on quality is recontextualized, transformed and embedded in local institutional practices with different results and responses. The analysis uncovers three strategic, institutional responses as Enacting through acquiescence response, Defiance response as resistance and obfuscation of class, gender, and post-colonial perspective.
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