| 1. |
- Eek-Karlsson, Liselotte, 1955-, et al.
(författare)
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Att motverka sexuella trakasserier - en didaktisk fråga
- 2022
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Ingår i: Nordisk Tidskrift för Allmän Didaktik. - : Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg. - 2002-2832 .- 2002-1534. ; 8:1, s. 3-19
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study is to contribute with knowledge about pupils’ views upon teachers’ teaching regarding the work of counteracting sexual harassment. 28 girls and 22 boys in secondary and upper secondary school were interviewed. The theoretical framework is based on an educational perspective and directed towards teachers’ work against oppression. More specifically it deals with the relationships between teacher and pupil, teacher and the knowledge content as well as the teaching process. The concept ‘teaching’ is understood as ‘teaching acts’ that are carried out both in formal teaching situations within specific lessons as well as in informal teaching situations in between the lessons. According to the pupils, a trusting climate between teachers and pupils is an essential condition for counteracting sexual harassment successfully. The result also shows that the knowledge content usually is mediated, as in traditional school practice, from the teacher to the pupils in specific lessons. The pupils find these fact-based lessons both relevant and irrelevant. Some lessons are based on the pupils’ own experiences and on limiting gender norms in society and in school. These lessons have a dialogical approach, where the teachers and pupils learn together based on a good relationship.
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| 2. |
- Gardesten, Jens, 1971-, et al.
(författare)
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”Titta blåsippor!” : Fritidshemslärares uppmärksamhet som didaktisk potential
- 2022
-
Ingår i: Nordisk Tidskrift för Allmän Didaktik. - : Göteborgs universitet. - 2002-2832 .- 2002-1534. ; 8:1, s. 53-67
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Tidskriftsartikel (refereegranskat)abstract
- School-age educare (fritidshem) was included in the Swedish education act in 2010 and received its own section in the national curriculum in 2016. From that point on, teaching in school-age educare was also linked to predefined core contents and abilities that the pupils are supposed to develop. At the same time, the curriculum states that teaching in school-age educare is to be based on “the pupils’ needs, interests and experiences”. In the article, this duality is discussed in relation to empirical findings from school-age educare teachers. The teachers describe situations when they pay attention to pupils’ doing and saying, and how this is transformed into teaching purposes. The findings are related to the concept of “phronesis”, while the teachers’ attention gets a significant meaning through that concept. Moreover, the findings indicate that “episteme knowledge” also needs to be emphasized in this form of student-centered education, as something necessary for school-age educare teachers to know.
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| 3. |
- Lindqvist, Per
(författare)
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Ödmjuk orubblighet : En avgörande (och rimlig) ingrediens i lärares yrkeskunnande
- 2015
-
Ingår i: Nordisk tidskrift för allmän didaktik. - 2002-2832 .- 2002-1534. ; 1:1, s. 61-74
-
Tidskriftsartikel (refereegranskat)abstract
- The article provides one answer to the question of what the ingredients of teacher qualityare. The findings are based on data collected from experienced teachers. Three differentmethods have been used; e-Delphi, stimulated recall and dialogue seminars. In cooperationwith the teachers, the scholars have tried to conceptualize decisive qualities in the teachersprofessional experiences. Two words – humble tenacity – appeared as an essential descriptionof the characteristics of a skilled teacher. The generation of the concept is inspired byDavid Hansen’s writing, in which he claims “tenacious humility” as an ideal for good teaching.To do justice to the empiricism in the present study Hansen’s word order are reversed.In contrast to a tenacious humility, a humble tenacity stresses the tenacious, the teacher’sportrait of him- or herself. The knowledge of the teacher is then more focused on makingoneself and one’s ideals visible and less about trying to see the pupils, or that the pupils haveto make themselves visible. Finally the article discuss such knowledge in relation to the riseof an individualized society enclosed with a therapeutic education in which the pedagogy ofseeing, a pedagogy which emphasizes closeness and intimacy, has become an important ingredientwithin the teaching profession.
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| 4. |
- Nordmark, Jonas, 1978-, et al.
(författare)
-
Att bilda eller bedöma? : Om skapandet av demokratiska medborgare
- 2018
-
Ingår i: Nordisk tidskrift för allmän didaktik. - Göteborg : Institutionen för didaktik och pedagogisk profession, Göteborgs universitet. - 2002-2832 .- 2002-1534. ; 4:2, s. 3-16
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Tidskriftsartikel (refereegranskat)abstract
- In this article we take a closer look at the relation between general didactics and civic studies education through a critical analysis of civic studies syllabuses in primary education, in order to illuminate some general motives that legitimizes the role and content of general didactics. It seems to us that the idea of general didactics in Sweden either is about learning theories for instruction, regardless the subject, or to emancipate the democratic potentiality of the subject. In his article, we focus on the latter: First we present our theoretical perspective. With the help from Klafki’s understandings of school as an engaging part of democratic society we discern two aspects of general didactics. In relation to education, one emanates from democracy and learning, and the other springs from democratic virtues and political action. Secondly, and with these two understandings in mind, we engage in a critical reading of the Curriculum for compulsory school (LGR 11) and the syllabuses for civic studies in primary education in order to trace some similarities that might give civic studies a central position for democratic socialization in general. Thirdly, and through our analysis, we reach the conclusion that, due to the similarities between the curricula and syllabus when it comes to foster the democratic subject, the pupil risks not only to be evaluated and graded subject wise, but also for his or her democratic disposition.
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| 5. |
- Tännsjö, Torbjörn, 1946-
(författare)
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Värdegrundens vara eller icke vara
- 2016
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Ingår i: Nordisk tidskrift för allmän didaktik: NoAD. - 2002-2832 .- 2002-1534. ; 2:1, s. 69-73
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 6. |
- Aspelin, Jonas, 1964-
(författare)
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Om den pedagogiska relationens gränser : relationskompetens i gränslandet mellan närhet och distans
- 2016
-
Ingår i: Nordisk tidskrift för allmän didaktik (NoAD). - 2002-1534. ; 2:1, s. 3-13
-
Tidskriftsartikel (refereegranskat)abstract
- A growing body of research reveals that a supportive, positive teacher-student relationship isan important element of successful education. From a Nordic perspective, a lot of researchhas explored teachers´ relational competence as a central part of teacher professionalism.The discourse focuses on the concept of relationship, and thereby also on the quality ofcloseness, i.e. on a close connection between teacher and student. This article aims at contributingto the field by conceptualizing relational competence in terms of both closenessand distance. The discussion is supported by three theories, Martin Buber´s, ThomasZiehe´s and Gert Biesta´s, in which the relationship between the two poles is problematizedand elucidated. The article proposes that relational competence should be located in the interfacebetween closeness and distance, i.e. that it is rather is about developing a well differentiated-than a close relationship to the student.
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| 7. |
- Aspelin, Jonas
(författare)
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Om den pedagogiska relationens gränser : relationskompetens i gränslandet mellan närhet och distans
- 2016
-
Ingår i: Nordisk tidskrift för allmän didaktik (NoAD). - 2002-1534. ; 2:1, s. 3-13
-
Tidskriftsartikel (refereegranskat)abstract
- A growing body of research reveals that a supportive, positive teacher-student relationship isan important element of successful education. From a Nordic perspective, a lot of researchhas explored teachers´ relational competence as a central part of teacher professionalism.The discourse focuses on the concept of relationship, and thereby also on the quality ofcloseness, i.e. on a close connection between teacher and student. This article aims at contributingto the field by conceptualizing relational competence in terms of both closenessand distance. The discussion is supported by three theories, Martin Buber´s, ThomasZiehe´s and Gert Biesta´s, in which the relationship between the two poles is problematizedand elucidated. The article proposes that relational competence should be located in the interfacebetween closeness and distance, i.e. that it is rather is about developing a well differentiated-than a close relationship to the student.
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| 8. |
- Bennet, Christian, 1954, et al.
(författare)
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Matahematics education and the applicability of mathematics
- 2018
-
Ingår i: Nordisk Tidskrift för Allmän Didaktik. - 2002-1534. ; 4:1, s. 56-73
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Tidskriftsartikel (refereegranskat)abstract
- Real life applications enter primary and secondary school education in two ways – for creating interest in subjects which may otherwise be abstract, and for the purpose of making use of the school subjects in day-to-day situations. Here, the prime example is mathematics. A demand for a close connection between mathematics and applications in school may be found in national curricula, and is present in textbooks. On the other hand mathematics is considered and taught to be a deductive, a priori, science with internal truth makers, structured by propositions and proofs. Mathematics is presented both as empirically grounded and as an analytic science, creating a possible conflict for students. The problem of the applicability of mathematics is also discussed within philosophy of mathematics: How is it possible for a priori truths to contribute essentially to our descriptions of the world? From a philosophical point of view, we try to shed light on how this seeming paradox may be explained and handled. Central are our views on mathematical concepts as explications and on concept formation in mathematics.
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| 9. |
- Blomqvist, Per, 1972-
(författare)
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Vad uppmärksammar lärare i samtal om skrivbedömning? Svensklärares normer för beslut om summativ bedömning
- 2018
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Ingår i: Nordisk tidskrift för allmän didaktik. - 2002-1534. ; 4:1, s. 34-55
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Tidskriftsartikel (refereegranskat)abstract
- This article reports on a qualitative study of Swedish teachers’ summative assessments of students’ writing in upper secondary school. Based on teacher group discussions, the study describes and analyses teachers’ expressions of norms when assessing and grading students’ writing in the subject of Swedish. Data consist of audio- and video recordings from three focus group discussions, comprising a total of 17 teachers. Topic analysis (Linell, 2001) is the method used to identify expressions of assessment norms in these discussions. The analysis reveals that these teachers’ summative assessments of students’ writing express two competing norms: a non-compensatory and a compensatory norm. The non-compensatory norm is expressed through perceptions that all text qualities must correspond to the same criteria. This means that shortcomings in texts are crucial for teachers’ summative assessments. The text qualities that primarily determine these decisions are language style and text structure. Meanwhile, the compensatory norm is expressed through perceptions that in summative aspects such as students’ age and writing instructions as well as students’ writing development and the national test must be considered. These competing assessment norms have a substantial impact on theses teachers’ decisions on summative assessments. The teacher groups show significant variation in the basis for their decisions regarding summative assessment of students' writing.
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| 10. |
- Brante, Göran, 1951
(författare)
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Allmän didaktik och ämnesdidaktik - en inledande diskussion kring gränser och anspråk
- 2016
-
Ingår i: Nordisk tidskrift för Allmän Didaktik. - 2002-1534. ; 2:1, s. 52-68
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Tidskriftsartikel (refereegranskat)abstract
- Swedish teacher education policies, in line with the evidence discourse, emphasize subject knowledge, and subject didactics have a vast influence in school and teacher education. But what is the difference between general and subject didactics? In subject didactic text books it is suggested that didactic subject knowledge is more or less sufficient for thinking and planning teaching, and/or that everything concerning school is subject didactics. The aim of the article is to problematize the concept of subject didactics and its claims in relation to planning and teaching. Instead it is suggested that subject matter planning and teaching within school education can be understood as general didactics. This will be presented in two ways. First, one theory strongly involving thinking about subject matter for the planning of teaching, is used to illustrate that this actually is general didactic theories of how content can be thought about, treated and handled in the planning of teaching. It is Klafkis theory of didactic analysis. Secondly, scientific articles in mathematics, history and biology, claimed to be representative for subject didactics will be used to demonstrate that what is stressed in them as subject didactics, in fact seem to be traditional general didactic positions. If this reasoning has credibility it should be reason to investigate more profoundly the intersection between general and subject didactics.
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| 11. |
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| 12. |
- Cronqvist, Marita
(författare)
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Didethics - a didactic model including professional ethics
- 2017
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Ingår i: Nordisk Tidskrift för Allmän Didaktik. - 2002-1534. ; 3:1, s. 68-85
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Tidskriftsartikel (refereegranskat)abstract
- Ethics in teaching can be understood in different ways. In this article, ethics in teaching is interpreted as values that are expressed by the teacher through words or actions in interaction with students. Previous research has indicated that ethics in teaching with this meaning is difficult to recognize and verbalize. Professional ethics also seems to be randomized and built mostly on personal feelings. In an empirical study of professional ethics, data was analyzed in order to find the essence of the phenomenon professional ethics. The study indicated a lack of professional ethics in preparing and in following up teacher students for school-based training, in didactic plans and in dialogues with teacher educators in the field. This inspired the development of a didactic model, Didethics, in an attempt to make visible and to raise awareness of the importance of professional ethics in teaching. In this model, the essence of professional ethics according to the result of the empirical study becomes a part of didactics. Therefore, the implementation of the study and the result formulated as the essence of professional ethics is presented first, followed by the didactic model and descriptions of how it can be useful to future teachers.
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| 13. |
- Dahl, Marianne, 1954-
(författare)
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På spaning efter fritidspedagogisk undervisning
- 2021
-
Ingår i: Nordisk tidskrift för Allmändidaktik. - : Göteborgs universitet. - 2002-1534. ; 7:1, s. 55-71
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Tidskriftsartikel (refereegranskat)abstract
- The study is aimed at how teaching within school-age educare can be made visible through a LEGO project. Based on Bernstein’s socio-linguistic theory, a re-analysis is carried out. Field notes from a previously conducted study have been processed again, now with a focus on how the teachers teach and what roles they play in the project. The analysis shows that teaching within school-age educare is based on a visible pedagogy of both strong classification and framing, in line with a traditional image of instruction. At certain times, the school-age educare becomes invisible, primarily from the children’s perspective, partly because of admonitions along with maintaining the rules of the project, and partly because of the children’s sense of control whether events in the project are real or pretend. The play-oriented features in the project can be seen as a way of working, demonstrating the opportunities with school-age educare in creating behavior that explores different possibilities of knowledge. One conclusion of the study highlights the teachers’ sense of intonation, an art of teaching that requires teachers both to lead and participate in order to provide the conditions for learning. The teaching can complement the school as well as provide the conditions for pupils to obtain national goals in the long term as according to the mission of the school-age educare center.
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| 14. |
- Dunne, Charlotte, et al.
(författare)
-
Ekologisk läraragens : En studie av lärares arbete med att forma kemiundervisningen på mellanstadiet
- 2023
-
Ingår i: Nordisk tidskrift för allmän didaktik. - 2002-1534.
-
Tidskriftsartikel (refereegranskat)abstract
- Den här studien fokuserar lärares arbete med att forma innehållet i kemiundervisning på mel-lanstadiet och den läraragens som kommer till uttryck i transformation av policyintentioner från styrdokument och andra undervisningsresurser. Studien är baserad på intervjuer med nioläraresom undervisade i kemi på mellanstadiet. Intervjuerna var semi-struktureradeoch analyserades utifrån en ekologisk modell av läraragens. I intervjuerna har begreppen kemiska sammanhang och kemiska samband fungerat som utgångspunkti samtalen och som exempel på kursplanebegrepp som lärare behöver tolka och förhålla sig till. Resultaten visar att lärarna både formulerar egna mål och utgår från mål i styrdokumenten för att forma kemiundervis-ning på mellanstadiet. Olika lärare använderoch har tillgång till olika resurser för arbetet med att transformera policyintentioner. Sammantaget får detta som konsekvens att kemiundervis-ningen ges olika innehåll och utformning av olika lärare. Av vissa lärare lyfts resurser som ”Naturvetenskap och teknik för alla” (NTA) och gamla nationella prov fram som viktiga re-surser som underlättar arbetet och används som referenser i arbetet med att forma undervis-ningens innehåll medan andra lärare betonar betydelsen av en kollegial tolkningsgemenskap. Resultaten synliggör olika agentiska förhållningssätt bland kemilärare på mellanstadiet i trans-formation av policyintentioner i kemiundervisningen.
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| 15. |
- Eriksson, Anita, 1955-, et al.
(författare)
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Reformimplemantering i förskolepraktik : Ett exempel på hur förskollärarens ansvar har tolkats och omsatts av förskolechefer och arbetslag
- 2018
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Ingår i: Nordisk tidskrift för allmän didaktik. - Göteborg : Göteborgs universitet. - 2002-1534. ; 4:2, s. 59-75
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on how responsibilities and tasks have been allocated between preschool teachers and child-care workers some years after the revision of the Swedish National Education Act and the preschool curriculum in 2010, in which the preschool staffs responsibility was clarified. The revision intended to strengthen the educational quality in preschool by providing preschool teachers with an increased responsibility for the educational activities carried out by preschool teams. Our overall aim was to investigate whether the revision has led to a redistribution of responsibilities and/or tasks in the everyday preschool practice carried through by preschool teams consisting of preschool teachers and child-care workers. The investigation is grounded through observations of the daily work of four mixed teams and analyses of local documents, field conversations and interviews with the team members and their heads. Due to the results there has been some redistribution of responsibilities and tasks. For instance, all the heads have made organizational changes in order to enable preschool teachers to take greater responsibility for educational activities and their quality, which in turn resulted in a more hierarchical organization. The article discusses the complexity associated with the interpretation and implementation of an educational reform and its effects.
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| 16. |
- Falkemark, Gunnar, 1946
(författare)
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Den ofrånkomliga värdegrunden
- 2016
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Ingår i: Nordisk Tidskrift för Allmän Didaktik (NOAD). - 2002-1534. ; 2:1, s. 74-78
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 17. |
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| 18. |
- Frostlund, Jörgen, et al.
(författare)
-
Inkludering, en skola för alla och elever med intellektuell funktionsnedsättning i grundskolan : en forskningsöversikt av forskning i Sverige, Norge, Danmark och Finland
- 2023
-
Ingår i: Nordisk Tidskrift för Allmän Didaktik. - : Göteborgs universitet. - 2002-1534. ; 9:1
-
Forskningsöversikt (refereegranskat)abstract
- I denna scoping review analyseras resultaten av forskningen om obligatorisk grundskoleutbildning för elever med intellektuell funktionsnedsättning (IF) i Sverige, Norge, Danmark och Finland, under perioden 2011–2023. De vetenskapsteoretiska perspektiv och metoder som använts, samt de forskningsfrågor och resultat som har ansetts viktiga inom forskningsområdet presenteras. Därvid diskuteras också hur inkluderingsbegreppet använts i forskningen samt vilka forskningsluckor som finns inom forskningsområdet. Inom forskningsområdet är tolkande och kritiska vetenskapsteoretiska perspektiv vanligast och mest använda metoder är enkäter/test och dokument/litteratur/textanalys. De forskningsfrågor som har ställts inom forskningsområdet är varierande, men vanligast är frågor inriktade på det professionella innehållet i utbildningen av elever med IF. Professionella i skolan är överens om att inkludering är ett eftersträvansvärt ideal, som dock inte alltid är uppnåeligt eftersom skolor har svårt att tillgodose elevgruppens behov. Vidare uttrycker professionella en variation av definitioner (dock är placeringsdefinition vanligast), när de definierar begreppet inkludering. Resultatet är väntat, då det inom forskningsområdet saknas konsensus kring hur inkluderingsbegreppet ska definieras. Vidare är det sällsynt med forskning utifrån ett elevperspektiv. Ett resultat av forskningen är att elever med IF är mer negativa till sin lärmiljö (i kontexten inkludering) än andra elevgrupper. Elever med IF deltar också i mindre utsträckning i sociala aktiviteter under skoltiden, vilket indikerar att det fattas gemenskaper i skolan som välkomnar alla elever. Det saknas dock en stabil vetenskaplig grund för säkert kunna säga hur elever med IF upplever inkluderande ansatser i skolan. Inom forskningsområdet behövs studier med elevperspektiv. Det saknas också forskning om interaktion mellan elever, mellan elever och lärare; om kommunikationsförmåga i ett elevnära perspektiv; om samverkan mellan olika professioner, samt om lärares erfarenhet av undervisning med olika läroplaner i samma klassrum. Det finns behov av forskning som mer entydigt definierar vad inkludering innebär samt hur inkludering praktiskt bör utformas i den obligatoriska grundskoleutbildningen för elever med IF.
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| 19. |
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| 20. |
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| 21. |
- Levinsson, Magnus
(författare)
-
Slutreplik på två vitt skilda läsningar
- 2017
-
Ingår i: Nordisk tidskrift för allmän didaktik. - 2002-1534. ; 3:1, s. 101-104
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 22. |
- Pettersson, Gerd, et al.
(författare)
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Rektor i kläm mellan uppdrag och förutsättningar : specialpedagogisk verksamhet i svenska glesbygdsskolor
- 2017
-
Ingår i: Nordisk tidskrift för allmän didaktik. - 2002-1534. ; 3:1, s. 23-42
-
Tidskriftsartikel (refereegranskat)abstract
- There are most likely considerable differences between running schools in rural areas and in big cities. Research has not paid attention to these differences and therefore, there is a lack of knowledge about running schools in rural areas in Sweden. The purpose of this study has been to describe and analyse how principal in schools in rural areas organize their activities, with a focus on special education. The study includes answers from 45 principals in a web survey. These principals represented the four northernmost counties of Norrbotten, Västerbotten, Västernorrland and Jämtland in Sweden. In this study, a school in a rural area is defined as a school of 55 students at the most. The principals represent 53 schools in rural areas, with some principals working in more than one school in these areas. The results show that more than half of the principals govern their schools by distance and seem to be very familiar with the steering documents regarding special education. The results also show that more than half of the principals considered that students’ needs for special support depend mainly on individual student-related factors rather than factors related to the learning environment. However, more than half of the principals emphasized the relevance of the learning environment for the students’ development of knowledge and the importance of flexible ways of working. Overall, the results show how complex the situation of conditions and requirements is for the everyday life for the principals as they strive for equivalent schools.
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| 23. |
- Rinne, Ilona, et al.
(författare)
-
Förord - Nordisk Tidskrift för Allmän Didaktik
- 2019
-
Ingår i: Nordisk Tiskrift för Allmän Didaktik. - 2002-1534. ; 5:1
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Nordisk Tidskrift för Allmän Didaktik, Inledande text i tidskrift
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| 24. |
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| 25. |
- Snoder, Sara, 1978-
(författare)
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”Var i kroppen känns språken liksom?” : Fyra flerspråkiga lärares reflektioner över yngre elevers språkliga identitetskonstruktioner
- 2021
-
Ingår i: Nordisk Tidskrift för Allmän Didaktik. - 2002-1534. ; 7:1, s. 19-37
-
Tidskriftsartikel (refereegranskat)abstract
- Although an increasing number of pupils and teachers in Swedish primary schools bring languages other than Swedish and English to the classroom, research is lacking about multilingualism in mainstream primary school settings. This article is based on a research project with an ethnographic approach. The project was conducted at two elementary schools with a high proportion of multilingual teachers and pupils and involved in total three classes in second and fourth grades. The study aims to illuminate multilingual teachers’ perspectives on their pupils language identity construction, through language portraits (Busch, 2017, 2018). Data consist of field notes from observations of the multilingual teachers’ modeling of and reflective talks on the research-generated activity (language portraits). In these reflective talks the teachers exhibited good knowledge about their pupils’ language repertoires. They also expressed surprise that some multilingual pupils filled in only one language in the portrait. Other pupils portrayed themselves as monolingual Swedish speakers, but wanted to add for additional languages to their portrait. The teachers’ reflections also comprised complex notions of what languages are, linguistic identity, and multilingualism relating to their own experiences and emotional understanding. This use of language portraits may provide more knowledge about identity constructions as well as showing the complexity of multilingualism.
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| 26. |
- Taflin, Eva, et al.
(författare)
-
Perspektiv på handledning och den handleddes roller i lärarutbildningens verksamhetsförlagda delar
- 2022
-
Ingår i: Nordisk Tidskrift för Allmän Didaktik. - Göteborg : Göteborgs universitet. - 2002-1534. ; 8:1, s. 20-34
-
Tidskriftsartikel (refereegranskat)abstract
- Within teacher education supervision of teacher students is a central and appreciated element. It is also witnessed as a dilemma when the academy meets supervisors in schools with different perspectives and expectations. The area of interest of the present study is to identify different perspectives on supervision roles among supervisors and teacher students in relation to expectation, power and influence. The question is how we can describe and understand the roles of teacher students from different supervision perspectives during work integrated learning activities at schools. A conceptual starting point has been taken from Foucault’s power perspective and empirical data is related to analysis of interviews and documents. The results from the study shows that the roles of teacher students can be understood on the basis of subordinated management and a lower degree of scientific approach and are referred to roles as assistants and apprentices. Secondly, the roles can be understood as equal management based on a higher degree of scientific approach and be referred to as colleagues and co-researchers. One conclusion is that the four ways of understanding the different roles of teacher students are something that should be understood over time and that the roles can vary from situation to situation.
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| 27. |
- Varga, Anita, 1966-
(författare)
-
Metakognitiva perspektiv på läsförståelseprocessen : en studie av skolans textsamtal kring skönlitteratur
- 2015
-
Ingår i: Nordisk Tidskrift för Allmändidaktik. - Göteborg : Göteborgs universitet. - 2002-1534. ; 1:1, s. 43-60
-
Tidskriftsartikel (refereegranskat)abstract
- Offering tuition to help pupils enhance their reading proficiency is one of the most important tasks of education. Within research into reading processes the impact of metacognitive aspects on reading-comprehension has been emphasised. Research has been able to identify a clear connection between the ability to apply metacognitive strategies when reading and a highly developed reading capacity. The current study is a contribution to reading research dealing with tuition in reading-comprehension, and specifically with the issue of arranging tuition to support the development of metacognition. The empirical findings referred to in this study are from text-talks in grades 6-7. The specific focus of the study is the correlation between the linguistic strategies used by the teacher and the pupils’ opportunities to develop metacognitive perspectives as a consequence of these strategies. The study shows how the teachers, by use of a series of linguistic strategies, can offer pupils support in order to: 1) identify and visualise the premises of their personal queries, 2) observe and verbalise their processes of interpretation together with their emotional reactions when reading, 3) survey, adjust and communicate their use of reading-comprehension strategies and 4) recognise the text as an aesthetic construction and the interaction/transaction between texts and the reader.
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| 28. |
- Vigsø, Orla, 1962, et al.
(författare)
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Satirteckningar i Danmark och Sverige
- 2020
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Ingår i: Nordisk Tidskrift. - 2002-1534. ; 2020:2, s. 181-188
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Artikeln jämför utvecklingen av satirteckningar i dansk och svensk dagspress och skillnaden i status.
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| 29. |
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