| 1. |
- Erixon Arreman, Inger, 1954-, et al.
(författare)
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Developing research structures and research capacity : the Swedish National Postgraduate School in educational work (NaPA)
- 2008
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Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 7:4, s. 554-562
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the emergence and development of new research structures and research capacity within Swedish teacher education at the beginning of the new millennium. Since 2001, it has been possible in Sweden to undertake postgraduate and research studies within teacher education – something that was previously impossible. As a result of a national reform, a new research discipline, educational work, was established at several Swedish universities. At the same time, the National Postgraduate School in Educational Work (NaPA) was created, the responsibility for which was given to Umeå University, one of the larger Swedish teacher education providers. The aim of the article is to provide a picture of Swedish national teacher education policies in the first years of the millennium that have generated new research structures, which, in turn, have enabled a rapid and nationally distributed expansion of research within the field of Swedish teacher education. It draws on a combination of policy documents, research carried out by the two authors and reflections on their own experiences, as a former PhD student who now has a doctoral qualification in educational work and as the head of NaPA respectively.
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| 2. |
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| 3. |
- Erixon Arreman, Inger, 1954-, et al.
(författare)
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Institutioner, discipliner och lärarutbildning
- 2017
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Ingår i: Kampen om texten. - Lund : Studentlitteratur AB. - 9789144119304 ; , s. 155-170
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Erixon Arreman, Inger, 1954-, et al.
(författare)
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Izobrazevanje uciteljev in raziskovanje : sodobne svedske perspektive v mednarodnem konteksturecent
- 2007
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Ingår i: Prispevki k posodobitvi pedagoskih studisjskih programov II. - Ljubljana : Pedagoška fakulteta. - 9789612530198 ; , s. 91-115
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This article deals with the emergence and development of new research structures for Swedish teacher education in the beginning of the new millennium. From 2001 onwards, it has been possible to undertake research and post-graduate studies within teacher education which prior to the 2001 reform was not possible. As a result of the reform a new research discipline, Educational Work, was established in teacher education in various Swedish universities and colleges. Moreover, a national post-graduate school in Educational Work was founded, for which Umeå University, one of the larger Swedish teacher education institutions, was appointed Host University. For the article policy documents relating to teacher education and research into national, regional and local perspectives were used to explore institutional history, structures and research development in teacher education from 1946 to the present time. A micro-level perspective was further offered based on two interview studies involving teacher educators, senior managers, doctoral students and supervisors at Umeå University, including a key national representative of the major Swedish teacher union. The article draws on a variety of frameworks to explore relationships between various parts of teacher education and also more widely in the university. These include relations of power and gender based on the theoretical perspectives of Bourdieu, Foucault, Connell and Sarfatti Larson, among others. The article shows that the emergence of new research areas in teacher education in Sweden was a multilayered process involving a variety of actors at different levels at Umeå University and elsewhere. The aims of the article are to present the new research structures in teacher education in Sweden, and thereby point to the implications of the structural reform, and also to contribute to current cross-national discourses on the need to establish a research base for teacher education.
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| 5. |
- Erixon Arreman, Inger, 1954-, et al.
(författare)
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Postcolonial teacher education reform in Namibia : travelling of policies and ideas
- 2016
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 15:2, s. 236-259
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Tidskriftsartikel (refereegranskat)abstract
- Long before Namibia's independence in 1990, Sweden initiated a policy dialogue with Namibia's future political leadership. This article reviews the impact of an educational reform in Namibia in the early 1990s called the Integrated Teacher Training Programme (ITTP), which was an outcome of collaboration between the South West African People's Organisation (SWAPO), the liberation movement and teacher educators from Sweden and other Western countries. Research questions posed concerned: (1) the ITTP’s perceived impact on the participants' private and professional lives; and (2) the ITTP’s impact on the participants' views on knowledge and education in relation to democracy. A combination of individual interviews and questionnaires was administered in situ in 2009 in Namibia to 17 former ITTP students who were living in various places across Namibia. This follow-up study indicates that the ITTP was crucial for the participants' professional careers and private lives. The majority saw education as a key to democracy and social transformation, and considered themselves as important actors at local, regional and national levels in forwarding these aims. However, it is concluded that, while the learner-centred education philosophy initially had a strong impact, its application in teacher education has functioned more than anything as a rhetorical device for nation-building.
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| 6. |
- Erixon Arreman, Inger, 1954-, et al.
(författare)
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Professional and academic discourse : Swedish student teachers' final degree project in Early Childhood Education and Care
- 2017
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Ingår i: Linguistics and Education. - : Elsevier. - 0898-5898 .- 1873-1864. ; 37, s. 52-62
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we explore the scope and orientation of students' final degree projects in the Swedish field of Early Childhood Education and Care in relation to discourses on academic writing and national higher education policies, including the national curriculum and guidelines for professional work in the early childhood sector. Titles and abstracts of 75 final degree projects were analysed with a focus on their scope, aims and research questions. The conceptual framework encompasses theories and concepts on academic literacies, knowledge structures and the linguistic tools of rhetorical 'moves'. This study shows that the typical final degree project was based on empirical data and situated in a professional context, with the aim to explore and understand professional issues in relation to national policies and practical professional experience. We conclude that the final degree project's orientation in the field is deeply nourished by professional discourse, underpinned by national policies on early childhood education
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| 7. |
- Erixon Arreman, Inger, 1954-, et al.
(författare)
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The degree project in Swedish Early Childhood Education and Care : what is at stake?
- 2015
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Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508. ; 6:3, s. 309-332
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Tidskriftsartikel (refereegranskat)abstract
- This study deals with the undergraduate degree project in teacher training programmes for early childhood education and care in Sweden. For the study we draw on documents and qualitative interviews with teacher educators of different disciplinary backgrounds. The aims of this study were to identify discourses on the degree project in the field of early childhood education and care: (1) in documents; and (2) among teacher educators. Our study points to the tensions between discourses on the degree project as being of primary relevance for the vocational field, or as preparation for research activities. It also shows that varying perceptions on the degree project among teacher educators are largely related to different disciplinary fields. It further emerges that teacher educators have different views about text norms for the degree project, based on different underlying epistemologies to which the student teachers must adapt. We conclude that the multiple and often contradictory requirements of the degree project need critical examination and be reviewed. We also suggest an opening up for new and more creative ways of dealing with the degree project, with greater recognition of professional values and knowledges in the field.
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| 8. |
- Erixon, Per-Olof, 1954-, et al.
(författare)
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ECEC students’ writing trajectories : academic discourse and "Professional Habitus"
- 2019
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 63:6, s. 968-983
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden and many other countries, the academisation of teacher education goes along with increased emphasis on a student thesis, in Sweden formally entitled the final degree project. This study deals with students’ writing trajectories in Early Childhood Education and Care aimed at work in the preschool or the recreation centre. The study indicates that student writing, shaped by a variety of academic literacies, is primarily based on values of the vocational field, parallel to an emerging critical academic approach. The study suggests that academic writing is largely perceived among the students as a means to underpin the vocational field with theory, and see critical thinking and reflective practice as relevant to their future career.
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| 9. |
- Erixon, Per-Olof, 1954-, et al.
(författare)
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Extended writing demands : a tool för 'academic drift' and the professionalisation of early childhood profession?
- 2017
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Ingår i: Education Inquiry. - : Taylor & Francis Group. - 2000-4508. ; 8:4, s. 337-357
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Tidskriftsartikel (refereegranskat)abstract
- This study explores the extended demands for writing in the Swedish public service sector of early childhood and how academic writing in the higher education programmes aimed at professional work in that sector is perceived to be of value for early childhood practice among practitioners. Empirical data was collected in individual interviews and focus groups among 69 early childhood staff in two different communities. The study points to an overall focus on assessments and evaluation in professional writing which tends to challenge everyday communication, i.e. everyday discourse for an internal audience (staff, parents and children). The study further indicates that professional writing holds implications for social relations and contributes to strengthened hierarchies among early childhood staff; younger generations more trained in academic writing tend to be ‘ranked’ higher than staff more experienced in practice. Whether the twin demands for ‘professional’ and ‘academic’ writing will contribute to a ‘professional’ early childhood staff community, as suggested in policy and teacher union rhetoric, remains an open question.
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| 10. |
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| 11. |
- Ahrenby, Hanna, 1978-
(författare)
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Värdegrundsarbete i bildundervisning : en studie om iscensättning av policy i grundskolans senare år
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall purpose of this thesis is to describe and discuss preconditions for the enactment and the construction of fundamental values in art education in secondary school. The study is based on ethnographic methods, including classroom observations, video recordings and interviews with art teachers and pupils. Three art teachers and 36 pupils in grade eight and nine (age 14-16) have participated in the study. The schools are located in areas of different socio-economic status. Besides interviews, the empirical material consists of observation notes, video and sound recordings, documents and photographs from the observed lessons. In total, 27 lessons were observed and recorded, 20 interviews with teachers and seven interviews with pupils were conducted. The empirical material is analysed with a combination of policy enactment theory (Ball et al. 2012) and concepts form Bernstein (2000, 2003) and Bakhtin (1981, 1986).The analysis reveals that the conditions for policy enactment are created by several factors that interact. It is impossible to designate a single factor to explain why the enacted curriculum turns out the way it does. The contextual dimensions, such as material context, situated context, professional culture and external context (Ball et al. 2012), constitute a complex and unique contextual mix in every school. Together with existing subject traditions and teaching practices in art education, the unique contextual mix creates the conditions for enacting the fundamental values in art education.The art subject carries a tradition of image-making that pushes more theoretical syllabus content,such as image analysis, aside. The situated context influences the professional culture and, therefore,they function as a lens for selecting and translating the curriculum. Regardless of teachers' intentionsto enact the fundamental values in art education, the external context can create obstacles. The goal and result management of school leads to a focus on measurable subject knowledge and drive awayother curriculum parts such as the fundamental values, making it challenging to work with fundamental values in Art education.In conclusion, there are no prerequisites for realising the intentions of the fundamental values as expressed in the curriculum. Despite this, the fundamental values have a given place in Art education. Although, it is not always expressed verbally; instead, it is image-borne.
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| 12. |
- Bergmark, Ulrika, et al.
(författare)
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Professional and academic knowledge in teachers' research : an empowering oscillation
- 2019
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 19:6, s. 587-608
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we study the academisation of the teaching profession in Sweden, which follows contemporary trends in other Nordic and European countries. The specific aim was to analyse 14 reports written by researching teachers enrolled in a master's programme to investigate how they perceive, interpret and value academic and professional knowledge. The conceptual framework comprises theories concerning academic literacies and knowledge structures. The report analysis focussed on scope, aims and research questions, and how the researching teachers related to teacher knowledge and academic knowledge, normativity and a critical approach. After a preliminary analysis, the researching teachers were invited to participate in the analysis, giving their contextual understanding. The study indicates that the reports were based on empirical data and situated in a professional context, with the aim of exploring and understanding professional issues in relation to research, national policies and professional teacher experience. Report orientation was deeply nourished by teacher knowledge. The researching teachers' contextual knowledge both benefitted and challenged academic knowledge and vice versa, with the ambition to improve practice. Accordingly, the teachers' contextual knowledge can deepen the understanding of a research phenomenon. There was an empowering oscillation between teacher knowledge and academic knowledge in the teachers' research.
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| 13. |
- Bergmark, Ulrika, et al.
(författare)
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Relationen mellan vetenskaplig kunskap och praktisk lärarkunskap
- 2021
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Ingår i: Skola på vetenskaplig grund i praktiken. - Lund : Studentlitteratur AB. - 9789144138985 ; , s. 109-127
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I det här kapitlet presenterar vi analyser av akademiska texter som lärare skriver inom ramen för sin magisterutbildning. Vi fäster särskild uppmärksamhet vid hur lärare i sitt akademiska skrivande förhåller sig till egna förvärvade och beprövade kunskaper å ena sidan och vetenskaplig och teoretisk kunskap å den andra.
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| 14. |
- Bohman, Karin, 1983-
(författare)
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What is music education? : discursive construction and legitimisation of theory and practice in a Swedish upper secondary school
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall purpose of this thesis is to describe and discuss the discursive constructions and legitimisations of Music and Music theory in Swedish upper secondary school context. Thereby, this thesis is part of the construction and debate concerning theory vs practice in Music education. The study is based on classroom observations and interviews with teachers and students. The study is conducted during two consecutive autumn semesters, where the first autumn observations are conducted in the Music subject Ensemble, and the second semester in the Music theory subject Aural skills and music theory as well as Ensemble. The results and analysis show that Music and Music theory are predominantly differently constructed, through the discourses permeating the courses within the subjects. Ensemble, as a Music subject, is constructed through musical practice, and only activities that are not directly related to playing – as an activity – need legitimisation, whereas Music theory as a subject appear as continuously legitimised through its connotations to the Music subject. The Ensemble course is constructed as the nucleus around which other parts of the education pivots, including courses in Music theory. Through the analysis of events, event series, regularities and condition of possibility (Foucault, 1970), present thesis demonstrates that expressions of resistance and challenge for the regulatory discourses within the two subjects endure. However, discourse flexes and bends though continue to permeate the regular events and thus also the condition of possibility. External context and professional culture (Ball et al., 2012), is viewed as entailing discursive rooms and views that construct both theory and practice. External context, such as genres of music outside of ensemble education, and the teachers’ professional cultures as musicians permeates the discursive construction of the ensemble subject as well as teacher identity. In conclusion, Music and Music theory as subjects in upper secondary education, as they appear in the context of this study, can hence be viewed as two points on a balance-board, where the weight of discursive power vii shifts from one side to the other dependent on within which discursive (class)room they are taught.
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| 15. |
- Eckeskog, Linn, 1984-
(författare)
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Kommunikation i förskolan : förskollärares och barnskötares kommunikation med föräldrar i ett digitaliserat medielandskap
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this doctoral thesis is to study communication work among personnel in Swedish pre-schools, with a particular focus on mediated communication with parents. The purpose is also to analyse what roles are given to the professionals in this communication, to identify what subject positions are constructed and to identify how boundaries are managed within the communication practices.The primary theoretical framework of the thesis is social constructivism and symbolic interactionism. The pre-school organisation and identities are regarded as in a perpetual state of becoming and changes in the media landscape are viewed as rearranging the preconditions for communication practices. Technical innovations are regarded as social products at both ends. Results build upon observations in five pre-schools, interviews with 32 pre-school employees and multimodal analysis of communication material directed to parents. Additional interviews and document studies were conducted in the form of a case study, in order to gain knowledge of the implementation of a digital learning platform.The study shows that the communication environments differ between pre-schools, e.g. concerning how and which mediums are used. Several obstacles to communication are identified, of which many (but not all) are related to the socioeconomic status of parents. Within the mediated communication, pre-school personnel to some extent position themselves as experts concerning practical and pedagogical questions, whilst parents are positioned as actors in need of guidance. A major function of mediated communication is assigning parents’ responsibilities in relation to the pre-school, along with norms regarding what constitutes the “good” (pre-school) parent. Boundary work in relation to parents is conducted using different modalities, used for hedging but also for establishing professional positions. Digitalisation appears as a negative force when introduced top-down, without regards to the needs, previous practices and preconditions within a particular pre- school; but as a positive force when initiated by the professionals themselves and when responding to particular needs within specific pre-schools. As expectations on digitalisation in pre-schools increase, questions of preconditions and communication skills grow in prominence.Although expectations on pre-school professionals’ communication skills are high, communication with parents is not sufficiently acknowledged as part of the actual work in pre-schools. A sign of (and reasons for) the under prioritisation of communication work is the uneven and arbitrary preconditions for communicating, in the forms of relevant education, time and technical equipment. The lack of resources can be connected to three issues: A working environment issue (discrepancy between expectations and preconditions), a democratic issue (communication being random rather than planned/ considered) and a professional issue (multimodal communication not reflecting the professional identity that informants strive towards).Communication with parents (and surrounding society) needs to be acknowledged as part of the work in pre-school, and the personnel need to be given the necessary skills and conditions for communication, in order to provide equality of ac- cess to the parents, but also to give personnel the possibilities of communicating about and reflecting the pre-school organisation as they know it.
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| 16. |
- Edberg, Lorentz, 1959-
(författare)
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Skolmusikalen : om möten, makt och musik i två skolmusikalprojekt i årskurs nio
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The two school musical theatre projects in this case study were carried out in 2011-2012 in Year 9 at two Swedish secondary schools, Annebäckskolan and Bäråskolan, as a part of the subject “Elevens val” (Student’s Elective). The purpose of the study was to analyse how pedagogy, power and control appeared in the projects, based on the following research questions: How can the influence of the local community and leisure discourses on education be understood through the two school musical theatre projects? What pedagogical codes appear in the projects and how do they relate to time and space? What power relations are produced and why? The study was conducted through participatory observations and interviews and dialogues with participating students and teachers. The analysis had a hermeneutical approach, and the theoretical starting points were Basil Bernstein's theory and concepts, such as recontextualisation, code, classification, framing, and singular, regional and generic discourses. These theories were supplemented by a space perspective based on David Harvey and his concept of the absolute, relative and relational space. The study showed that educational traditions and relations with the local community were of importance for the production of the school musical theatre discourses. The Annebäck project was characterised by teaching in relation to the pop and rock music and theatre discourse of the municipal youth centre and a local aerobics and dance discourse. These relations provided the prerequisites for a school musical theatre project with an integrated code, open to most of the students in Year 9. The Bärå project had a collection code and was characterised by teaching related to the school’s music class, as well as to the municipal music school discourse and a local theatre and dance discourse. These relations provided the prerequisites for a project mainly open to students in the school’s music class, or to students who had chosen theatre or dance as an elective subject. The activities of the Annebäck project strengthened social cooperation between the municipal youth centre and the secondary school, while the Bärå project, as a result of its collaboration with aesthetic institutions in the local community where most of the musical students were already enrolled, broadened the school's music profile. Both projects strengthened the existing orientation of the two schools’ activities, thus contributing to and reinforcing the focus and the ideas on which they were based.
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| 17. |
- Elf, Nikolaj, et al.
(författare)
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Technology in L1 : A Review of Empirical Research Projects in Scandinavia 1992-2014
- 2015
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Ingår i: L1-Educational Studies in Language and Literature. - 1567-6617 .- 1573-1731. ; 15, s. 1-89
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Forskningsöversikt (refereegranskat)abstract
- In recent decades, several Scandinavian research projects have had an explicit focus on how technology intervenes in L1 (or so-called Mother Tongue Education) practices in Swedish, Norwegian and Danish educational contexts, and how this may impact on understanding of the subject. There is currently no systematic overview of the documented possibilities and challenges related to the use of technology in L1. At the same time, there is terminological confusion in use of ‘technology’ and related concepts in L1. Finally, there is a general lack of critical reflection on the relation between technological developments, political rhetoric, and the development of L1 teaching and learning as a social practice related to specific contexts and actors. Thus, the paper attempts to answer three interrelated research questions: 1) what do we mean when we talk about ‘technology’ in L1?; 2) based on a systematic review of empirical stud- ies, what characterizes the research field?; and 3) for discussion, which broader implications does the review suggest for a rethinking of L1 in terms of practice and research? Introducing the notion of educa- tional boundary objects, a theoretical framework is developed, which suggests four metaphors for un- derstanding technology within L1: as a tool, as media, as socialization, and as literacy practices. These are found useful for analyzing and comparing both theoretical perspectives and empirical research on L1. A key finding of the study is that, although the included research is characterized by a large degree of diversity, the conceptualization of technology as media is a dominating approach which downplays aesthetic, critical and tool-oriented perspectives. Another finding is the large number of studies that focus on student practices within L1 and the relationship to out-of-school literacy practices. A final find- ing is the emphasis on teacher uncertainty regarding how and why to integrate technology within exist- ing paradigms of the subject. This calls for further research on how technology may be justified in L1 practice, including various forms of teacher education.
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| 18. |
- Elmfeldt, Johan, et al.
(författare)
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Genrer i rörelse - estetiska textpraktiker i gymnasieskolan
- 2004
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Ingår i: Andra nationella konferensen i svenska med didaktisk inriktning. - : Nationella nätverket för svenska med didaktisk inriktning. ; , s. 37-46, s. 37-46
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Konferensbidrag (refereegranskat)
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| 19. |
- Elmfeldt, Johan, et al.
(författare)
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John skriver och regisserar : skriftspråk i den samtida medieekologin
- 2007
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Ingår i: Fjärde nationella konferensen i svenska med didaktisk inriktning: tala, lyssna, skriva, läsa, lära. - Umeå : Nationella nätverket för svenska med didaktisk inriktning. ; , s. 37-50, s. 37-48
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Konferensbidrag (refereegranskat)
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| 20. |
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| 21. |
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| 22. |
- Erixon, Per-Olof Arne, 1954-, et al.
(författare)
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Early academic drift in teacher education in esthetic school subjects from the 1940s to 1970s : a Swedish case
- 2023
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Ingår i: Arts education policy review. - : Routledge. - 1063-2913 .- 1940-4395.
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Tidskriftsartikel (refereegranskat)abstract
- The “academic drift” of professional education is an international phenomenon typically associated with the 1960s and 1970s and reflects an approach to problem-solving whereby science is regarded as the single-most important element while solving practical problems. Specifically, we focus on how esthetic school subjects from our media ecology perspective are challenged when some mediations, both theory- and script-based, are rewarded at the expense of action-based knowledge forms. In the study, we consider Official Reports of the Swedish Government (SOU), a type of authoritative policy text intended to influence an activity, but which govern less formally than “governing policy texts”, such as bills, which are legislative in nature. Our study shows that scientifically based content obtained greater space in various Techer Education programmes, while at the same time practical issues were theorized and given greater prominence. We conclude that the mentioned reforms have challenged the subject paradigm, and future subject ecology, involving changed recruitment patterns of teacher educators and shorter preparation studies for teacher students in the practical/esthetic subjects but also opportunities to develop new content and new methods.
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| 23. |
- Erixon, Per-Olof, 1954-
(författare)
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Academic Literacies : Discourse and Epistemology in a Swedish University
- 2011
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Ingår i: Education Inquiry. - Umeå : Umeå School of Education. - 2000-4508. ; 2:2, s. 221-238
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Tidskriftsartikel (refereegranskat)abstract
- This article explores the perceptions of active senior researchers from different scientific and scholarly areas about scientific and scholarly writing, specifically that associated with research. The study comprises interviews with 12 researchers in four different faculties at a Swedish university: Arts, Social Sciences, Science and Technology, and Medicine. The article draws on Biglan’s (1973) and Becher’s (1994) four intellectual clusters, i.e. (1) hard pure (natural) science; (2) soft pure (arts and social) sciences; (3) hard applied (engineering) sciences; and (4) soft applied (education) sciences and connects them with Graue’s (2006) four identified writing traditions in academia, of: reporting, interpreting, constituting and praxis. The findings suggest that researchers in the applied sciences see writing as having a mediating and creative function for research while, for pure scientists, writing is based on epistemology that does not attribute a mediating function to language (Wertsch, 1998). The study also indicates that researchers who are active in applied science, e.g. professional education of various kinds, are positioned at the interface between the discipline and individuals as social beings, and that they operate as epistemological boundary crossers for the faculties.
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| 24. |
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| 25. |
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| 26. |
- Erixon, Per-Olof, 1954-, et al.
(författare)
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Den Nationella Forskarskolan i Pedagogiskt Arbete (NaPA)
- 2005
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Ingår i: Forskningsarbete pågår. Nationella Forskarskolan i Pedagogiskt arbete (NaPA). - : Umeå: Fakultetsnämnden för lärarutbildning, Umeå universitet. - 9173059005 ; , s. 6-10
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 27. |
- Erixon, Per-Olof, 1954-
(författare)
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"Detektiven" Thorsten Jonsson
- 2013
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Ingår i: Umeå 1314-2014. - Skellefteå : Artos & Norma. - 9789175806686 - 9789188466822 ; , s. 217-221
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 28. |
- Erixon, Per-Olof, 1954-, et al.
(författare)
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Diversification and division : 'academic drift' in Swedish teacher education in the aesthetic school subjects in a new higher education structure
- 2023
-
Ingår i: Education Inquiry. - : Routledge. - 2000-4508.
-
Tidskriftsartikel (refereegranskat)abstract
- This study deals with the academisation or “academic drift” of teacher education in the aesthetic subjects in Sweden from the 1970s to the millennium shift. After long preparations that already began after the Second World War, TE, along with other vocational education, was integrated into the Swedish university system as part of the expansion of the higher education sector in 1977 (H77). The study’s aims were to describe and analyse how the conditions for teacher education in practical/aesthetic subjects changed in the new and diversified higher education sector. For the study, we drew on Official Reports of the Swedish Government (SOU), a type of authoritative policy text intended to influence an activity, but which govern less formally than “governing policy texts” like bills that are legislative in nature. Our study reveals that a division was made between the old, prestigious and discipline-based universities and the newcomers in terms of vocationally-based education. The entire teacher education ended up on the periphery of the new higher education sector. We establish that the absence of own academic structures and thereby power within the higher education structures has harmed the independent development of teacher education in the aesthetic subjects as part of the enlarged higher education sector in the process of them moving from school subjects to university-like disciplines.
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| 29. |
- Erixon, Per-Olof, 1954-
(författare)
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Drömmen om den rena kommunikationen : Diktskrivning som pedagogiskt arbete i gymnasieskolan
- 2004
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Drömmen om den rena kommunikationen bygger på en studie av ett lyrikskrivningsprojekt, Tankens Trädgård, som bedrivs vid tre gymnasieskolor i Skellefteå kommun. Projektet går i korthet ut på att alla elever i årskurs två varje år ges möjlighet att skriva dikter kring ett bestämt tema. Av det stora diktmaterial som flyter in väljer lärarna ut drygt hundra talet dikter som publiceras i en diktsamling. Projektet avslutas varje år med en stor "happening", då de bästa dikterna läses upp och författarna belönas.Studien handlar bland annat om hur man kan föstå projektet Tankens Trädgård, bakgrunden till det, om hur det utvecklats under åren, vilka ambitioner som funnits, pedagogiska idéer man kan skönja bakom projektet, hur det mottas av eleverna och hur lärarna ser på sin roll och på projektet. Projektets drivkraft är drömmen om den rena kommunikationen.
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| 30. |
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| 31. |
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| 32. |
- Erixon, Per-Olof, 1954-
(författare)
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Editorial
- 2011
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Ingår i: Education Inquiry. - : Routledge. - 2000-4508. ; 2:1, s. 1-5
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Every issue of Education Inquiry publishes peer-reviewed articles in one, two or three different sections. In our Open section, articles are sent in by authors as part of regular journal submissions and published after a blind review process. In our Thematic section, articlesmay reflect the theme of a conference or workshop and are published after a blind review process. We also have an Invited section with articles by researchers invited by Education Inquiry to shed light on a specific theme or for a specific purpose and they are also published after a review process. This issue of Education Inquiry contains both a Thematic section and an Open section, bringing a total of 10 articles.
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| 33. |
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| 34. |
- Erixon, Per-Olof, 1954-
(författare)
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Educational sciences : national and international aspects
- 2010
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Ingår i: Education Inquiry. - : Routledge. - 2000-4508. ; 1:4, s. 259-268
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- I am sitting in a large auditorium (A 280) in the University of Geneva in Switzerland on a Saturday morning in September 2010. The room is filled with people who are involved in different ways in a large European research project of the 7th Framework Programme for Research in the Socio-Economic Sciences and Humanities Theme (SSH), called EERQI–European Educational Research Quality Indicators. The goals of the EERQI project are to reinforce and enhance the worldwide visibility and competitiveness of European educational research. More specifically, the project aims to: (1) develop new indicators and methodologies to determine the quality of educational research publications; (2) propose a prototype framework for establishing such indicators and methodologies; (3) make this framework operational on a multilingual basis (starting with English, German, French and Swedish); (4) produce a search and query engine for resource harvesting and text analysis; (5) test the transferability of the EERQI indicators to other fields in the Social Sciences and the Humanities; and (6) develop a sustainability plan for the quality assessment of European educational research publications. The project hopes to improve the current standards of research quality indicators, especially for the fields of the Social Sciences and the Humanities (see the homepage http://www.eerqi.eu/).
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| 35. |
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| 36. |
- Erixon, Per-Olof, 1954-, et al.
(författare)
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Ett demokratilyft för Sverige? : Om relationen mellan literacy, skönlitteratur och demokrati i Läslyftet
- 2018
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Ingår i: Utbildning och Demokrati. - Örebro : Örebro universitet. - 1102-6472 .- 2001-7316. ; 27:3, s. 7-33
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Tidskriftsartikel (refereegranskat)abstract
- A lift for democracy? About the relationship between literacy, fiction and democracy.The declining results in reading skills revealed in large-scale international surveys such as PISA are seen as a critical issue for education in general, but also for democracy, social justice, and economic competitiveness. In this article, we investigate the reading-promotion programmes in Swedish schools called “Läslyftet” (Elevated Reading), organised by the National Agency for Education. In particular, we study the link between fiction and democracy and how reading-promoting ideas are implemented by the Swedish National Agency for Education. The result indicates the effective downplaying of literature, with fiction being marginalised in the reading programme in favour of non-fiction. Also, in line with the idea that all teachers are language teachers, the school subject Swedish has become pushed into the margins to the benefit of other school subjects such as natural sciences, in which the importance of reading for the development of a democratic society is emphasised.
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| 37. |
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| 38. |
- Erixon, Per-Olof, 1954-, et al.
(författare)
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Examensarbetet i lärarutbildningen
- 2017
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Ingår i: Kampen om texten. - Lund : Studentlitteratur AB. - 9789144119304 ; , s. 15-18
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 39. |
- Erixon, Per-Olof, 1954-
(författare)
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[Foreword] Understanding North
- 2014
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Ingår i: Journal of Northern Studies. - Umeå : Umeå University. - 1654-5915 .- 2004-4658. ; 8:2, s. 7-9
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 40. |
- Erixon, Per-Olof, 1954-
(författare)
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From texts to picture in teaching civics : participant observation in Mark's classroom
- 2010
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Ingår i: Journal of Social Science Education. - Bielefeld, Germany : Bielefeld University. - 1618-5293. ; 9:3, s. 15-25
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Tidskriftsartikel (refereegranskat)abstract
- We are now living in a “new media age”, with a dramatic shift from the linguistic to the visual, from books and book pages to screens and windows (Kress, 2003). This article offsets out to explore what happens to educational activities in schools when electronic media and pictures replace written texts. The article draws on interviews and classroom observations of a particular Swedish vocational upper secondary programme, where the social studies teacher observes that students are finding it increasingly difficult to benefit from written texts. Theoretically, the study draws on Meyrowitz (1985/1986) theories concerning the relationship among media, situations and behaviour and the effect of a shift from “print situations” to “electronic situations” on a broad range of social role and Bernstein’s (1996/2000) notions of ‘recontextualisation’, ‘framing’ and ‘classification’. The study shows that classroom relations are changing; hierarchies between students and teachers are being broken down, and classification of subjects is affected in the sense that the students’ own interpretations and references are beginning to govern teaching when pictures and electronic media enter the educational discourse.
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| 41. |
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| 42. |
- Erixon, Per-Olof, 1954-, et al.
(författare)
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Genrer i rörelse
- 2006
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Ingår i: Resultatdialog 2006. - Stockholm : Vetenskapsrådet. - 9173070971 ; , s. 71-73
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 43. |
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| 44. |
- Erixon, Per-Olof, 1954-
(författare)
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Hårdkokt på västerbottniska
- 1986
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Ingår i: Folket i Bild. ; :15
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 45. |
- Erixon, Per-Olof, 1954-
(författare)
-
Identiteter och världsbild : "hårdkokt" skriftbruk i Thorsten Jonssons noveller
- 2013
-
Ingår i: Människor som skriver. - Umeå : Umeå universitet och Kungl. Skytteanska Samfundet. - 9789188466853 ; , s. 75-89
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Bokkapitel (refereegranskat)abstract
- identity and worldview – “hard-boiled” writing in Thorsten Jonsson’s short storiesThis article deals with the Swedish author Thorsten Jonsson (1910–50) and his first short story collection Som det brukar vara (1939) [‘As it usually is’]. The nar- rative represents a new modernistic literary trend in Swedish prose in the 1930s. i take my starting point in Burgess & ivanič’s (2010) theories of the act of writing involving many different identities, and particularly what Burgess & ivanič iden- tify as the discursive self. By contemporary readers and critics the discursive self in the short story collection was often connected with an American hard-boiled literary ideal, often linked to ernest Hemingway’s writings. in this article i dis- cuss the common textual features of the two authors’ first collections, but also the differences that emerge when looking through the linguistic surface. The analysis shows that Thorsten Jonsson’s discursive self is based upon a northern Swedish culture, Hemingway’s on an urban American one.
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| 46. |
- Erixon, Per-Olof, 1954-
(författare)
-
John Chronschough - ljusets representant
- 2001
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Ingår i: Didaktisk tidskrift: för praktiker och forskare. ; :1, s. 73-96
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 47. |
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| 48. |
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