| 1. |
- Bourbour Hosseinbeigi, Maryam, 1977-, et al.
(författare)
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Putting Scaffolding Into Action : Preschool Teachers' Actions Using Interactive Whiteboard
- 2020
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Ingår i: Early Childhood Education Journal. - : Springer. - 1082-3301 .- 1573-1707. ; 48:1, s. 79-92
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Tidskriftsartikel (refereegranskat)abstract
- This study aimed to explore preschool teachers' actions in order to support children's learning processes in a context where an interactive whiteboard (IWB) is used. Five preschool teachers and 22 children aged 4-6 were video observed in 2017 and early spring 2018 over a period of 5 months. The findings of the study revealed 21 scaffolding actions which preschool teachers used including: Concretizing, Questioning, Instructing, Providing space, Affirming, Providing feedback, Inviting, Watching, Laughing together, Approaching, Standing/sitting beside, Simplifying, Filling in the blanks, Confirming, Participating, Challenging perception, Challenging thought, Explaining facts, Displaying, Explaining solutions, and Referring back. By characterizing teachers' actions in relation to different scaffolding functions, the relationship between action and scaffolding function was particularly clarified. Six of the functions, including recruitment, direction maintenance, marking critical features, reduction in degrees of freedom, frustration control and demonstration were aligned with Wood et al.'s (Child Psychol Psychiatry 17:88-100, 1976) theoretical framework. By identifying two additional functions, i.e., mutual enjoyment and participation in the activity, more importantly the study contributed to the development of Wood et al.'s (Child Psychol Psychiatry 17:88-100, 1976) theoretical framework. It can be said that the findings of the study expanded and deepened our understanding regarding scaffolding processes and the ways they can be implemented in teaching practices.
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| 2. |
- Bourbour, Maryam, 1977-
(författare)
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Digital technologies in preschool education : The interplay between interactive whiteboards and teachers' teaching practices
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is aimed at exploring the ways in which a digital technology, the interactive whiteboard (IWB), interplays with preschool teachers’ teaching practices. In the literature and ongoing debates there are different claims about if and how digital technologies can contribute to children’s development and solving preschool educational challenges. The ways children learn from and by digital technologies have been widely studied, however, there is relatively little research on how digital technologies interplay with teachers’ teaching. Correspondingly, the approach taken here to the ways in which digital technologies contribute to early childhood education is based on preschool teachers’ practices and reasonings.In particular the focus is placed on the following research questions. How do preschool teachers reason about the embedding of IWB into their teaching practices? How do preschool teachers use IWB to structure their teaching practices? How do preschool teachers scaffold children’s learning processes in a context where IWB is used? How do IWBs mediate teaching actions? and What is privileged in the IWB-mediated teaching actions?To address these research questions, three sets of empirical data have been collected. These datasets, including interviews with preschool teachers and video observations of their teaching using IWB, were collected in 2012-2013 within the frame of the licentiate thesis and in late 2017 and early 2018 within the framework of the PhD thesis. Analytically, the study is built on a sociocultural perspective that assumes that learning is a constant social process.The findings of this study provide empirical knowledge regarding how preschool teachers reason about their use of IWB in teaching. The findings of the study, further, show that preschool teachers use diverse strategies to structure their teaching practice using the opportunities that IWB offers. The teachers’ use of IWBs exemplifies the ways they take into account the available technological features to support children’s learning within their ZPD.In its identification of scaffolding actions, this study provides rich details about how preschool teachers use a particular digital technology, IWB, in their teaching to support children’s learning and development. Scaffolding is seen as a collaborative process where preschool teachers’ active participation and emotional support plays an important role in fulfilling the given practices, and leads children’s learning to a higher level. By exploring how teachers’ teaching actions are meditated by the mediational aspects of IWB and what is privileged in the IWB-mediated teaching actions, the current study, moreover, contributes to mapping the desirable or undesirable consequences of using digital technologies in early childhood education. It also exemplifies how the use of IWB interplays with preschoolt eachers’ teaching practices.The new dimensions to scaffolding theory constructed in this thesis, further, contribute to expanding of Wood et al. (1976) theory. This can have significance for other studies using digital technologies in educational settings and can contribute to early childhood education, since early interventions, such as the ways preschool teachers support children, are particularly crucial for a child’s learning and their development later on in life.
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| 3. |
- Gille, Sofia, 1971-
(författare)
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Delaktighet ur ett elevperspektiv : Kooperativt lärande på mellanstadiet
- 2024
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This qualitative study examines, by analyzing 30 transcribed interviews, participation in Elementary school from a student perspective, and in teaching characterized by Cooperative Learning. Student participation is a goal in the Swedish curriculum and is seen as essential for fulfilling learning outcomes, and research shows that students’ participation is limited and strictly controlled by the teachers. The study concerns itself with three dimensions of participation: the social dimension, the political and the epistemological dimension.The analysis highlights different aspects of participation which are all important to the students. The aspects of social participation concern safety, respect, and responsibility within the social community. Continuity within the cooperating groups seems to be a prerequisite for these aspects, as they are all built up over time. The political aspects of participation that emerge from analyzing the interviews revolve around questions of influence in the form of co-determination, self-determination, and leadership. Although these aspects all seem to be of importance to the students, they are not specifically prioritized in Cooperative Learning within the studied schools. Epistemological participation is made visible in the analysis of the data through the descriptions of students’ willingness to learn, and curiosity about the new and previously unknown. The students’ statements are characterized by a desire to experience meaning in their schoolwork, by among other things understanding the benefits and future use of the knowledge they are supposed to develop. When the groups are exposed to stressful situations, like when their work is to be assessed, it appears to hinder epistemological aspects of participation.The results show that there are opportunities for all three dimensions of participation to occur within cooperative learning, but there are also challenges. The students’ pursuit of efficiency in work, constitutes an obstacle to their ability to participate, which should have otherwise been made possible by Cooperative Learning. Students also need to have the opportunity to express their opinions about the teaching in their classroom, as well as to be able to have an impact on their future lesson plans. This includes allowing students to take part in conversations about the purpose of school, both in the long term, and in relation to current projects. Since education is multidimensional, it is important to work for a greater representativity for all societal groups, and especially for those who the education concerns, the students, as a way to make the discussion more multidimensional. This, in turn, can contribute to making students’ social, political, and epistemological participation possible at a larger extent than what is seen in today’s schools.
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| 4. |
- Högberg, Sören, 1956-
(författare)
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Att låta det oväntade ge rum åt det oförväntade – möjligheter inom ramen för skolämnet samhällskunskap
- 2017
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2017:2, s. 25-43
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the article is to illuminate the opportunities for students in social studies to develop dispositions towards taking an active and responsible role in society when teachers are able to support the content of the subject to continuously come forward in an interactive, communicative and evolving process. Based on theoretical informed arguments the author claims that that the question of how the teaching process is carried out is deeply connected with these opportunities for creating meaningful pedagogical situations. Here, unforeseen events are discussed as desirable circumstances for engaging students in social issues. However, this also brings risk into the process since the content discussed and how it is discussed opens up for unexpected answers. These answers which become part of the course content, put the teacher in a position in which he or she needs to respond in one way or another. In such pedagogical situations, the moral dimension of teachers’ work becomes visible and obvious. The position is taken that risk is a crucial part of a teaching process in which one of the aims is for students to be and become active, responsible and engaged in social issues.
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| 5. |
- Högberg, Sören, 1956-
(författare)
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Lärares gemensamma ledarskap
- 2012. - 1
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Ingår i: Lärare som ledare. - Lund : Studentlitteratur AB. - 9789144075457 ; , s. 229-247
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Bokkapitel (populärvet., debatt m.m.)
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| 6. |
- Högberg, Sören, 1956-
(författare)
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Om lärarskapets moraliska dimension : ett perspektiv och en studie av lärarstuderandes nätbaserade seminariesamtal
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this dissertation, an educational perspective called the moral dimension of teaching is developed. The work includes a theoretically informed discussion from a pragmatist point of view in which the concept of pedagogical rhythm is introduced. The concept captures the need for teachers to regularly shift their intentions and occasionally act in contradictory ways as a consequence of the moral which emerges from interaction in pedagogical situations. Using this perspective, criteria are developed for the characteristics of discussions of the work of teachers, which are desirable in order for students in pre-service teacher education to have opportunities to develop their teachership.Secondly, the educational perspective as it is conceptualised serves as a theoretical framework for a study of discussions taking place in net-based seminars among students in teacher education. The study consists of 14 recorded seminars in which discussions of the work of teachers are analysed in terms of content and direction for reflection. The result of the analysis is a construction of four different focal points for processes of making judgements: existential, performative, critical and professional. Mainly the performative, and to some extent the critical, focal points appear to be supported by the net-based environment, although potential for the professional focal point is found when available tools in net-based settings are used in deliberate ways.Finally, based on these four focal points, possible future predispositions among student teachers are deliberated. Student teachers’ future opportunities to develop a moral and epistemological authority are discussed, as well as teachers’ general opportunities to exercise professional responsibility. The conclusion emphasises that a perspective such as the one developed in the dissertation is important, as it creates an understanding for the need to educate student teachers to exercise a form of responsibility that goes beyond being accountable to society.
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| 7. |
- Högberg, Sören, 1956-
(författare)
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Pedagogical Rhythm - A Concept for Reflection on Contradictory Actions
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Pedagogical Rhythm – A Concept for Reflection on Contradictory ActionsThis paper will introduce the concept of pedagogical rhythm, which might be seen as a preliminary answer to my question of how to develop, in pre-service teacher education, a morally responsible teaching. I will argue for the need to give opportunities to reflect upon teachers’ work in what I claim to be a more appropriate way for good teaching than towards the kind of standards developed in a neoliberal policy paradigm. Instead of reflecting upon teachers’ work in relation to certain pre-defined outcomes, as well as in relation to a non-defined complexity, the paper will give arguments for the need of reflection processes that are able to take into consideration teachers’ contradictory acting, without necessarily regarding this to be a problem.Theoretically the concept of pedagogical rhythm is developed out of Dewey’s line of reasoning, which says that our habits of acting develop in interaction, together with Lefebvre’s work on rhythm analysis, where differences and repetition in our everyday life are crucial units of analysis. Hereby the concept of habit is given a wider meaning as every habit is related to several and among them contradictory habits that all together create a rhythm.The concept of pedagogical rhythm refers to professional responsibility and the need for teachers to act in multiple ways with temporally different intentions, when interacting with pupils. It deals with different and occasionally contradictory ways of acting, which cannot be totally planned in advance but understood as actions emerging as a consequence of intentions predominantly grown out of teachers’ and pupils shared experiences, in a range of prior pedagogical situations.Hence instead of mainly giving attention to goal achievement, as become the focus in a neoliberal paradigm, the perspective presented through the concept of pedagogical rhythm, will give opportunities to pay attention to a variety of different ways to interact with pupils. The accentuation of certain habits in relation to others evolved from all kind of actions should over time be able to describe in terms of a specific pedagogical rhythm.The concept of pedagogical rhythm presented in the paper is a draft to later be evolved and used as a theoretical framework within an upcoming doctoral thesis in Education in Sweden. The concept will play a central role for analysing pre-service teacher students’ interaction in net-based seminars, when they deal with questions related to moral issues in teachers’ work.
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| 8. |
- Högberg, Sören, 1956-
(författare)
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Pedagogisk rytm : Ett begrepp om och för lärares arbete
- 2018
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Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; 12:1, s. 55-69
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Tidskriftsartikel (refereegranskat)abstract
- In addition to presenting the concept of pedagogical rhythm, the article has a dual purpose. In the theoretically informed text, arguments are made partly to claim that the concept of pedagogical rhythm can help us to better understand the prerequisites for teachers’ work and partly to claim that the concept can open up opportunities for a more nuanced criticism of teachers’ work based on the terms of the profession. The discussion is conducted in a pragmatic Dewey tradition, in which the concept of pedagogical rhythm is understood as a consequence of the interaction that takes place in educational settings. The conclusion drawn is that the concept of pedagogical rhythm, if put into use as an analytical tool, can strengthen the ability of teachers and ultimately the teaching profession to take professional responsibility.
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| 9. |
- Högberg, Sören, 1956-
(författare)
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Understanding a teacher’s professional identity through pedagogical rhythm
- 2021
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Ingår i: Professional Learning and Identities in Teaching: International Narratives of Successful Teachers. - First edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge research in teacher education : Taylor and Francis. - 9781000374155 - 9780367463595 ; , s. 123-137
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In this chapter, you meet Hannah, a primary teacher who works at a working-class Swedish primary school with pupils aged 12-13. During the years, she has developed a strong professional identity, which is characterized by an endeavor to create close relationships. Her overall ambition is to create a community held together by a shared morality where her pupils take their schoolwork seriously. To Hannah, her pupils’ positive attitude and willingness to learn are of much more importance than their achievement levels. Hannah’s narrative gives us an important insight into the teaching profession developed in a certain context. Her professional identity, presented from a perspective labeled as the moral dimension of teaching, focuses on the relationship between pedagogical and ethical intentions emerged in educational settings. The result, captured through observations and interviews, shows a close connection between professional identity and educational context. © 2021 selection and editorial matter, A. Cendel Karaman and Silvia Edling; individual chapters, the contributors.
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