| 1. |
- Knutas, Agneta, 1955-
(författare)
-
Mellan styrning och moral : berättelser om ett lärarlag
- 2008
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Earlier research on teacher teams has found that the dominant model for the governance of schools is a leadership dominated by a rational organization and an individual leadership model. It has also found that school managements interfere with teacher teams and their decisions. This study explores the tension between governance, in the context of the Swedish school system, and the moral principles of a teacher team. In an empirical study, a teacher team was followed at their weekly meetings. Inspired by Hannah Arendt’s political philosophy, parts of her theories of human action have been focused upon. Proceeding from the concept of ‘inter-est’, what principles are expressed in the actions of teachers in a team at the upper level of the nine year compulsory school? In the narratives used to present the empirical findings, figuration, action and webs of relationships say something about the team and their cooperation. The teachers in the study sometimes worry that their task is not a worthwhile one. They are also concerned about their scope to respond to each student’s uniqueness. One principle manifested in the inter-est emerging from the stories is that the team are striving to do their best. At other times, the teachers protest by refusing to take responsibility, revealing a principle of mistrust of the management’s ideas on cooperation with parents. When teachers discuss a theme of war and peace, the principle emerging is that they want to enable each student to perform their best. The results illustrate how management and organization work against variation and diversity. The teachers are concerned with their honour as teachers and protest against the local authority by not accepting the task handed to them. When the team discuss their resources, too, the management denies them their right to decide. Being part of a teacher team also involves consideration of the goals of the school. The narratives about this team and their protest at the school management and local authority interfering with their task, contribute to a possible discussion about the responsibilities of teachers from a moral perspective. The results demonstrate that the local authority and management hinder the creativity, imagination and judgement of teachers through the precedence they give to procedural rules.
|
|
| 2. |
|
|
| 3. |
- Bergh, Andreas
(författare)
-
Vad gör kvalitet med utbildning? : Om kvalitetsbegreppets skilda innebörder och dess konsekvenser för utbildning
- 2010
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to investigate what linguistic meanings the concept of quality is imbued with in different educational arenas and to discuss the consequences of such meanings for education. From this aim the main research question is: What does the concept of quality do to education and what does education do to the concept of quality? The question indicates an interest in understanding how the concept of quality and education mutually influence each other. The empirical material consists of national texts written by the government and the national school authorities, mainly between the years of 1997 to 2008, as well as interviews with different people from three local school authorities and schools. Theoretically the approach is inspired by Quentin Skinner and speech-act theory as well as Reinhart Koselleck and conceptual history. While Skinner is mainly interested in the rhetorical use of concepts, Koselleck’s interest lies in investigating how concepts carry historical time. For this study, some analytical concepts are lifted from these two theories and are applied to the empirical material. From the analysis, four concluding criteria of application are formulated: education quality, result quality, market quality and system quality. The result shows that certain meanings, which for a long time have been connected to education and, in this study, are incorporated under the umbrella criterion education quality, have been challenged and partly marginalized. Instead, the dominance of result quality, market quality and system quality lead to an acceptance of new social perceptions in education. The different national and local structures that are developed to measure quality have a high impact on local practice. As a consequence of a shift from goal to result, overriding goals are clarified and made juridically controllable. The changes also lead to consequences for the different actors in the education system, as well as for teachers, national politicians and for national and local school administrations.
|
|
| 4. |
|
|
| 5. |
- Björk-Linné, Agneta
(författare)
-
Randomised, controlled trials of patient education with special reference to heart failure and joint diseases
- 2000
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In order to improve the treatment and care of patients with chronic diseases, controlled studies have to be performed continuously. It is widely believed that giving education/information to patients will increase their knowledge and compliance, which will decrease medical events and cost. Most educational activities in clinical practice are not based on evaluated models of effective disease management but rely on tradi- tional ways of education. Patient education has become an important part of management programmes, but very few studies employing modern computer- technology for patient education exist. · It is feasible to make educational programmes for patients with Kodak's Photo CD portfolio technique, a certified technology, at a low cost. The programmes are patient managed and interactive . The technique can be used by adult patients of any age as an integrated part of education of heart failure patients and patients with joint diseases. · The results of two educational studies (heart failure and joint diseases) showed that both intervention groups attained significantly higher knowledge than the controls. · Data from the evaluation of health care costs of heart failure patients was highly skewed and ranged from 4 605 to 124 997 SEK. The median cost for a single patient was 20 000 SEK for 6 months. · In patients' perceptions of diuretic drug treat- ment for heart failure, no relation between per- ception and prescribed dose was found. Further- more, the perceptions were almost not related to the age and sex of the patients. It is essential that new methods and materials intended for educational purposes are properly evaluated in clinical trials. Only after this procedure new methods and materials can be considered for use. Patients' perceptions about their drug treatment must be taken in considera- tion and further explored in clinical trials. The clinical impact of patients' increased knowledge, such as decreased rate of readmission, out-patient visits and drug related problems, must also be evaluated in clinical trials. The construction of interactive programmes can be developed for several medical conditions. Clinical trials using individual data from large patient populations are required to show reductions in health care costs.
|
|
| 6. |
- Blomdahl, Eva, 1953-
(författare)
-
Teknik i skolan : en studie av teknikundervisning för yngre skolbarn
- 2007
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main purpose of this study is to find out how technology as a school subject is formed into pedagogical action. Issues addressed are: – How does teaching in the school subject of technology differ in terms of content and process? – How do frame factors influence teaching in technology? As analytic tools, concepts from philosophical thought on technology and education as well as frame factor theory are used to throw light on the way technology education takes shape in the practices of two primary school teachers. The philosophical concepts employed and developed have been inspired by the thinking of Martin Heidegger and John Dewey. These con-cepts are “place” and “shaping of technology,” where the shaping of tech-no¬logy involves the following phases: formulation of the assignment, analysis, visualization/construction and evaluation/reflection. The basic questions are investigated in two case studies over a period of one year. Data is collected based on ethnographic methods and consists of observations, video recordings, documentation in the form of teachers’ diaries as well as pupils’ work, taped interviews with pupils, and interviews with the two teachers both before and after the project was finished. The overall results of the study show that the two teachers, to a different degree, use place, e.g. they try to use the children’s own experiences and the surrounding environment as a starting point in their teaching. They try to organize their teaching as a process of knowledge construction instead of as a process of transmission. In that process, different forms of represen¬tation are used, such as sketches, model constructions and written docu¬mentation, with the element of model construction providing a common denominator given the availability of tools and material. Another similarity between the practices is that the children are given opportunities to work at problem solving in cases where there are no given solutions. However, they enter problems due to their own embodiment in a pedagogy of transmission, which results in the fact that the shaping of technology becomes difficult to organize. Strict borders between subjects, the fragmented timetable of the school, and the organization of the classroom space and scarce equipment and materials all influence the possibilities of teaching in technology.
|
|
| 7. |
- Bourdieu, Pierre, et al.
(författare)
-
Leve idrottspedagogiken : En vänbok tillägnad Lars-Magnus Engström
- 2005
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Vem ägnar sig åt idrott? Vilken betydelse har fritiden i barns och ungdomars liv? Vad innebär hälsa i skolämnet idrott och hälsa?Leve idrottspedagogiken! tillägnas Lars-Magnus Engström. Texterna i boken speglar delar av det idrottspedagogiska forskningsområdet i Sverige, vars framväxt Lars-Magnus Engström varit den främste företrädaren för. Läsaren får här ta del av exempelvis idrottskulturen, fritidskulturen och skolans ämne idrott och hälsa. Genomgående handlar texterna om villkoren för barns och ungdomars deltagane och om de olika lärprocesser som sker i anslutning till idrottsutövning.Lars-Magnus Engström har gjort betydande insatser som forskare och lärare samt som professor vid Lärarhögskolan i Stockholm och vid Gymnastik- och idrottshögskolan. I snart fyrtion år har han arbetat med studier kring påverkans- och lärprocesser i idrott. Hans forskning har främst kretsat kring människors idrottsvanor och vilka som utvecklar en fysiskt aktiv livsstil. Idrotts- och motionsutövningar ger både ett så kallat egenvärde och investeringsvärde. Med dessa begrepp bland många andra har Lars-Magnus Engström bidragit till en fördjupad vetenskaplig förståelse av idrottskulturen.De flesta författarna har eller har haft Lars-Magnus Engström som handledare och tillhör forskningsgruppen för pedagogik, idrott och fritidskultur. Redaktörer för boken är Karin Redelius och Håkan Larsson.
|
|
| 8. |
|
|
| 9. |
- Elfström, Ingela, 1954-
(författare)
-
Uppföljning och utvärdering för förändring : pedagogisk dokumentation som grund för kontinuerlig verksamhetsutveckling och systematiskt kvalitetsarbete i förskolan
- 2013
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of the study is to examine, in relation to the curriculum for the Swedish preschool demands of assessment, evaluation and documentation what kind of knowledge that becomes possible through the use of pedagogical documentation, and how this knowledge answers to expectations of development of content, form and organisation of the early childhood educational context. Another purpose is to examine what a post-pragmatic perspective and an immanent idea of evaluation can imply for the two-folded task of the preschool: the societal reproduction of knowledge and the staging of possibilities for children’s own production of knowledge. Three theoretical perspectives have been used: curriculum theory, post-structural theory and an immanent philosophical perspective. Curriculum theory points out that it is essential to use and develop perspectives and methods of evaluation that relates to the goals of the preschool as tools for evaluation govern and shape both questions and analysis. The main study here is directed towards examining pedagogical documentation through an empirical study of one preschool’s use of pedagogical documentation during one year. When dealing with the empirical material my intention has been to make visible both kind of learning processes that this study interprets that the curriculum prescribes. Therefore one method used where curriculum theory and descriptions and categorisations as a part of a discursive analysis of how teachers use pedagogical documentation together with the children and in their planning-sessions. The second method consists of an immanent following up of the rhizomatic web of threads that appear and transform through the practice and where pedagogical documentation is part of the relational field of potentiality.
|
|
| 10. |
|
|
| 11. |
|
|
| 12. |
|
|
| 13. |
- Englund, Boel, et al.
(författare)
-
Shaping a New Age : Educators, Entrepreneurs, Publicists – and Members of Parliament
- 2021
-
Konferensbidrag (refereegranskat)abstract
- At last! The voice of a woman was heard in the Swedish Parliament! The voice belonged to Agda Östlund, representative of the Social Democratic Party and the first woman to give a speech in Parliament. The event took place on Saturday the 11th of March 1922. Together with other women she had struggled for a more equal and democratic society for more than a decade. Now five women were the first to take seats as Members of Parliament. Finally, women suffrage had become a reality – the final parliamentary decision was made in January 1921. Focus in our paper is on Agda Östlund. We explore her path up to the speaker´s chair and the resources that brought her there against the background of some forty women struggling in various ways to achieve, build, and develop higher education, professional work and civil rights for women. The analysis draws upon this more comprehensive study, recently published. There, our overall purpose is to describe and analyse a number of Stockholm women and their paths from private to public in the decades around 1900. The Swedish capital proved an important site framing material conditions and social networks. By analysing how the women made use of and increased their social, cultural and economic resources we could outline patterns that characterised their ways of gaining access to, influencing or founding various institutions and civil rights – and so contributed to the profound social changes characterising the years around 1900. What strategies did they follow? What assets did they set moving?In the paper, we summarise some critical aspects characterising three of the first five women that gained access to the Swedish Parliament and two women active on the municipal level. We highlight similarities and dissimilarities and we pinpoint some main results from the wider study of forty women.
|
|
| 14. |
- Englund, Boel, 1947-, et al.
(författare)
-
Struggles, Resources and Strategies : Portraits of Six Swedish Women Suffrage Activists
- 2024
-
Ingår i: Suffrage and Its Legacy in the Nordics and Beyond. - Cham : Palgrave Macmillan. - 9783031523588 - 9783031523595 - 9783031523618 ; , s. 63-84
-
Bokkapitel (refereegranskat)abstract
- The focus here is on six Swedish women struggling as suffrage activists or advocates of women's civil rights, among them three of the first women Members of Parliament. We explore their lives, struggles and strategies. We investigate the various resources they set in motion, and the institional obstacles they encountered on their paths to Parliament and other important arenas that were opened up to women in the changing times around 1900. All managed to build considerable professional, organisational and/or political resources, and all profited significantly from their strategic network-building.
|
|
| 15. |
- Englund, Boel, et al.
(författare)
-
Vägar ut : Kvinnors strategier för offentlighet
- 2006
-
Ingår i: Fältanteckningar. - Uppsala : Forskningsgruppen för utbildnings- och kultursociologi (ILU), Uppsala universitet. - 9789163188077 - 9163188074 ; , s. 171-188
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 16. |
- Gleichmann, Lee, 1956-
(författare)
-
Föräldraskap mellan styrning och samhällsomvandling : En studie av syn på föräldrar och relation mellan familj och samhälle under perioden 1957-1997
- 2004
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study sought to illustrate how the way parents were viewed was expressed, and how it developed between 1957 and 1997, as seen from child-health-care recordcard material, a professional journal and public reports on instruction for parents. The study also describes and analyses the relationship between family and society during the same period. The starting point is the state´s intention to strengthen the social standing of children and support their parents in their task of upbringing. The material reveals a line of development in which during the first twenty years, parents were viewed with a certain distrust. The family was portrayed as a partly dangerous isolate while parents were described in long paragraphs as less than fully knowledgeable and aware, and in need of expert guidance. Hence attempts were made to usher the parents and their child onto the lighted stage of public concern. A generally directed parental training scheme run by the community was considered necessary and was, moreover, expected to be able to fashion the parents into more social-politically committed citizens. The goal was ultimately to promote democracy and equality. Hope lay in the inherent development potential parents are nevertheless considered to possess, and in the collective upbringing provided by public child care in pedagogically stimulating surroundings. From the end of the 1970s till the last year of the 1990s the perspective shifted toward greater reliance on parental competence. At the same time national control changed towards more decentralisation, which also affected the relation between family and society. Towards the end of the period under study parents were being viewed as adult and competent. Respect for parental autonomy and freedom of choice were now at the focal point of the state view. Parents had become customers in a market much reflecting the urge towards globalisation then making itself felt. The responsibility for support to parents shifted out to the local community which, through local mobilisation, was expected to be available with support and resources when parents themselves so wished. Instead of being governed by the state, parents, through selfgovernance, were to be responsible for choise of life-style, pre-school and school alike. Their task was, in harmony with the local community surrounding them and with the UN children´s convention, to act in their child´s best interests.
|
|
| 17. |
- Gunvik-Grönbladh, Ingegerd, 1954-
(författare)
-
Att bli bemött och att bemöta : En studie om meritering i tillsättning av lektorat vid Uppsala universitet
- 2014
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The general purpose of this thesis is to contribute to further understanding of the academic appointment process explored and defined as participation in a collegial educational process. The appointment process for academic positions has historically been regulated by state authorities ever since the first university was established in Sweden and has continuously been questioned for necessity, procedure etc. The object of study is the appointment process focusing the consideration of teaching skill in appointing academic teachers. A theoretical construction is used as a method in order to grasp what the experts and applicants consider.The thesis draws theoretical inspiration from the French sociologist Pierre Bourdieu especially his work on social practice and his explanations within praxeological knowledge. In this thesis cultural capital, habitus and doxa are used as concepts for constructing a social practice. Inspired by Bourdieu’s concepts, the appointment process is made visible grounded on documentation: judgments of qualifications written by external experts and the applicants’ documentation in their applications.The empirical material on merits is analyzed according to Bourdieu’s indicators on symbolic capacities. The disposition of habitus (as an inner organizing principle) is limited to cultural capital and background demographic data. The indicators on scientific skill are also transmitted into symbolic capacities on teaching skill. Three appointments as assistant professors are analyzed, framed by information on advertisement, description of documentation, time lapse and final decision in appointment committees.The main conclusions are that the experts select whom to appoint using their practical sense unaware of the driving forces, explained as social practice. The experts act in line with the purpose of the assignment and they follow all the rules and instructions. Teaching skill is focused by the applicants and experts as practical mastery in the subject field (pedagogical authority). Selection is explained by the concept of habitus. Another conclusion is the tendency to “nuanced” co-optation similar to when appointments were made by self selection and teaching ability was important in early 19th century. A final conclusion is that in positioning of arguments in shared beliefs (doxa) in questioning the appointment process, researchers in the early years of this century represent heterodox opinions.
|
|
| 18. |
|
|
| 19. |
|
|
| 20. |
- Liedholm, Hans, et al.
(författare)
-
Insulin detemir har jämförts med NPH-insulin. Behandlingsstudier visar inga egentliga skillnader
- 2006
-
Ingår i: Läkartidningen. - 0023-7205. ; 103:18, s. 1417-1426
-
Tidskriftsartikel (refereegranskat)abstract
- To investigate the evidence behind supposed advantages of insulin detemir over existing therapy (NPH insulin), we carried out a systematic review. We analysed the available documentation presented after registration of the drug by the European drug regulatory authority (EMEA) and approached the data presented at the authority's Internet site. Some data from Food and Drug Administraion (FDA) contributed. All published studies not included in the registration file were also included in the analysis. Data on glycaemic control, expressed as HbA1c, hypoglycaemia, and change in body weight were registered. Quality of life - a secondary endpoint infrequently investigated - was considered. All studies included a comparison with NPH insulin, incorporating both type 1 and type 2-diabetes. There was no consistent difference between the two insulin treatments regarding HbA1c, nor was there any evidence concerning differences regarding hypoglycaemia, except instances of mild nocturnal hypoglycaemia. These cases were not adequately reported, however. A small change in body weight in favour of insulin detemir was detected. No data on quality of life was identified.
|
|
| 21. |
|
|
| 22. |
- Linné, Agneta, et al.
(författare)
-
An exploratory approach to ATEE output : some results and some prospects
- 2001
-
Ingår i: European Journal of Teacher Education. - : Informa UK Limited. - 0261-9768 .- 1469-5928. ; 24:1, s. 9-20
-
Tidskriftsartikel (refereegranskat)abstract
- This article introduces a first, tentative inquiry into some of the research in teacher education published by the Association for Teacher Education in Europe (ATEE). Our source is a two-year sample of texts: the three-yearly issues of the European Journal of Teacher Education, Vols 16 and 19, and the Conference Proceedings of the ATEE Annual Conferences of 1993 and 1996. The texts are explored from broad dimensions: type of content, purpose, focus of study, and, as and when appropriate, the authors' perspective and the educational theory perspective chosen. The aim is to contribute to an ongoing critical and deliberative discussion on research in and for teacher education.
|
|
| 23. |
|
|
| 24. |
|
|
| 25. |
|
|
| 26. |
|
|
| 27. |
- Linné, Agneta, 1939-
(författare)
-
Curriculum theory and didactics : towards a theoretical rethinking
- 2015
-
Ingår i: NordSTEP Nordic Journal of Studies in Educational Policy. - : Informa UK Limited. - 2002-0317. ; :1, s. 27002-
-
Tidskriftsartikel (refereegranskat)abstract
- The objective of this paper is to contribute to an ongoing theoretical discussion on rethinking curriculum theory. Various meanings of time and history, culture and agency in curriculum studies are discussed and comments made on didactics as a possible link between socio-historical and curriculum-theory approaches. Theoretical and methodological framework includes the curriculum-theory perspectives rooted in frame factor theory and highlights historical and theoretical analysis. I explore challenges evoked when concepts originating in one educational perspective confront a different theoretical strand, and I argue that such boundary work offers prolific means to rethink curriculum theory. I suggest that allowing Reinhart Koselleck's conceptual history, in addition to James V. Wertsch's reasoning on voices of collective remembering, to influence a vocabulary of curriculum theory would strengthen the theoretical tradition. I ground my arguments in empirical data and theoretical discussions within a number of research projects which I have been recently involved in.
|
|
| 28. |
- Linné, Agneta, 1939-
(författare)
-
Curriculum theory and didactics : towards a theoretical rethinking
- 2013
-
Ingår i: Curriculum and/or didactics - a discussion revisited. Towards a transnational curriculum theory? Fifth Nordic Curriculum Theory Conference, Uppsala University, October 24-25, 2013.
-
Konferensbidrag (refereegranskat)abstract
- The object of this presentation is to contribute to an ongoing theoretical discussion on rethinking curriculum theory, while identifying some of its challenges and promises. I use part of the conceptual discussion initiated at the first, second and third conferences on curriculum theory (Forsberg ed. 2007, Englund, Forsberg & Sundberg eds. 2012) as points of departure, while carrying the analysis one step further. Various meanings of time and history, culture and agency in curriculum studies are discussed and some comments made on didactics as a possible link between socio-historical and curriculum-theory approaches. Theoretical and methodological framework includes the curriculum-theory perspectives rooted in frame factor theory and highlights historical and theoretical analysis. The discussion focuses on challenges evoked when concepts and arguments originating in one educational perspective confronts a different theoretical strand, and I argue that such boundary work offers prolific means to rethink curriculum theory. I suggest that allowing Reinhart Koselleck’s conceptual history, in addition to James V. Wertsch’ reasoning on voices of collective remembering, to influence a possible vocabulary of curriculum theory would strengthen the theoretical tradition. I ground my arguments in empirical data and theoretical discussions within a number of research projects in which I have been recently involved.
|
|
| 29. |
|
|
| 30. |
|
|
| 31. |
|
|
| 32. |
|
|
| 33. |
|
|
| 34. |
|
|
| 35. |
|
|
| 36. |
|
|
| 37. |
|
|
| 38. |
|
|
| 39. |
- Linné, Agneta, 1939-
(författare)
-
Högre utbildning : en komplicerad historia
- 2012
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Att skriva universitetshistoria kan göras på många vis. Den utsiktspunkt författaren tar bär mening och makt. En startpunkt i de första universiteten i Bologna och Paris som sedan följer dessa lärda institutioners transformationer framåt i tiden får andra konsekvenser än där perspektivet utgår från dagens brokiga utbildningslandskap för att bakåt över tid spåra olika rötter, traditioner och kollektiva minnen. Där den förra historien, åtminstone vad gäller 1900-talet, kan bli en berättelse om hur nykomlingar steg för steg inordnas i en överordnad struktur, väcker den senare måhända frågor om hur skillnader i kunskapskulturer, normer och språkbruk i dagens högre utbildning kan förstås. Det här bidraget tecknar exempel på kulturella särarter i dagens universitetsvärld och söker spåra deras historiska rötter. Utgångspunkt tas i några nutida professionsutbildningar. Hur kan till exempel spänningen förstås mellan ett distanserat, kritiskt analyserande tal i en vetenskaplig kunskapskultur och de röster av omsorgsrationalitet och personligt tilltal som kan återfinnas i vård- eller lärarutbildningar? Vilken mening bär olika platser – auditoriet, kliniken, laboratoriet, klassrummet, slöjdsalen, barnträdgården – som över tid ramat in rum för lärande i dessa utbildningar? Vilka berättelser från utbildningarnas historia kan sägas leva vidare som kollektiva hågkomster, som något utöver det individuella exemplet, och vilken innebörd har artefakter som material och medier i detta? I bidraget diskuteras hur kunskap kan skapas som kastar ljus över dessa frågor och tillåts ett antal personliga röster att komma till tals.
|
|
| 40. |
|
|
| 41. |
|
|
| 42. |
- Linné, Agneta
(författare)
-
Kropp och själ i lärares utbildning
- 2005
-
Ingår i: Leve idrottspedagogiken!. - Stockholm : HLS Förlag. - 9176565998 ; , s. 221-238
-
Bokkapitel (refereegranskat)
|
|
| 43. |
- Linné, Agneta
(författare)
-
Lektionen som pedagogisk text
- 2004
-
Ingår i: Skillnad och konsekvens. - Lund : Studentlitteratur. - 9144033923 ; , s. 37-64
-
Bokkapitel (refereegranskat)
|
|
| 44. |
- Linné, Agneta
(författare)
-
Lutheranism and democracy : Scandinavia
- 2010
-
Ingår i: Girls' secondary education in the western world. - New York : Palgrave Macmillan. - 9780230619463 ; , s. 133-147
-
Bokkapitel (refereegranskat)
|
|
| 45. |
|
|
| 46. |
- Linné, Agneta, Professor em. 1939-
(författare)
-
Lärarutbildare och skolreformatörer – Hedwig Sidner och Anna Sörensen
- 2019
-
Ingår i: Vägval i skolans historia. - Uppsala : Föreningen för svensk undervisningshistoria. - 2002-0147. ; :3
-
Tidskriftsartikel (refereegranskat)abstract
- År 2019 var det inte bara 100 år sedan riksdagen formellt beslutade om allmän och lika rösträtt för kvinnor och män. Det var också 100 år sedan folkskolan fick en ny läroplan. Några år dessförinnan hade utbildningen av folkskolans lärare reformerats. Artikelns huvudpersoner är två lärarutbildare som var verksamma i det här förändringsarbetet – Hedwig Sidner (1852–1929) och Anna Sörensen (1875–1943). Genom sitt arbete bidrog de till att forma centrala vägval i skolans och lärarutbildningens historia. I den här artikeln jämförs de båda kvinnornas liv och verk och diskuteras vad som bidrog till att deras insatser blev möjliga.
|
|
| 47. |
|
|
| 48. |
|
|
| 49. |
- Linné, Agneta, Professor em. 1939-
(författare)
-
Moralen, barnet eller vetenskapen? : En studie av tradition och förändring i lärarutbildningen
- 1996
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Tradition and change in compulsory school teacher education are studied historically, using the theoretical framework of curriculum theory and theory of cultural reproduction. The concepts of classification and framing are used as analytic devices. The curriculum is analyzed by its principles of selection, organization, methods of instruction and evaluation. The objects of study are pedagogical texts and material frames; also, important actors and struggles in the field of teacher education are identified.The establishment of a State education for elementary school teachers from 1842 onwards is analyzed. Two main periods of change have been discerned - one in the 1860s and one around the turn of the century. Both these changes coincided with considerable alterations in the context of the institution of teacher training. Changes occurred in the relations between community and State networks, power relations of State bureaucracy were altered and new ideas of nature, science, the child and morality broke through. Initially, classification and framing were comparatively weak; step by step they were strengthened as State control grew more forceful. From the 1880s onwards, the dominating character of teacher education was challenged by the new professional organization created by the elementary school teachers. The strong dominance of Church and religion over education was deeply questioned in light of the newly developing sciences like empirical psychology and the natural sciences. Actors from teacher training institutes played important roles in national educational policy and in the field of teacher education. These actors have been engaged in struggles for admission to the field, for the ownership of the arena and for the power over examination - struggles concerning the distinctions of the field itself in relation to other fields.The study has demonstrated how ideas of morality, the child and science in various shapes have dominated the scene of teacher education from the mid-nineteenth to the mid-twentieth centuries.
|
|
| 50. |
- Linné, Agneta
(författare)
-
Moralfostran i svensk obligatorisk skola
- 2001. - 1
-
Ingår i: Värdegrund och svensk etnicitet. - Lund : Studentlitteratur. - 9144019300 ; , s. 26-53
-
Bokkapitel (refereegranskat)
|
|
