| 11. |
- Sigvardsson, Anna, 1981-
(författare)
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Poesiintresserade unga i Sverige : en studie om poesiläsning på fritiden 2015–2016
- 2017
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Ingår i: Educare. - : Malmö University. - 1653-1868 .- 2004-5190. ; 2, s. 145-168
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Tidskriftsartikel (refereegranskat)abstract
- Poetry reading is since 2011 part of the core content in the subject of Swedish at both primary and secondary level. However, to date there is little research on poetry pedagogy that may provide guidance to teachers and poetry reading pedagogy for secondary students is an especially understudied area. Early research has developed knowledge on poetry reception in class but little is known about how secondary students read and use poetry in their spare time. Knowledge of the leisure uses of poetry could have implications for pedagogy. The aim of this study is to map and develop knowledge of how keen readers of poetry became interested in the genre and use poetry today in their spare time. The material consists of 21 semi-structured online interviews. The analysis shows that participants tend to come from families that read and value literature. The participants generally develop an interest in poetry during late adolescence. Reading is the most common leisure activity. There is little online activity with poetry in the group. Many read poetry to be inspired and integrate what they read in other texts, images and music. Participants tend to prefer lyric poetry and a male western canon is dominant in their examples of favourite poets.
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| 12. |
- Simonsson, Maria, 1960-, et al.
(författare)
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Att börja på förskolan. Exempel på barns sociala samspelsprocesser under inskolningen
- 2010
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Ingår i: Educare- vetenskapliga skrifter. - Malmö : Lärarutbildningen, Malmö Högskolan. - 1653-1868. ; :1, s. 53-72
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Tidskriftsartikel (refereegranskat)abstract
- This article is about newcomers “doing” of the reception period at preschool. The study has an ethnographic approach, which is motivated from the new sociology of childhood (James & Prout, 1990) but also from actor-network theory (van House, 2003). The data consists of 17 hours video-recordings in a Swedish preschool context with focus on two newcomers; one boy (1:6) and one girl (3:1).Our data shows that in the processes of “doing” reception period, building of networks is important. We found that the newcomers were involved in three different kinds of networks: (1) newcomer-pedagogue-preschool; (2) newcomer-artefacts-preschool, and (3) newcomer-peers-preschool.The findings suggest that in the construction of their social lives at preschool, the newcomers rely on both human (pedagogues, peers) and non human entities (artefacts, norm systems). With reference to our findings we argue that newcomers are active in the construction of their lives from the first day at preschool. However, individual children seem to need some help in finding possible positions in existing networks. Building networks involve developing competencies needed to be regarded as a preschool child but also to find out the norm systems and orderings of the preschool.
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| 13. |
- Söderman Lago, Lina, 1979-, et al.
(författare)
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Erkännandets dynamik : Förskoleklasslärarestolkningar av ny läroplanstext
- 2018
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Ingår i: Educare. - Malmö, Sweden : Malmö Högskola * Fakulteten för Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; 1:1, s. 7-25
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Tidskriftsartikel (refereegranskat)abstract
- wedish preschool class got its first specific curriculum in <:;>. ecause of this, the preschool class can be said to face change where existing practice meets new policy. This study aims to analy+e how teachers in preschool classes do policy during this time of change by studying how teachers in preschool class relate the new curriculum to existing practice. ew institutionalism, theory of professionalism and policy enactment theory are used to understand this. The data used are conversations with teachers at three different schools. The re-‐sults show that parallel processes of recontextuali+ation are initiated when new curriculum is confronted with the teachers6 interpretations of their as-‐signment, i.e. a simultaneous process of adaptation and change of existing pedagogical practice take place. Teachers interpret the new curriculum and relate to it as a whole. They express a recognition in terms of a societal trust in the teaching they conduct. ven though the teachers express that the new curriculum gives them trust, professional exclusivity and legitimacy, they also inte rpret it as a recognition of things they want to change in the educational practice. It is through this recognition that the teachers interpret and do policy. The article discusses a shift of the position of the preschool class in the educa-‐tion system.
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| 14. |
- Söderman Lago, Lina, 1979-
(författare)
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”Var ska jag vara då?” : Om platsens betydelse för att skapa mening om fritidshem, förskoleklass och årskurs ett
- 2017
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Ingår i: Educare. - Malmö, Sweden : Malmö Högskola * Fakulteten för Lärande och Samhälle,Malmö University, Faculty of Education and Society. - 1653-1868 .- 2004-5190. ; :2, s. 81-102
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Tidskriftsartikel (refereegranskat)abstract
- This article focus on how pupils and teachers understand preschool class, school and Leisure Time Centre (LTC) in relation to place. To understand how place is used the concepts of spatial integration and separation are used. The study builds on participant observations – following a group of children during their transition from preschool class to school – observed situations where children and adults talk about LTC are analyzed. The results show that the spatial integration of LTC and preschool class made the children understand them as more alike than the spatial separated LTC and first grade. The results also show that in addition to place, time was significante and that children and adults related time to place in different ways. Children primarily understood different school activities in relation to place and mobility, whereas adults more often refered to clock time in the meaning making processes.
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| 15. |
- Thorsten, Anja, 1974-, et al.
(författare)
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Lärares överväganden kring att leda undervisning
- 2021
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Ingår i: Educare - vetenskapliga skrifter. - : Faculty of Education and Society, Malmö University. - 1653-1868. ; :4, s. 213-241
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Tidskriftsartikel (refereegranskat)abstract
- Previous research describes classroom management as both complex and demanding. Therefore, teachers as leaders need to make many choices about how to handle situations and students. The aim of this study is to describe teachers’ considerations when they are managing the classroom. The study was conducted by a teacher-research team. The data consist of 12 focus-group interviews with 46 Swedish teachers, spanning from primary to upper secondary school. Through thematic analysis, the following four themes of consideration emerged: (a) control – how much control teachers as leaders should have and how much co-decision that should be given to the students, (b) role – if teachers should be strict or personal, (c) focus – if teachers should focus on the subject or relations to students, and (d) differentiation – if teachers should focus on each individual or on the entire group. This result is an important contribution to understanding the challenges teachers face when managing the classroom and trying to provide learning and development to all students.
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| 16. |
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