| 1. |
- Johansson, Maritha, Fil dr, 1972-
(författare)
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In i texten och ut ur den - nordiska lärarstudenter samtalar om lyrik
- 2019
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Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; :3, s. 62-86
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Tidskriftsartikel (refereegranskat)abstract
- The study aims to explore literary text-talk in higher education and how some students’ reception of a poem is influenced by their interaction with each other. A particular focus is on whether and how the students use a set of literary conceptual tools when they talk about the poem. The study also illuminates factors that prompt the students perform close readings of the text. The data comes from four recorded and transcribed text-talks, where the students from different teacher training programs in Sweden, Denmark and Norway talk about a poem. These text-talks have been analysed through a thematic analysis. The results show that the students start by focusing on details and try to interpret the vocabulary rather than trying to understand the poem in its entirety. Initially, they also perform close readings and then continue with more extra-textual interpretations. However, because of the interactive nature of the text-talk, the students keep returning to the text. All the four groups use quite a few literary concepts, but they hesitate about the meaning and the use of these concepts. The results further show that the students help each other achieve a deeper understanding of the poem, and the talk itself has an impact on their reception of the poem.
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| 2. |
- 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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| 3. |
- 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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| 4. |
- 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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