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- Ackesjö, Helena, 1973-, et al.
(författare)
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Fritidspedagogisk undervisning : En fråga om intentionalitet, situations-styrning och inbäddning
- 2021
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Ingår i: Utbildning och Lärande / Education and Learning. - : Högskolan Dalarna. - 2001-4554. ; 15:1, s. 69-87
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to contribute with knowledge about how teachers in school-age educaredescribe their teaching. Teachers in school-age educare move between two different value systemsas they are in a field of tension between tradition and new educational policy intentions. Writtenreflections from 48 teachers at 31 schools in four municipalities have been analyzed based on whathas been described as necessary teaching elements; intentionality, interactivity and intersubjectivity.The deductive analysis resulted in four themes; Play-oriented teaching, Subject-related teaching,Situation-based teaching and Value-based teaching. The results, based on the study's analyzingconcepts, show that the teacher's control is central to whether the activities that the teachers carryout can be called teaching or not. The results also show that teaching in school-age educare stillcenters around a historical core of play, child focus and adaptation to the situation, even though thishas been supplemented with new educational policy intentions that emphasize teaching andevaluation of childrens’ learning. However, the analyzes also show that teachers in school-ageeducare can move flexibly between the two value systems.
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| 2. |
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| 3. |
- Ackesjö, Helena, 1973-, et al.
(författare)
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Rektorers och skolhuvudmäns meningsskapande om förskoleklassens position i utbildningslandskapet.
- 2022
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Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; 16:2, s. 7-26
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Tidskriftsartikel (refereegranskat)abstract
- The preschool class has been subject to several policy reforms, which principals and local education authorities are responsible. for implementing and evaluating. The aim of this study is to contribute with knowledge about how principals and local education authorities make meaning of the position and organization of the preschool class in relation to these policy reforms and to the existing practices. The method used in the study is interviews with principals and local education authorities and shows how they reason about and relate to various regulatory, normative, and cultural-cognitive elements of governance. The analysis shows that the principals have arguments for three basic positions for the preschool class: a bridge between preschool and primary school, a knowledgeoriented position, and a socially oriented position. A key argument put forward by the principals is that the preschool class should be integrated into a continuous primary school organisation. The local education authorities, on their part, interpret the new policy as an ongoing qualification and homogenization process, which affects the preschool class’s position in the education system.
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| 4. |
- Andersson Hval, Ulrika, 1974-, et al.
(författare)
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Klimatkrisen i klassrummet : Reflektioner kring användning av litteratur i undervisning om hållbar utveckling
- 2021
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Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; :2, s. 27-44
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Tidskriftsartikel (refereegranskat)abstract
- This study shows how climate fiction can offer pedagogical opportunities for encouraging student agency as well as open up constructive discussions about the future in relation to social change and climate justice. In order to test a practical opportunity for such a productive conversation, and to draw out its didactic implications, Swedish teacher trainee students were asked to participate in a group discussion on how climate fiction may be used in the teaching of sustainability in upper secondary school. Specifically, they were requested to contribute to the framing and organization of the discussion of a work of climate fiction, The Marrow Thieves by Cherie Dimaline, but they were also asked to reflect on social dimensions of teaching about the climate crisis, such as climate psychology, democracy issues, equality and existential questions. Drawing on the students’ discernments in the discussion, the study finds that insights from climate psychology concerning the importance of problem-focused and meaning-focused coping strategies to handle negative emotions such as worry, fear and hopelessness are relevant for literature didactics.
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| 5. |
- Andersson, Pär-Yngve, 1954-
(författare)
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Litteraturläsning som upplevelse och livskunskap
- 2021
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Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; 15:2, s. 185-195
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Tidskriftsartikel (refereegranskat)abstract
- In this essay, I propose that teachers should be made aware of the value of positive reading experiences and recognize these experiences as the basis for literature education. Indeed, pupils’ reading experiences should be placed in the foreground, and ideas relating to literary form should be considered mainly in relation to examples of how passages from the literary work are, say, moving or thrilling.The essay is not based on empirical data, but on my long and varying experience as a teacher, researcher and literary critic. I draw on researchers and authors who explain what makes reading valuable.One such value that I emphasise is that readers sometimes seem to meet their own selves in literary works, but also that which is different or new. The individual perspective can be broadened or transformed after reading texts that seem unfamiliar in some ways. Such experiences, I argue, have intrinsic values, and so do strong feelings of pleasure or consolation that literature stimulates.Moreover, the personal and the social are intimately linked. I emphasize that in order for literature to become an even more important part of a social world, politicians as well as teachers must realize that literature lessons must be more than instruments for descriptors, marks or exams. When it comes to teaching and learning, quality is determined by what happens in the classroom, and not by objectives stipulated in national or local documents.
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| 6. |
- Anderström, Helena, et al.
(författare)
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Lärarstudenters utsagor om kvalitetsaspekter i handledning under den verksamhetsförlagda delen av utbildningen
- 2020
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Ingår i: Utbildning & Lärande. - : Högskolan i dalarna. - 2001-4554. ; 14:1, s. 45-64
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Tidskriftsartikel (refereegranskat)abstract
- Student teachers consider teacher training as an important part of teacher education. Despite this, students’ explicit descriptions of quality in mentoring have not been paid much attention in the Swedish context. This study aims to contribute with knowledge of student teachers’ expressions of quality in mentoring during the teacher training program. Two focus group interviews and seven individual interviews were conducted with student teachers specializing in teaching grades F–3 and 4–6, in teacher training schools that participated in the trial activities in Sweden. Their statements have been analysed based on the theory of social representations. The result shows that three social representations appear: Qualitative mentoring is characterized by a) student’s professional development, b) collegial cooperation, and c) trust. These social representations influence students’ expectations of mentoring and its design. Although the students want to be seen as colleagues, they expect mentors to decide when, where and how mentoring should be carried out, and to have a distinct feeling to use the right type of mentoring at the right time. The mixed professional roles, which is highlighted by the students but seem to be implicit, calls for different forms of mentoring strategies that need to be explicit for both the mentor and the student.
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| 9. |
- Aronsson, Mattias, 1971-
(författare)
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Musiklyrik i läroböcker i franska för den svenska skolan
- 2021
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Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; 15:2, s. 111-130
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Tidskriftsartikel (refereegranskat)abstract
- The article investigates song lyrics included in twelve textbooks designed for the teaching of French as a foreign language in the Swedish school system. The underlying assumption is that selections made by textbook authors are important for the canonization of literature. The analysis of what is included and what is excluded in these textbooks is highly relevant in order to understand the norms prevailing in the system of education and, consequently, in society as a whole. The corpus consists of 61 song lyrics and the results indicate that these texts partly have a conservative role, insomuch as they transmit an already canonical French cultural heritage (traditional folksongs, children’s songs, and the works of a few consecrated artists in the chanson-tradition of the 1950’s and 1960’s) to the Swedish pupils. However, the other part of the corpus consists of more contemporary material from the decade preceding the publication of the textbooks. The corpus is male dominated (two thirds of the identified artists are men), and most of the songs (84%) deal explicitly or implicitly with Metropolitan France, with only a small percentage (16 %) representing the Francophone world outside of France. The main conclusion of the article is that the lyrics included in the textbooks consolidate rather than challenge the prevailing norms and hierarchies.
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