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Att utveckla forskningsbaserad undervisning : analyser, utmaningar och exempel
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Boken handlar om forskning med och av lärare för hållbar utveckling av undervisning. Kapitlen bidrar med att lyfta fram didaktiska utmaningar och lösningar för att utveckla vetenskapliga förhållningssätt för undervisningsutvecklande forskning baserade på exempel och analyser som representerar olika skolämnen, skolformer och lärarutbildningen. Boken skiljer sig från övriga inom området genom bredden i hur detta kan göras och i relation till att flera nivåer i utbildningssystemet och ämnen är representerade.Tretton av bokens sjutton kapitel är skrivna av forskare (nuvarande eller pensionerade) från SU och de representerar fem institutioner: IPD, HSD, MND, Matematiska och SpecPed. Övriga kapitel representerar ett urval av de nätverk som byggts kring den här typen av forskningsintressen över tid.
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| 2. |
- Blomqvist, Per, 1972-
(författare)
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Samtal om skrivbedömning : Lärares normer, beslut och samstämmighet
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis reports and discusses results from a qualitative study of Swedish teachers' writing assessment in upper secondary school. Based on teacher group discussions, the study investigates teachers' interactions, expressions of norms and decisions when assessing and grading students' writing in the subject of Swedish.The aim of the study is to describe and analyze how teachers interact and what they pay attention to when discussing writing assessment. In relation to this aim the following three research questions were posed: (1) What characterizes the teachers' conversations about writing assessment? (2) What assessment norms do the teachers express? (3) What decisions do they make?The theoretical perspectives are dialogical and pedagogical. From a dialogical point of view, the assessment conversations are considered as social acts where teachers in interaction collectively create meaning. Furthermore, the assessment conversations are considered as pedagogical, as a part of teachers' reflective work to discuss how to assess students' work and how to make decisions about further instructions and grading. The methods used to describe and analyze interactional patterns, expressions of norms and decisions in these assessment conversations are topic analysis and initiative-response-analysis.The empirical data consists of audio and video recordings from three teacher groups' conversations about writing assessment, comprising a total of 17 Swedish teachers from three upper secondary schools. Data was also collected via a questionnaire with the individual teacher's grading of the students' writing and evaluation of the assessment conversations.The results show that teachers' assessments of students' writing focus on much more, and partly other, criteria than their pedagogical decisions. The quality standards that teachers express in the discussions about student texts focus mostly on communicative quality, language style and text structure but also on content and the use of sources. The pedagogical decisions, on the other hand, almost exclusively focus on text structure and the use of sources.The results also show that shortcomings in the students' texts are crucial for teachers' summative assessments. Meanwhile, the teachers also express that students' age, their writing development in the course and the national test must be considered. These assessment norms can be compensatory and have a substantial impact on these teachers' decisions on summative assessments. The teacher groups show considerable variation in the basis for their decisions regarding summative assessment of students' writing.Finally, the teachers demonstrate a high degree of consistency within each teacher group when discussing summative assessment of students' writing. However, the assessments that individual teachers make after the discussions comply only to some extent with the group's decisions. The least degree of consistency was shown by the teacher group who, in the discussion, seemed the most consistent. Decision-making processes in these discussions are characterized by low intensity, where few assessment alternatives are being considered. The overall assessment consistency between the teacher groups was found to be low.
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| 3. |
- Blomqvist, Per, 1972-, et al.
(författare)
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Vad behöver eleverna undervisning i för att utveckla sitt skrivande? Förväntningsnormer och didaktiska beslut i svensklärares bedömningssamtal
- 2016
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Ingår i: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge. - : University of Oslo Library. - 1504-9922. ; 10:1
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Tidskriftsartikel (refereegranskat)abstract
- I studien samtalar tre lärargrupper om elevers skrivande och skrivundervisning i ämnet svenska på gymnasiet. Det teoretiska perspektiv som läggs på dessa samtal är didaktiskt och inriktas på hur lärare formulerar och använder bedömningsinformation om elevers skrivande för beslut om skrivundervisningens innehåll. Resultatet visar att lärares bedömningar av elevers skrivande behandlar fler och delvis andra aspekter av skrivförmåga än vad deras didaktiska beslut sedan omfattar. De kvalitetsuppfattningar och förväntningsnormer som lärarna uttrycker i sina bedömningar av elevers skrivande inriktas huvudsakligen på texters kommunikativa kvaliteter, den stilistiska utformningen och textuppbyggnaden, följt av ämnesinnehåll och källanvändning. De didaktiska beslut som fattas utifrån bedömningen av elevers texter inriktas däremot i stort sett enbart på att eleverna behöver skrivundervisning i att disponera text och att använda källor. Detta gör att överensstämmelsen är låg mellan lärarnas beslut om skrivundervisningens inriktning och deras förväntningar på vad eleverna ska kunna. De didaktiska besluten omfattar i begränsad utsträckning den bedömningsinformation som lärarna själva har formulerat.
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| 4. |
- Christidis, Maria, 1982, et al.
(författare)
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Lärares samverkan för yrkeskunnande
- 2017
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Ingår i: Yrkesdidaktikens mångfald. - Stockholm : Lärarförlaget. - 9789188149213 ; , s. 139-154
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Christidis, Maria, 1982-, et al.
(författare)
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Lärares samverkan för yrkeskunnande : Engl. translation: Teachers’ Cooperation for Vocational Knowing
- 2017. - 1
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Ingår i: Yrkesdidaktikens mångfald. - Stockholm : Lärarförlaget. - 9789188149213
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Bokkapitel (populärvet., debatt m.m.)abstract
- Based on a study of curriculum integration in Swedish upper secondary education, at a Health and Social Care Programme (Christidis, 2014), the issue of this chapter is how general subjects can contribute to vocational knowing in the interaction between teachers and students. Inspired by an ethnographic approach, classroom observations, interviews and documents formed the data, and for the analysis concepts from activity theory were used. Main results were that teachers’ and students’ experiences used in teaching focused three actors’ perspectives: those of nurse-assistants’, patients’ and relatives’. These were expressed in subject specific as well as interdisciplinary teaching of general and vocational subjects. Using subject integration made it possible for both teachers and students to explore connections between the subjects. Furthermore, subject integration contributed to one of the main goals of the Health and Social Care Programme: to develop a holistic view of the human being.
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| 6. |
- Fejes, Andreas, 1977-, et al.
(författare)
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Yrkesdidaktisk forskning in i framtiden
- 2017
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Ingår i: A. Fejes, V. Lindberg & G-B Wärvik (red). Yrkesdidaktikens mångfald. - Stockholm : Lärarförlaget. - 9789188149213 ; , s. 269-275
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Gåfvels, Camilla, 1977-
(författare)
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Skolad blick på blommor : Formandet av yrkeskunnande i floristutbildning
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This article-based thesis focuses on the formation of vocational knowing within adult and upper secondary floristry education in Sweden. Three articles explore classroom interaction and assessment actions; a fourth considers changes in vocational subject matter during the period 1990–2015. While the first three articles draw on empirical data in the form of video and audio recordings in combination with participant observation, the fourth is based primarily on material-based interview data. All four articles share a sociocultural perspective on educational practice (Wertsch, 1998; Säljö, 2011, 2013) and a relational view of knowing (e.g., Carlgren, 2015; Molander, 1996), in combination with the use of conversation analysis (Goodwin & Heritage, 1990; Sahlström & Melander, 2010) as a tool to illuminate the formation of vocational knowing. The interaction between teacher, student, and floral arrangement is foregrounded to facilitate analysis of the formation of vocational knowing. The results contribute to our understanding of the schooling of the gaze (Goodwin, 1994; Grasseni, 2009, 2011) as appropriated by participants in the interaction. Floristry vocational knowing is shown to evolve in the temporal dimension, encompassing (a) financial and aesthetic values, (b) verbal and non–verbal communication, (c) botanical material and tools, and (d) making. The respective roles and interrelations of these four components of vocational knowing in floristry are discussed. The contribution of the thesis is twofold. First, these articles contribute to the understanding of vocational education through close appraisal of the formation of vocational knowing. Second, in exploring the previously under-researched field of Swedish floristry vocational education, the thesis bridges a gap in existing knowledge of the evolution of Swedish vocational education. As floristry education is little researched internationally, the thesis also contributes to the wider body of international research.
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| 8. |
- Hirsh, Åsa, et al.
(författare)
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Formativ bedömning på 2000-talet – en översikt av svensk och internationell forskning
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This systematic review maps and reports on 21st century Swedish and international research into the field of formative assessment in compulsory school. Our analysis shows that theoretical studies are increasingly positioning formative assessment as a context-bound social practice, rather than a set of general methods. Meanwhile a few large meta-studies, featuring remarkable effect sizes of increased learning on behalf of students, have contributed to policy decisions advocating large-scale implementation of formative assessment practices in many countries around the world. Researchers seem to agree that classroom implementation of formative assessment practices needs to be supported by processes in which professional learning is given space, but in reality such processes are often lacking. It has been seen that the lack of peer learning among teachers and school leaders often means that pseudo-formative practices evolve, where the understanding of formative assessment tends to be instrumental and linked to ritual work with a general method package. We have also seen that ICT-related tools for formative assessment are gaining ground. When formative assessment is regarded as time consuming from the teacher point of view, ICT tools are seen as one way to streamline instructional processes. It is evident in some of these studies that computers/mobile devices tend to be understood as independent actors, who in themselves are regarded as formative, i. e. as being the ones analysing students’ "learning" (answers to questions) and providing feedback. As a result, we predict that important issues for future research will concern, for instance, which type of feedback that can be provided by computers, and with what quality it can be provided. The consequence of digital tests and digital feedback for teachers’ professionalism is of course another important issue, since formative assessment serves to develop not only the students but also the teachers’ understanding of how learning processes can be customized to meet students’ needs. A third interesting question, linked to the former, concerns who develops the software used for this purpose. Generally, it can be concluded that empirical studies conducted at compulsory school level are few, and that we often rely on studies conducted in higher education when commenting on beneficial effects of formative assessment on student learning. Meta studies dealing with general effects of formative assessment are problematized, in part because the umbrella term formative assessment involves so many and disparate phenomena that it is problematic to speak of one overall effect. Swedish research into formative assessment is rather scarce, especially considering how large impact formative assessment as a set of methods/approaches seems to have in Swedish schools. Nevertheless, the results from the various Swedish studies point to a certain coherence. Studies of documentation, mainly through individual development plans, dominate the research field, along with a few classroom studies of teachers’ formative assessment work. There are also studies that focus on national - and to some extent local/municipal - governance of the school, and the consequences of various types of control for teachers’ assessment work. The need for different types of studies that include the perspectives of multiple levels of actors, is evident: a collaboration between research based on qualitative and quantitative data are needed. Intervention studies that measure the impact of different aspects of formative assessment need to be complemented by studies of how teachers, principals and local/municipal policy levels analyse and use assessment information to shape the instructional processes that will ultimately lead to increased learning/higher goal attainment among students. In addition, surveys and studies of Swedish teacher training would be desirable, given that international research shows that too few educators within teacher education programs have the in-depth knowledge required for adequately making teacher students assessment literate. Our review also shows that a very small percentage of studies take the students' perspective, wherefore we know very little about how they perceive and are affected by various methods which are classified as formative assessment.
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| 10. |
- Johansson, Marléne, 1953, et al.
(författare)
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Att lära sig se trådraken – om tvekan och fokusförskjutning på väg mot förändrat kunnande
- 2017
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Ingår i: Techne series: Research in sloyd education and crafts science A.. - 1893-1774. ; 24:1, s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- Utgångspunkten i denna artikel är empiriskt förankrade exempel från textilslöjdspraktiker i den svenska skolan; grundskolans slöjdundervisning årskurs 8 och ett specialutformat program inom gymnasieskolan med textil inriktning i årskurserna 1 och 3. Artikelns videoutdrag handlar alla om principiellt samma handling – trådrak mönsterutläggning på tyg – men, dels finns det två olika inramningar (grundskolan och gymnasieskolan), och dels exemplifierar de olika skeden av kunnande. Syftet är att beskriva skillnader i kunnande och vad som framstår som svårt för elever med liten eller ingen erfarenhet av att lägga ut mönster på ett tyg inför tillklippning och hur kunnandet förändras med ökande erfarenhet, liksom vilka nya svårigheter som följer med att elever arbetar med mönster av ökande komplexitet. Det som vid en första blick kan framstå som samma handling utvecklas över tid från något som framstår som enkel handling till att utvecklas i komplexitet. I de tvekan-situationer som beskriv finns potential för ett förändrat deltagande, där förändringen idealt är ett mer kompetent deltagande där ingen tvekan förekommer. Med ökad förtrogenhet kan uppmärksamheten förflyttas till något annat. Det vi är förtrogna med blir till rutiner och därmed behövs det en avvikelse för att fånga uppmärksamheten. I avvikelsen ligger möjligheterna till fortsatt lärande. Artikelns empiriska exempel synliggör dessa skillnader i kunnande som annars oreflekterat kan uppfattas som lika. Eleverna bygger in kunskap i sina handlingar, fokus flyttar från att inte veta vad man tittar på till självklarheten i handlingen.
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