| 1. |
- Kroksmark, Tomas, 1949-
(författare)
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The stretchiness of learning the digital mystery of learning in one-to-one environments in schools
- 2016
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Ingår i: Education and Information Technologies. - : Springer. - 1360-2357 .- 1573-7608. ; 21:1, s. 35-52
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study is to generate knowledge of how teachers change their teaching and how pupils change their learning as a consequence of working in One-to-One environments in schools. The result shows that teachers and students are changing their relation to teaching and learning when school is digitized. The most important dimension of this change is that content related knowledge of the digitized learning in a one-to-one school, is a prerequisite for improved quality and better results in schools where digital artefacts are used. The results also show in what ways teachers must understand that knowledge is stretched between analogue and digital teaching and learning in the classroom.
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| 2. |
- Ohlsson, Per
(författare)
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Spelförståelse och kommunikationsförmåga : En fenomenografisk studie över hur elittränare i fotboll söker bekräftelse på om spelare har förstått andemeningen i en instruktion
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the present study is to develop knowledge about and knowledge how professional football coaches come to know that the essence of their instructions has been understood by their players, with particular focus on the theoretical aspects of the game.The background to this study is based on recent rapid developments in the game, as it changes from a strictly controlled system–oriented game to a game where the individual player is expected to perform multiple roles and change position during a match. This is a development which places increasing demands on the players' ‘game sense’ and general understanding of the game. 98% of the game of football is a game that is not played with the ball at the player’s feet. Rather, it is a game where the player’s cognitive ability (i) to read the other players’ movements and (ii) to continually shift position in response to these movements is a key factor. This development also places greater demands on the coach’s knowledge of the game, pedagogic competence, and ability to communicate not only the learning situation’s direct object but also the indirect object of the learning situation. This involves the player understanding how to act in a way that benefits the team, even when the unpredictable events that take place during a football match do not coincide with the patterns of movement which the coach may have prepared his players for.Twenty-three professional football coaches were asked two questions. The first question addresses the theoretical knowledge domain instantiated by a player's ‘game sense’, from which the second question follows:How do coaches define the concept of ‘game sense’?How do coaches look for confirmation that the players have understood the essence of their instructions?The study employs a phenomenographic approach which is broadened and deepened so as to produce a richer interpretation by the use of semiotics, somatic markers, and pattern recognition (from the field of cognitive science). A hermeneutic approach laid the foundation for the description of the respondents' everyday professional life. By applying these additional approaches, the phenomenographic approach to developed as a phenomenography of listening, thereby creating the basis for a qualitative analysis.This study argues that football is a cognitive sport, where the concept of ‘game sense’ is described as the player's ability to read, interpret, and act in a situation. The study also shows that confirmation of whether a player has understood the essence of his coach’s instructions is limited to what the coach sees in the form of the decisions and actions that can be observed during training sessions and the match. This confirmation is expressed merely as I see it. It is also apparent that across the coaches, with some exceptions, there is no conscious strategy for how a coach might confirm whether a player has actually understood the learning situation's indirect object, namely the essence of the instruction issued by the coach.
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| 3. |
- Rapp, Stephan, et al.
(författare)
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The Education Act - conditions for a research-based school : a frame-factor theoretical thinking
- 2017
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Ingår i: International Journal of Research and Education. - : Association for the Promotion of Research and Education (APRE). - 2398-3760. ; 2:2, s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- In 2010, the Swedish Parliament enacted a new education act that, among other aspects, stipulated education in primary and secondary schools must be based on research and proven experience. Such a legal requirement that would apply to both school levels is quite innovative not only in Sweden but internationally. Over the years principals and teachers have developed new pedagogies designed to improve teaching and learning. Could another means toward such improvements lie in a law stipulating that education in primary and secondary school must be based on research and proven experience? What conditions are required for such a law to affect the work of the school faculty and staff? The analytic methods used in this investigation are Lundgren’s frame factor theory and Goffman’s frame analysis. The focus is on the relationship between parliamentary control via legislation and the possibilities of principals and teachers to fulfil the intentions of the law. Our analysis reveals that the law experienced difficulties due to it not being properly implemented and not providing clear instructions on how it should be used in teaching practice.
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| 4. |
- Åman, Pia, et al.
(författare)
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Forskning i skolan – forskande lärare - lärares uppfattningar av begreppet vetenskaplig grund [Research-based teaching - Teacher as researcher - Teachers' understanding of the concept of research-based teaching]
- 2018
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Ingår i: Nordic Studies in Education. - : Universitetsforlaget. - 1891-5914 .- 1891-5949. ; 38:3, s. 199-214
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the study is to investigate how primary school teachers understand the concept of research-based teaching. The data is collected through qualitative research interviews and analyzed via life-world phenomenology. The study's overall conclusion is that teachers are complacent about research-based knowledge or exclude it from their teaching. The result shows five different dimensions; external, internal, relational, conscious critical and unconscious. The two categories of internal and relational dimension can characterize the meaning of teacher as researcher. These two categories show teachers understanding and being an example that a practice paradigm of research-based teaching is under development.
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