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- Eek-Karlsson, Liselotte, 1955-, et al.
(författare)
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Att motverka sexuella trakasserier - en didaktisk fråga
- 2022
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Ingår i: Nordisk Tidskrift för Allmän Didaktik. - : Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg. - 2002-2832 .- 2002-1534. ; 8:1, s. 3-19
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study is to contribute with knowledge about pupils’ views upon teachers’ teaching regarding the work of counteracting sexual harassment. 28 girls and 22 boys in secondary and upper secondary school were interviewed. The theoretical framework is based on an educational perspective and directed towards teachers’ work against oppression. More specifically it deals with the relationships between teacher and pupil, teacher and the knowledge content as well as the teaching process. The concept ‘teaching’ is understood as ‘teaching acts’ that are carried out both in formal teaching situations within specific lessons as well as in informal teaching situations in between the lessons. According to the pupils, a trusting climate between teachers and pupils is an essential condition for counteracting sexual harassment successfully. The result also shows that the knowledge content usually is mediated, as in traditional school practice, from the teacher to the pupils in specific lessons. The pupils find these fact-based lessons both relevant and irrelevant. Some lessons are based on the pupils’ own experiences and on limiting gender norms in society and in school. These lessons have a dialogical approach, where the teachers and pupils learn together based on a good relationship.
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| 2. |
- Gardesten, Jens, 1971-, et al.
(författare)
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”Titta blåsippor!” : Fritidshemslärares uppmärksamhet som didaktisk potential
- 2022
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Ingår i: Nordisk Tidskrift för Allmän Didaktik. - : Göteborgs universitet. - 2002-2832 .- 2002-1534. ; 8:1, s. 53-67
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Tidskriftsartikel (refereegranskat)abstract
- School-age educare (fritidshem) was included in the Swedish education act in 2010 and received its own section in the national curriculum in 2016. From that point on, teaching in school-age educare was also linked to predefined core contents and abilities that the pupils are supposed to develop. At the same time, the curriculum states that teaching in school-age educare is to be based on “the pupils’ needs, interests and experiences”. In the article, this duality is discussed in relation to empirical findings from school-age educare teachers. The teachers describe situations when they pay attention to pupils’ doing and saying, and how this is transformed into teaching purposes. The findings are related to the concept of “phronesis”, while the teachers’ attention gets a significant meaning through that concept. Moreover, the findings indicate that “episteme knowledge” also needs to be emphasized in this form of student-centered education, as something necessary for school-age educare teachers to know.
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| 3. |
- Taflin, Eva, et al.
(författare)
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Perspektiv på handledning och den handleddes roller i lärarutbildningens verksamhetsförlagda delar
- 2022
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Ingår i: Nordisk Tidskrift för Allmän Didaktik. - Göteborg : Göteborgs universitet. - 2002-1534. ; 8:1, s. 20-34
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Tidskriftsartikel (refereegranskat)abstract
- Within teacher education supervision of teacher students is a central and appreciated element. It is also witnessed as a dilemma when the academy meets supervisors in schools with different perspectives and expectations. The area of interest of the present study is to identify different perspectives on supervision roles among supervisors and teacher students in relation to expectation, power and influence. The question is how we can describe and understand the roles of teacher students from different supervision perspectives during work integrated learning activities at schools. A conceptual starting point has been taken from Foucault’s power perspective and empirical data is related to analysis of interviews and documents. The results from the study shows that the roles of teacher students can be understood on the basis of subordinated management and a lower degree of scientific approach and are referred to roles as assistants and apprentices. Secondly, the roles can be understood as equal management based on a higher degree of scientific approach and be referred to as colleagues and co-researchers. One conclusion is that the four ways of understanding the different roles of teacher students are something that should be understood over time and that the roles can vary from situation to situation.
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