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- Gu, Limin, 1963-
(författare)
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Becoming a teacher of young children : student teachers' understanding of professional learning and professional identity
- 2008
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper explores how student teachers construct the notion of teacher professional identity in relation to their understanding of their future role as teachers of young children. Qualitative data were collected consisting of 61 open-end questionnaires and 5 personal semi-structured interviews. The major findings show that there is an obvious connection between the student teachers’ prior work experiences and their choice of being teacher of young children. In describing their view on teacher profession and professional learning, the student teachers of primary school early years emphasize learning of subject matter and pedagogical knowledge; while student teachers of pre-school focus on the importance of ethic of care and knowledge of child development, and they prefer to identify themselves as pedagogues rather than as teachers. The results also indicate a common sense of viewing teacher’s work as an important, multiple and challenging profession by both groups of student teachers.
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| 2. |
- Gu, Limin, 1963-
(författare)
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From national commitment and initiatives to implementation in the classroom : some critical issues on integration of ICT into education in the Swedish context
- 2011
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Ingår i: The University of the Fraser Valley Research Review. - Canada : University of the Fraser Valley. - 1715-9849. ; 4:1, s. 29-40
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Tidskriftsartikel (refereegranskat)abstract
- Since 1994 Sweden has carried out a number of initiatives funded by the government and other actors for integrating ICT into education. Huge amounts of money have been invested in developing infrastructure and raising teachers’ level of ICT knowledge and competence. However, it seems that there is still a gap between the claims for ICT use in education and the current practice of integrating ICT into the classroom. Some recent investigations indicate that a majority of Swedish teachers actually do not use computers in the classroom as much as they are expected to do. Knowledge about the use of ICT in teacher education is reported as being not good enough. This paper intends to describe the status quo of ICT integration in education in the Swedish context and discuss some critical issues on effective ICT practice in schools in relation to the demands on teachers and their professional development, and thus provide some backgrounds for suggesting models of Technology Enhanced Teacher Professional Development.
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| 3. |
- Gu, Limin, 1963-, et al.
(författare)
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Hemma blir som skola : elevperspektiv på hemläxor
- 2010
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Ingår i: Locus. - Stockholm : Institutionen för barn- och ungdomsvetenskap vid Stockholms universitet. - 1100-3197. ; :4, s. 50-65
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Tidskriftsartikel (refereegranskat)abstract
- Tidigare forskning har visat att det finns positiva samband mellan föräldrars aktiva engagemang i elevers skolarbete, skolprestationer samt skolbeteende. Inom detta forskningsfält är hemläxor ett område man fokuserar på för att närmare studera föräldrars involvering i sina barns skolgång. Denna studie inriktar sig på att belysa hur elever själva upplever att göra hemläxor och hur de ser på föräldrars involvering och stöd med hemläxor. Det centrala perspektivet i denna studie är att barn ska ses som medskapare och värda att lyssna till i den sociala kontexten som barnet verkar i. Dataunderlaget består av en enkätundersökning och fem gruppintervjuer med elever i år sex från fem kommunala grundskolor i en Norrländsk stad. Resultatet visar på att de flesta elever upplever att deras föräldrar brukar kontrollera och hjälpa till med hemläxor men eleverna saknar motivation till att göra hemläxor, beroende på att uppgifter som ges i hemläxor många gånger saknar utmaningar som utgår från deras individuella förutsättningar. Om skolan ska lyckas med att involvera föräldrar i skolarbete via hemläxor ställs skolan inför en viktig utmaning när det gäller vad, hur och varför hemläxor ges.
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| 4. |
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| 5. |
- Gu, Limin, 1963-
(författare)
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Modernisation and marketisation : The Chinese kindergarten in the 1990s
- 2000
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This is a study of changes in Chinese kindergarten education in the era of the post-Mao four modernisations. Based on fieldwork carried out in China in 1997, this thesis examined the changes of Chinese kindergarten education at two levels — changes in system (structural change) and changes in educational activities (curriculum and ideological change), especially for the period of the 1990s. Changes are described and discussed in a historical context, in which both changes in policy and in practice are examined.Changes in education are closely linked to the social, political, economic and cultural context. The content, process and outcomes of reform in early childhood education in China have been affected by the national goals of reform, the social context of early educational institutions, their organizational characteristics, family structure, family policy, and the specific professional culture of teaching and learning. Recent structural reforms in early childhood education have been shaped by the foremost task of the nation - economic development. The previous welfare model of kindergarten, which was regarded as one of the outcomes of a socialist system, is being transformed into a new market competitive model to meet a political demand for the marketisation of society. The curricula of early educational program, teachers' attitudes to children, and their professional activities, therefore, have been re-shaped according to new ideas about the needs and abilities of children, new conceptions of child development and, not least, the new modernisation "knowledge" that gained ascendancy in China during the 1990s.
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| 7. |
- Gu, Limin, 1963-
(författare)
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Prepare teachers with the competencies needed for home-school cooperation : a literature review
- 2018
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Ingår i: NERA 2018 – 46th CONGRESS, Educational Research: Boundaries, Breaches and Bridges. - Olso. ; , s. 384-384
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Konferensbidrag (refereegranskat)abstract
- Previous research reveals the importance of teachers' attitudes and initiatives in the work of home school collaboration (Erikson, 2009). It is also argued that there are barriers to home-school cooperation due to shortcomings in teachers' invitations to families and strategies for involving parents in education (Hasey, 2005). These indicate a correlation between teachers’ competencies and the outcomes of home-school cooperation. This paper aims to provide a literature review on teachers’ competencies demanded for implementing and improving home-school cooperation, to identify the knowledge gaps in this field, and to discuss the policy and practical implications for teacher preparation. The research questions are: a) What teachers’ competencies are regarded as crucial for cooperating with parents? B) Do teachers have the competencies needed for home-school cooperation? C) How teacher education prepares teachers in accordance with these demands? Twenty three (N=23) educational research articles published during last 10 years (2007-2017) are selected through a systematical search of scholarly peer-reviewed full texts (Eriksson Barajas, Forsberg & Wensström, 2013) on two online databases “Academic Search Elite” and “Education Resources Information Center” (Eric), as well as a thematically higher relevant research journal International Journal about Parents in Education. The articles are analyzed by using qualitative data analysis computer software Nvivo. The analysis of data is based on the conceptual model of “overlapping spheres” of influence of family, school and community by Epstein (2010), and teachers’ collective and individual competencies necessary for parental involvement identified by Westergård (2013). The preliminary results support the assumption of teacher competencesthat imply a wider and systemic view of teacher professionalism on multiple levels –the individual, the school, the local community, and professional networks (OECD, 2009). Within the framework of relational, communication and context competence (Westergård, 2013), teachers’ competencies such as teacher leadership, capacity to change, positive and trust relationships with parents, interpersonal capacity, digital competence, reflectiveness and culturally sensitiveness are highlighted. The results also showa general picture of deficiencies in teachers’ competencies related to cooperation with parents. These results indicate the need of improving teacher education with more attention to the topic and the manner in which this topic is being addressed in the program. Moreover, home-school cooperation should not be isolated subject in teacher training but should be embedded in general conceptions about teaching and learning and teacher identity throughout teacher training program. This literature review is expected to deal with the knowledge gaps within the research field in the Nordic context.
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