| 1. |
|
|
| 2. |
- Lindberg, J. Ola, 1966-, et al.
(författare)
-
Distancing democracy. Organising on-line teacher training to promote community values
- 2006
-
Ingår i: UCFV Research Review. - 1715-9849. ; 1:1, s. 1-10
-
Tidskriftsartikel (refereegranskat)abstract
- This article is concerned with conceptions of democracy among teacher trainees attending a distance-based on-line teacher training programme through the use of ICT. Analyses of interviews with teacher trainees provide an understanding of the teacher trainees' conceptions of democracy. The analysis is informed by a framework for understanding democracy based on Held (1966), and points toward a view in which the teacher trainees are focusing foremost on individual aspects of democracy, and not as much on social or collective conceptions reflecting community values. Thus a possible conclusion could be that distance-based on-line teacher training is highly individualised, to the point of conceiving values connected to a social dimension as an individual enterprise.
|
|
| 3. |
- Lindberg, J. Ola, 1966-, et al.
(författare)
-
Edukation - ett möjligt studieobjekt?
- 2005
-
Ingår i: Pedagogisk forskning i Sverige. - Göteborg : Institutionen för pedagogik och didaktik, Göteborgs universitet. - 1401-6788 .- 2001-3345. ; 10:1, s. 52-64
-
Tidskriftsartikel (refereegranskat)abstract
- Med den här artikeln vill vi bidra till diskussion om det svenska pedagogikämnet. Vi inleder med att teckna en bild av pedagogiken som vetenskaplig disciplin utifrån vilken vi tycker oss spåra utvecklingen av ett nyvaknat intresse för filosofiska spörsmål. Utifrån denna utveckling presenterar vi en forskningsansats och ett studieobjekt, som vi menar öppnar till en annorlunda förståelse av pedagogisk forskning. Den forskningsansats vi för fram är filosofisk hermeneutik, och studieobjektet är edukation.
|
|
| 4. |
- Lindberg, J.O. 1966-, et al.
(författare)
-
Individual and flexible. Working conditions in the practice of Swedish distance-based teacher education
- 2006
-
Ingår i: International Education Journal. - : Shannon Research Press. - 1443-1475 .- 2202-493X. ; 7:5, s. 699-708
-
Tidskriftsartikel (refereegranskat)abstract
- This article reports on the working conditions within Swedish ICT-supported distance-based teacher education. Data collected from teacher trainees are analysed and discussed in relation to Swedish governmental policies concerning teacher education and distance education and theories emphasising the importance of social aspects of education. The findings indicate working conditions that are mainly controlled by the teacher education program, and that teacher trainees to a high degree are fostered into individualism. Exceptions are in group work, which on the other hand seems to be given only minor attention in teacher education. This raises questions related to the intentions of teacher education. First, there are questions concerning issues of flexibility and choice, more precisely about what aspects are flexible or not. Second, there are questions concerning possibilities of teacher education providing an education that enables teacher trainees to develop the competencies needed to be able to teach.
|
|
| 5. |
- Lindberg, J. Ola, 1966-, et al.
(författare)
-
Phronesis – on teachers’ knowing in practice. Towards teaching as embodied moral
- 2005
-
Ingår i: Tidskrift för lärarutbildning och forskning. - Umeå : Fakultetsnämnden för lärarutbildning. - 1404-7659. ; 12:3, s. 148-162
-
Tidskriftsartikel (refereegranskat)abstract
- This article concerns a possible way to understand the concept of teaching. It begins with an elaboration on three different aspects of knowledge with roots in ancient Greece; epistmé, techné and phronesis. Thereafter some traditions and lines of development in research on teaching over the last thirty years are presented. It is shown that phronesis still seems to be a useful concept when trying to understand teaching and teachers’ knowing in practice. In an attempt to go beyond the Cartesian dualism of subject and object, phronesis is then described within a philosophical hermeneutical approach. The conclusion points towards a possibility to understand teaching and teachers’ knowing in practice as embodied moral.
|
|
| 6. |
- Olofsson, Anders D., 1973-, et al.
(författare)
-
An Ethical Perspective on ICT in the Context of the Other
- 2008
-
Ingår i: Handbook of Research on Digital Information Technologies. - : IGI Global. - 9781599049700 - 9781599049717 ; , s. 498-513
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The importance of incorporating an ethical perspective in the development of digital competence is discussed. It is argued that an ethical perspective that emphasise mutual understanding as a possible conception of democracy, is of importance in the light of the current global e-learning trend, especially when it comes to designing e-learning ventures as online learning communities.
|
|
| 7. |
|
|
| 8. |
|
|
| 9. |
- Olofsson, Anders D., 1973-, et al.
(författare)
-
Enhancing phronesis. Bridging communities through technology
- 2007
-
Ingår i: Online and distance learning. - Hershey : Information Science Reference. - 9781599049359 ; , s. 3157-3175
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In this chapter, the possibilities to use technology in order to improve the contextual and value-based dimensions in online distance-based teacher training in Sweden are explored. Aristotle’s (1980) concept of phronesis is used as a starting point for raising questions whether the Internet, and the establishing of educational online learning communities, can be used to enhance the teacher traniees´ skills of making moral decisions in unpredictable situations. It is argued that active participation, collaboration, and dialogue are vital in order to foster common moral and societal values among the teacher trainees, but that there is a need for rethinking how technology could be used in order to accommodate such processes. This chapter suggests that the development of a shared teacher identity is possible by expanding the scope of online community, and bridging teacher-training practices to teacher practicies, thus including already practicing teachers,teacher trainers, and teacher trainees in a joint educational community.
|
|
| 10. |
- Olofsson, Anders D., 1973-, et al.
(författare)
-
Enhancing phronesis. Bridging communities through technology
- 2006
-
Ingår i: Enhancing learning through technology. - London : Information science publishing. - 9789812705587 ; , s. 29-55
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In this chapter the possibilities to use technology in order to improve the contextual and value-based dimensions in online distance-based teacher training in Sweden is explored. Aristotle's (1980) concept of phronesis is used as a starting point for raising questions whether the Internet and the establishing of Educational online learning communities can be used to enchance the teacher trainees' skills of making moral decisions in unpredictable situations. It is argued that active participation, collaboration and dialogue are vital in order to fostering common moral and societal values among the teacher trainees, but that there is a need for rethinking how technology could be used in order to accommodate such processes. This chapter suggests that a development of a shared teacher identity is possible by expanding the scope of online community and bridging teacher-training practices to teacher practices, thus including already practicing teachers, teacher trainers, and teacher trainees in a joint educational community.
|
|
