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| 2. |
- Heikkilä, Mia, 1975-, et al.
(författare)
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Perspektiv från tresamproduktionsprojekt, en introduktion
- 2017
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Ingår i: Flerspråkighet för lärande i förskola, förskoleklass och årskurs ett.. - Västerås : Mälardalen Studies in Educational Sciences. - 9789174853339 ; , s. 10-28
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Bokkapitel (refereegranskat)
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| 3. |
- Olsson, Maria, 1961-
(författare)
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Lärares ledarskap som möjliggörande och begränsande i mötet med ’alla’ barn : En deltagarorienterad studie
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to, based on teachers’ experiences, describe and analyse meanings of teachers’ leadership in general, and in relation to children in need of special support in particular. The study was carried out within the tradition of participatory-oriented research, a research circle. The dialogues in the circle were based on the participants’ questions, experiences, interests, and knowledge. The circle included a researcher and nine teachers from the following types of schools: preschool, preschool class, compulsory school, and compulsory school for pupils with learning disabilities.The study is based on an understanding of leadership as a relational practice. Leadership is practised in the interaction between teacher and child. Both parties exert influence over the practice of leadership. A central assumption in the study is that knowledge can develop through and in interactions between people, that knowledge and power are connected, and that knowledge and actions are intertwined. Another central assumption is that learning is a complex phenomenon.In the analysis of the research circle’s dialogues, the following meanings of teachers’ leadership emerge: to facilitate learning and discipline, and to promote different interests. The practice of leadership involves teachers handling complex situations in their interactions with ‘all’ children, i.e. children in need of special support and children without such needs. Leadership is practised between teachers and children, and the teachers have to consider the group of children as a collective in relation to the individual children. At the same time, the teachers have to consider their intentions versus what happens during the interactions. In addition, the teachers have to pay heed to the fact that their own actions and the children’s actions influence one another. Finally, the teachers have to consider the individual child’s ‘best interest’ in relation to the requirements of the policy documents. Furthermore, the results indicate that the practice of leadership is perceived as both unpredictable and, to some extent, predictable at the same time, which adds to the complexity of leadership. The teachers cannot know for sure what the children understand or if the children’s actions facilitate learning. However, the teachers can make certain assumptions about how to practice leadership in order to facilitate learning and discipline in children with different needs. The meanings of leadership were expressed in different ways in the circle’s dialogues; both as enabling and limiting in interactions with children in need of special support. One of the study’s conclusions is that leadership seems to be particularly complex in interactions with children in need of special support.The research circle’s dialogues served to promote a democratic knowledge process. The dialogues were characterised by respect for the participants’ different opinions; however, this does not mean that they were free from power structures.
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| 4. |
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Specialpedagogiskt ledarskap - för yrkesprofessionella i förskola - skola
- 2015
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- I den här boken utgår de tre författarna från olika teoretiska och praktiska exempel på utövande av pedagogiskt ledarskap. Värdet av och exemplen på utövandet av det goda pedagogiska ledarskapet bildar en utforskande, slingrande men hållbar väg genom boken. Teoretiska resonemang varvas med vardagsnära exempel. Läsarens blick får följa en horisontell linje genom skolsystemet. Författarna resonerar, analyserar och teoretiserar olika situationer och upplevelser utifrån att själva ha utövat pedagogiskt ledarskap. Målande beskriver de hur de utmanats att hantera funktionsolikheter i olika utbildningsuppdrag. I möten med barn, föräldrar i förskola, förskoleklass och grundskola och i mötet med vuxna studerande på högskola/universitet, i mötet med rektorer/skolchefer eller som pedagogisk handledare för doktorander. Resonemang om vad ledarskap innebär och hur det tar sig uttryck fördjupas. Forskarna beskriver ett anpassat och flexibelt ledarskap där många olika pedagogiska situationer och sammanhang belyses med stöd av bland annat Samspelsmodellen, Den utvidgade praxistriangeln, Aktivitets- och Kordateori, och med stöd av nationell och internationell forskning.Glädje av boken kan olika yrkesprofessioner ha. Den riktar sig till alla som leder lärande i undervisning och som vågar ställa frågor och fundera över sitt eget pedagogiska ledarskap i ett närhets- och distansperspektiv. Boken visar hur teori och praktik kan föras samman i analys och reflektion över att utöva och utveckla ledarskap i heterogena grupper.
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| 5. |
- Wetso, Gun-Marie
(författare)
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Aktivitetsteori som vägledning och metod
- 2015
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Ingår i: Specialpedagogiskt ledarskap - för yrkesprofessionella i förskola - skola. - : Solentro. - 9789175652016 ; , s. 73-77
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 6. |
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| 7. |
- Wetso, Gun-Marie
(författare)
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Att skapa motivation för lärande i teori och praktik
- 2015
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Ingår i: Specialpedagogiskt ledarskap - för yrkesprofessionella i förskola - skola. - : Solentro. - 9789175652016 ; , s. 65-72
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Wetso, Gun-Marie, 1955-, et al.
(författare)
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Electude in education – students and teachers challenges implementing a new digital tool for learning. The transition process handling a new tool in a Swedish certified Motorbranchcollage
- 2019
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Konferensbidrag (refereegranskat)abstract
- The aim of this R & D project is to utilize the experiences generated when students and teachers handle a new digital learning tool Electude (Simulation-based learning solutions for visual and kinesthetic learners) introduced in a Swedish gymnasium. The objective is to document classroom work; aiming to find in which activities the digital tool is used and what is the challenges for students and teachers in the transition process? Data were collected in observations and questioners (N 76) conversations with students and teachers (N50). Activity theory (Leontiev, 1986) and social constructivist knowledge (Vygotsky, 1981) building is viewpoints.The results showed that the transition to use digital program had some obstacles to overcome. Several imbalances between the top down expectations and the bottom up outcomes became clear. The students had different school backgrounds, home languages, and experience of computers as learning tools. The digital program was based on “self-instruction” questions in Swedish. It was hard to manage for the students. The teachers had a monitor- based overview in the classroom supporting each learner step by step. The students wanted more of teacher training and hands on work in the garage. Students and teachers find it tricky to handle the affordance, instructions were overloaded with information and underloaded with no clear instruction how to make animations in the program to function. A lot of trial and error time reduced students spirit to learning. Time for student interchange was missing they worked in their own past solving questions. Learning in collaboration was lost.
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| 9. |
- Wetso, Gun-Marie
(författare)
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Exemplet - Att utveckla komptens om ledarskap
- 2015
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Ingår i: Specialpedagogiskt ledarskap - för yrkesprofessionella i förskola - skola. - : Solentro. - 9789175652016 ; , s. 79-86
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Wetso, Gun-Marie
(författare)
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Exemplet - Forskning i specialpedagogik
- 2015
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Ingår i: Specialpedagogiskt ledarskap - för yrkesprofessionella i förskola - skola. - : Solentro. - 9789175652016 ; , s. 87-94
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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