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1.	af Geijerstam, Åsa, docent, 1972-, et al. (författare) Förutsättningar för ämnesspecifik läsförståelse i samhällskunskap i grundskolan 2023 Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 114-147 Tidskriftsartikel (refereegranskat)abstract This paper deepens the understanding of conditions for students' subject-specific reading comprehension created through different ways of working with reading in civic education, and the support students thus get to read verbal texts. Motivation for the study is found in an increasing need for knowledge about reading in various school subjects, and theoretical foundation is found in New Literacy Studies and disciplinary literacy. Video recordings were analyzed from lessons in three different schools and six different classes (ca 100h in total). The schools worked with reading in different ways, two schools used different models for teaching reading and one school did not use any particular model. The material was analyzed using thematic content analysis. Seven different functions for reading were identified together with reading materials. Furthermore, we analyzed which text levels were in focus. Results show that the classrooms where teachers work according to special models give clearer support to read and comprehend longer coherent verbal texts by using this type of texts and working with them through a variety of functions for reading activities, activities general for several subjects as well as more subject specific activities.
2.	Andersson, Sara, 1986, et al. (författare) Elevskapets utmaningar: Ungdomar, motstånd och önskan om att lyckas i skolan 2020 Ingår i: Educare - Vetenskapliga Skrifter. - : Malmo University Library. - 1653-1868. ; 2020:4, s. 136-157 Tidskriftsartikel (refereegranskat)abstract School segregation has increased in Sweden during the last decades, and students from socio-economically disadvantaged groups ended up in schools with economic challenges as well as overall low goal achievement. The aim of this study is to illuminate how students in urban disadvantaged neighbourhoods relate to school. With an ethnographic approach, the study draws on fieldwork conducted in a junior high school, grade seven, using a combination of theories from Foucault and Goffman as theoretical frame for the analysis. The results indicate that the often described conflict between school and students from disadvantaged groups does not have to always occur. Teachers can use humour and youth culture to prevent the conflict to manifest. However, the central aspect of how students relate to school is the perceived position of disadvantage. Both school achievement and oppositional behaviour against school rules function as ways for students to distance themselves from this position. In conclusion, this study highlights the importance of teachers to counteract the conflict – a form of support – enabling students from disadvantaged groups to succeed in school and thus securing the opportunity for a more prosperous future.
3.	Asghari, Hamid, 1967- (författare) Teacher’s stories about teaching newly arrived refugee youths at a vocational upper secondary school in Sweden 2022 Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :3, s. 160-185 Tidskriftsartikel (refereegranskat)abstract This article presents the stories of four teachers teaching newly arrived refugee youths at a vocational uppersecondary school. The youths came to Sweden in 2015 and later, and they live in a so-called vulnerable area.This is a period when many unaccompanied children and adolescent refugees arrived in Sweden.The studyaims to contribute to knowledge about teaching newly arrived refugee youths and the way these youths caninfluence teaching in a vocational school.The methodological and theoretical starting point for the studyis based on a narrative perspective. The stories are analysed thematically and show that these studentshavegreat solidarity with each other,areambitious, and create a good mood in the classroom.In addition, thereis always “someone” who does not believe in democratic values, although most of the students value theSwedish democracy and equality between men and women. The expulsion decision that some studentsreceive affects the teachers’ teaching as well, since it means that theyalso have to deal with teachingsituations where their students’ lives and deaths are involved in the sense that they are refugees threatenedby expulsion.
4.	Aspelin, Jonas, et al. (författare) Relationskompetens i specialpedagogiska utbildningar : hur framställs ämnet i kursplaner för specialpedagog- och speciallärarprogram i Sverige? 2020 Ingår i: Educare - Vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; :2, s. 117-142 Tidskriftsartikel (refereegranskat)abstract Research shows that the quality of the teacher-student relationship is crucial to students’ learning and development, especially for students in need of special support. In Scandinavia, the concept of relational competence is increasingly used to define a teacher’s ability to build supportive relationships. In this article, relational competence is discussed in the context of special education. The article investigates how relational competence is described in the curriculum for special education teacher training. Syllabuses (n = 142) at all Swedish universities that have programs in special education (n = 11) are included in the analysis, with a focus on the learning goals (n = 857). Content analysis provides both an overall and a more in-depth picture. The first study shows that there are relatively few learning goals relevant to relational competence. For example, the key concepts “relation,” “participation,” and “empathy” are very rarely used, and “care” and “trust” are completely absent. The second studyshows, among other findings, that relevant content mainly concerns the special educator as a qualified interlocutor vis-à-vis colleagues. Hardly any goals include teacher–student or teacher–parent relationships. On the whole, the results indicate that relational competence is a neglected topic in this discourse, and that it has a fairly narrow focus. The implications of this lack are discussed, and suggestions for improvement are added.
5.	Asplund, Stig-Börje, 1973-, et al. (författare) Maskulina läspraktiker genom tid och rum : Platsens betydelse för arbetarmäns relation till läsning 2020 Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 4, s. 33-59 Tidskriftsartikel (refereegranskat)abstract The interaction between the local place and reading practice is continuously emphasized in literacy research. Nevertheless, the significance of place has been neglected in research on working-class men’s relationship to reading. This study responds to this gap by examining working-class men from rural areas and their relationship to reading across a life span. Through life-story interviews with two working-class men in their 60s, living in the same rural woodland municipality, the article contributesto the understanding of the importance of reading in these men’s lives, and how their reader histories interact with distinctive features of the locality. The study shows that the men’s individual reader histories have been shaped by, and have shaped, the specific local and cultural contexts and surrounding discourses. Through their reading practices throughout their life courses, the men (re)construct rural working-class identities in which hunting, fishing, sports and cars constitute significant elements. However, other movements in the men’s reading practices related to place through which the men can pursue alternative masculine positions are also present. The study highlights the importance for educators to pay attention to place as a significant feature in understanding working-class males’ reading practices.
6.	Axelsson, Annika (författare) Vad mammor beskriver att de gör för att stödja sina barn i årskurs 1, med ett särskilt fokus på läs- och skrivutveckling 2023 Ingår i: Educare. - 1653-1868 .- 2004-5190. ; 2, s. 33-60 Tidskriftsartikel (refereegranskat)abstract The purpose of the study is to contribute with knowledge about what mothers describe doing to support their children in grade 1. The research questions are as follows: What do the mothers do to support their children’s education on a general level? What do the mothers do to specifically support their children’s reading and writing development? Eleven parents (all mothers) participated. Interviews were analysed thematically, whereby six themes addressing their support were identified: 1) Talk with children about school; 2) Handle school-related problems; 3) Have a positive attitude towards school; 4) Guide children’s reading and writing; 5) Coach specific training; and 6) Collaborate with school staff about children’s reading homework. The bioecological model for human development constitutes a theoretical frame and an understanding of what influences children’s development, for example, parents’ support to children’s reading and writing development. It provided useful concepts (e.g., microsystem, proximal processes, mesosystem, and chronosystem) for a discussion of the themes. The study is relevant for prospective and professional teachers in early grades, special needs teachers, other school staff, principals, policymakers, and parents.
7.	Balan, Andreia, et al. (författare) Relationen mellan lärares intentioner och deras respons till elever : En studie om återkoppling som stöd för matematisk resonemangsförmåga på mellanstadiet 2021 Ingår i: Educare - Vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; :4, s. 81-113 Tidskriftsartikel (refereegranskat)abstract Formative feedback has the potential to support student learning and performance. However, teachers sometimes have difficulties realizing their intentions with formative feedback when responding to students’ questions or solutions. If the actual response provided does not agree with the teacher’s intentions, the formative potential may be diminished or lost. The purpose of this study is therefore to investigate whether teachers themselves are able to identify the correspondence between their stated intentions and their actual response to students. Four teachers participated in the study by responding to the mathematical reasoning performed by twelve students in grades 4-5 (the feedback situations were recorded) and then taking part in stimulated-recall interviews. The results show that the teachers were able to identify certain instances of correspondence, and/or differences, between their intentions and how they acted in the feedback situations. The differences identified by the teachers were justified basedon the teachers’ individual beliefs – for instance, the belief that some mathematical methods belong to certain grade levels and should not be taught in advance – or on concerns about how the students would react.
8.	Berg, Benita (författare) Undervisningsbegreppets innebörd i förskolan utifrån ett läroplansteoretiskt perspektiv 2022 Ingår i: Educare. - Malmö : Educare - Vetenskapliga Skrifter. - 1653-1868 .- 2004-5190. ; :3, s. 75-97 Tidskriftsartikel (refereegranskat)abstract The purpose of the study is to contribute knowledge about how teaching in preschool can be understood in relation to how teaching is described by preschool teachers. The following research questions were posed:How do preschool teachers describe teaching and its meaning in preschool? and What didactic questions appear in preschool teachers’ descriptions of teaching in preschool? The empirical data consist of reflective texts that were analysed through content analysis with the help of Bernstein’s concepts: classification and framing, and visible and invisible pedagogy. The results show that the preschool teachers in the study perceived the introduction of the concept of teaching in preschool as an opportunity, which allowed them to become more aware of their actions in different learning situations. That the preschool teachers described teaching taking place through play and in everyday situations based on children's interests and needs hints at an organization with invisible pedagogy, weak classification and weak framing. Strong classification and strong framing, on the other hand, became manifest when the preschool teachers described that they plan what they do with the children and use materials, organize children’s groups and design environments to promote children’s learning. Furthermore, the preschool teachers focused mainly on the didactic questions of how and why, while the what-question received less attention.
9.	Bergman, Lotta, et al. (författare) Förstaårsstudenters akademiska skrivande och hur det kan utvecklas 2023 Ingår i: Educare. - : Malmö University Press. - 1653-1868 .- 2004-5190. ; :1, s. 152-182 Tidskriftsartikel (refereegranskat)abstract A major challenge for first-year students is the demands on academic writing. The purpose of the study is to identify students' difficulties with writing at the beginning of their education to contribute to the discussion about how students' writing development can be supported. The overall theoretical perspective is systemic functional linguistics (SFL). The data consists of texts from the first examination of a primary teacher program. The analysis includes partly a corpus analysis of 125 texts concerning sentence length, word length, the proportion of long words, word variation, and lexical profile, and partly a qualitative text analysis of a selection of eleven students' texts from the larger group concerning text cohesion, composition and use of references. The results indicate that the task design is of great importance for how advanced the students' texts are, based on the proportion of long words, word variation, and lexical profile. Furthermore, students struggle with paragraph division and creating clear relationships between and within paragraphs to create coherent texts. The results also show that the students need support to develop their ability to write from sources. Based on the results, the authors discuss how subject teachers in higher education can support students' writing development.
10.	Bodén, Ulrika, et al. (författare) Students' Insights from Interactive Visualizations Arranged Multimodally in Knowledge Visualizations 2022 Ingår i: Educare - vetenskapliga skrifter. - : Malmö universitet. - 1653-1868. ; :1, s. 32-70 Tidskriftsartikel (refereegranskat)abstract In this study, a visual analytics application is put into practice in Swedish secondary school social science classrooms. The application offers support to analyse vast amounts of data through interactive data visualizations. Previous studies have demonstrated that the visual interactive interface challenges the traditional practice in school, where students usually demonstrate their knowledge by means of written texts. Thus, this study examines what happens if students work with more malleable, adaptable, or fluid modes when attempting to express their conclusions from work with interactive data visualizations. It aims to detect patterns in how knowledge visualizations are produced and arranged multimodally. Inspired by design-based research, the study conducted two classroom interventions followed by video captures. It employed a socio-material semiotic approach, which enables the study of interactions between both social and material actors. Three patterns emerged when students’ insights were translated into knowledge visualizations – exploring, gathering, and inserting. It became obvious how different actors taking part of such a digital multimodal writing activity affect and change every actor/everyone/everything, which in turn transfers, relocalizes, reformulates, and re-presents the communicated message. Knowing how knowledge visualizations are produced might strengthen students’ visual abilities when transforming insights multimodally.
11.	Bradling, Björn (författare) World Literature and Transformative Learning: Reading and Teaching Season of Migration to the North in Swedish Upper Secondary School 2024 Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1 Tidskriftsartikel (refereegranskat)abstract This study investigates how Tayeb Salih’s Season of Migration to the North (2006) can be read and taught as an example of world literature in accordance with the transformative and culturally empowering ambitions of the Swedish upper secondary school curriculum.A total of18 third-yearstudents inthe upper secondary science programme read the novel and recorded their reading experiences in journals. These journals have been thematically analysed,and the results show that the students’ processes of deconstructingand reconstructing the finalised reading,using literary concepts,help forward estrangement effects, which produce critical readings. As the students read for the plot and closedin on the end, their text-centred understandings of the novel wereheightened, and by actively using subject-specific terminology (i.e. stylistic devices and modes of reading concepts),they strengthened the sense-making of their relations to the world as mediated through the text. Frames of reference about historical andcurrent Sudan support the students in allowing the novel to become a merging point, at which their cultural horizons are nuanced through the juxtaposing of different perspectives. The students’ meta-reflexive readings allow for experiencing culture on the move as part of their transformative learning.
12.	Brauer, Alexander (författare) Responsiveness to culture through literature : Creative writing as culturally responsive pedagogy 2024 Ingår i: Educare. - : Malmö University Press. - 1653-1868 .- 2004-5190. ; :1, s. 62-77 Tidskriftsartikel (refereegranskat)abstract This position paper argues that creative writing can be a fruitful tool for cultural responsiveness in secondary education and calls for creative writing to be viewed as a more natural part of language teachers’ culturally responsive pedagogical repertoire. The integration of creative writing exercises in culturally responsive language arts education may rouse a strengthened voice, benefit cultural literacy, engender the discovery and exploration of individual funds of knowledge, enhance relational competence, and bring about the critical crafting of and engagement with cultural representations. These arguments are convergent with the view that teaching, in order to be culturally responsive, should originate from students’ funds of knowledge, taking both subject content and relational aspects into consideration – and this paper proposes that creative writing is uniquely positioned to facilitate these aims.
13.	Brodin Olsson, Madeleine, 1973, et al. (författare) Förskollärares ledarskap som ett kunskapsfält i behov av begreppsliga resurser i förskoleverksamhet, utbildning och forskning 2022 Ingår i: Educare - Vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; :4, s. 72-99 Tidskriftsartikel (refereegranskat)abstract The present study aims to investigate supervision activities as a form of teaching leadership in preschool teacher education. Work-based education constitutes a particular context for understanding of leadership in preschool due to its intention of bridging between practical and theoretical experience and knowledge. The empirical data analyzed consist of audio-recorded supervision in the form of weekly conversations between the student teacher and the preschool teacher within a five-week course with leadership as the learning content. Theoretically grounded in a sociocultural perspective on learning and communication, the analysis shows how leadership is mediated as a relational practice but without a definition. In addition, the conversations focus on the student teacher’s trajectories of developing leadership. In these conversations, the contents: meanings of leadership and the students’ appropriation of leadership, are blurred. Without an explicit meta-perspective in the conversations, it becomes analytically unclear whether, or to what extent, the participants establish conceptual intersubjectivity. The findings are discussed in relation to work-based education as a context for teaching and learning the prospective occupation. We conclude that theoretical knowledge of preschool teachers’ leadership becomes invisible in supervision without an education offering conceptual resources for this content.
14.	Cronqvist, Marita (författare) Joy in Learning: When Children Feel Good and Realize They Learn 2021 Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 3 Tidskriftsartikel (refereegranskat)abstract Both in research and inthe Swedish curricula, positive emotions such as joy, pleasure and desire are said to stimulate learning. However, it is not clear what the meaning of joy is in relation to learning. The purpose of this phenomenological study is to gain knowledge about the essential meanings of the phenomenon joy in learning for children aged 9 and 12 years in compulsory school. The questions are as follows: What meanings constitute the phenomenon joy in learning in the current context? What implications do the findings have for teaching? The study is phenomenological and is based on interviews with or written stories by the participating children. The findings indicate how joy stimulates learning and emerges when children understand and ‘own’ their learning process. Teachers are important as ‘facilitators’ for joy in learning through being supportive and inspiring. Joy in learning during lessons is related to joy and friendship during school breaks. Teachers’ decisive importance for joy is discussed in relation to various modalities of pedagogical contact. Conclusions can be drawn that school breaks need attention from a learning perspective and that children need teacher support to understand their learning process.
15.	Cronqvist, Marita (författare) Yrkesetik i lärarutbildning : Essensens betydelse 2020 Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 2, s. 23-40 Tidskriftsartikel (refereegranskat)abstract Teaching is an ethical activity and in order to ensure a high quality in teaching, ethics need to be visualizedand verbalized. In a phenomenological empirical study with student teachers as participants, data wereanalyzed in order to express the essential meanings of professional ethics. The essence can be described asthe meanings that in spite of different contexts are relatively persistent. In phenomenology, the possibilityof expressing the essence of a phenomenon is interpreted in different ways. Inthis article, the author arguesthat the essence is needed to verbalize ethics in teaching tentatively as a kind of ethical code or guidelinefor becoming teachers. Some of the essentialfindingsstemmingfrom the empirical study mentioned abovearecomparedwith the ethical principles formulated inLäraresYrkesetiskaPrinciper(2001) by the two Swedishunions,LärarförbundetandLärarnas Riksförbund,to argue for the importance of formulating the essence.
16.	Dahl, Christoffer, et al. (författare) Skönlitteraturens språk : det dubbla perspektivets möjligheter vid textanalys 2020 Ingår i: Educare - Vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; 2:2, s. 1-22 Tidskriftsartikel (refereegranskat)abstract This article explores the possibilities of combining literary and linguistic text analyses: a double perspective on the teacher education for lower secondary school. The aim is to analyze how two students, in a course in text analysis, solve an examination assignment where they are asked to combine literary and linguistic tools in their analysis of Pär Lagerkvist's short story "Father and I" (1924). We ask the following questions: How do students use literary and linguistic tools in the analysis of Lagerkvist's work and how do they combine these tools? What kind of didactic potentials do students see in a double perspective? The result shows both similarities and differences in how the students combine linguistic and literary tools and how they underpin the analysis. The students’ meta-reflections indicate that such double perspective provides a deeper understanding of literary texts containing both literary and linguistic resources. Our conclusion is that the double perspective may provide a powerful theoretical and didactic tool for students of the Swedish language at the teacher education for lower secondary school.
17.	Dahlström, Helene (författare) Populärkultur som kunskapskälla i förskolan 2023 Ingår i: Educare. - 1653-1868 .- 2004-5190. ; :2, s. 61-86 Tidskriftsartikel (refereegranskat)abstract The present study examines how students in preschool teacher education perceive the role of popular culture in preschool education. By focusing on how to increase the knowledge of pre-service prescool teachers’ perceptions of popular culture in preschool, the study is an empirical contribution to early childhood literacy research. Further, the results can contribute to an understanding of how popular culture can be addressed in future preschools. The empirical data consists of focus group discussions with 67 preschool teacher students and individual interviews with seven preschool teacher students. A thematic analysis was carried out. Concepts of dimensions of literacy and funds of knowledge were used in analysis and discussion. The results reveal that participating preschool students perceived popular culture as a source of increased equity, learning, and critical literacy but also as challenging concerning equity and preschool's existing culture and value base. The main conclusion in the article is that future preschool teachers see that, together with a pedagogical idea, popular culture can be seen as a resource among others for learning and developing social competencies. However, the students did not uncritically celebrate popular culture as they highlighted the importance of preschool teachers' competencies regarding creating possibilities for critical reflections concerning popular culture that challenges democratic values.
18.	Danielsson, Kristina, Professor, 1961-, et al. (författare) Analysing interaction in science classrooms – a comparative study of two discourse analysis frameworks 2023 Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 2023:1, s. 1-32 Tidskriftsartikel (refereegranskat)abstract One central issue for research in classrooms is to provide insights concerning characteristics of classroom interaction that can help teachers improve their teaching. In the present study, we analyse spoken interaction in one elementary physics classroom by the use of two different frameworks, targeting similar aspects of social communication, namely how discourse patterns shape the relations between participants. The two frameworks utilized are on the one hand analyses of the communicative approach according to Mortimer and Scott, combined with analyses of discourse patterns such as IRE-patterns, and on the other hand analyses related to the interpersonal meta-function in Halliday’s systemic-functional grammar, SFG. The aim was to highlight possibilities and limitations of the different frameworks. Our analyses reveal that the two analytical frameworks have partly the same, partly different affordances concerning what they can reveal about classroom interaction. The analyses of the communicative approaches have the potential of elucidating discursive patterns and power relations at a general level, while the analyses based on SFG can provide more details about the power relations in terms of how the participants actually structure their utterances. The results are also discussed regarding implications for education.
19.	Dodou, Katherina (författare) What Are Literary Studies For? : A Review of English Teacher Education in Sweden 2020 Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 3, s. 110-157 Tidskriftsartikel (refereegranskat)abstract The present article addresses the nature and purposes of literary studies in secondary and upper secondary English teacher education programmes in Sweden. It is based on a study of syllabi from all programmes nationally and for the academic year 2017-2018. The article maps the goals formulated for literary studies as well as the literary and disciplinary repertoires foregrounded in these documents, and so provides a snapshot of the kinds of literary studies that student teachers of English had access to. It situates literary studies in the context of steering documents for English teacher education, and it shows that, whilst literary studies were a given part of English teacher education in the studied period, they relied on a narrow conception of the discipline. Literary studies mainly attended to twentieth and twenty-first century prose fiction and regarded literature primarily as a source of worldly knowledge. Indeed, the repertoires mediated seemed based on their potential to cover curricular ground in relation to steering documents for Swedish schools. Given the relative freedom institutions had to define the subject-specific content of teacher education, the results prompt a discussion about the knowledge repertoires that student teachers need as part of their higher education and as preparation for professional practice.
20.	Edström, Ann-Mari, et al. (författare) Being in motion through an aesthetic working process 2020 Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1, s. 144-161 Tidskriftsartikel (refereegranskat)abstract The article reports the results of an empirical investigation into movement viewed as a quality of an aesthetic working process. Any process presupposes movement - there is no process if one stands still. At times, movement is deliberately provoked by artists wanting to view their work from a different perspective. This was the approach applied in the first-year course of an art teacher’s program in Sweden, where movement was provoked through shifts of media (cardboard, sketching, Minecraft) during a four-week working process. The assignment was to work with a 3D shape through these media. The students' process journals (containing writings and photography) constitute the material for the study. The results are visualized on an individual level as movement patterns and five characteristic patterns are discerned. Movement within and between media are visualized collectively, showing not only how media shifts stimulate movement but also how the students themselves can provoke movement within a medium. Sketching shows the most movement, typically triggered by the students themselves when they get bored by the repetitiveness of multiple sketching. Minecraft encourages the least amount of movement, which is discussed in relation to preconceptions embedded in the software design. The study relates to a phenomenographic approach.
21.	Edström, Ann-Mari (författare) Introduction: Aesthetics, Learning and Education, Part II 2020 Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
22.	Eek-Karlsson, Liselotte, 1955-, et al. (författare) Likabehandlingsarbete — en reproduktion av rådande maktordning? 2020 Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 49-73 Tidskriftsartikel (refereegranskat)abstract This project sets out to examine how schools identify their assignment to make school to a place of equality. The research questions address how efforts to counteract discrimination regarding sexual orientation, gender and ethnicity are expressed as well as what power structures that can be identified in this respect. In total, 134 documents from compulsory school in municipalities in southern, mid and northern Sweden are collected. The documents are analyzed using Kumashiro´s (2002) four perspectives to conceptualize and work against oppression. The analysis shows different ways that schools address this assignment. Differences regarding what is identified as problems seems to build different approaches in how the work against oppression becomes visible. Double strategies are described in order to both strengthen and challenge the power structure that is prevalent between the norm carrying group and the group the schools identify as marginalized.
23.	Ekberg, Jan-Eric, et al. (författare) Didaktik informed teaching arrangements in preschool with a focus on movement 2022 Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 141-172 Tidskriftsartikel (refereegranskat)abstract Most children attend preschools in Sweden,and preschool is thus an important arena for children’s development and growth as well asforthedevelopment of and through movement. However, little is known about the teaching of movement in Swedish preschools. This article develops knowledge of what can characterize such teaching, particularly regarding goal and motive, content,and teaching actions. The material was generated in 2018–2019 in collaboration with 42 preschool departments in Sweden. The theoretical approach is didaktik, and “why”, “what”, and “how”questions are used as analytical tools. A variety of content can be seen, such as fundamental movement skills, different aspects of movement and, in a few teaching arrangements, physical activity. The teaching is often led by the teacher, though the children are sometimes co-leaders. The results also indicate a focus on inherent values but also on investment and added values. The study highlights the importance of preschool teachers’ attention to the prospective object and purpose of teaching movement, but also of teachers’ competence and the need for conscious strategies for teaching movement. Through well-grounded didaktik choices, children can be offered good opportunities to experience and explore movement.
24.	Eriksson, Andreas, 1973, et al. (författare) Sustainable Writing Support: A Campus-wide Module to Support Bachelor Thesis Writing at a University of Technology 2021 Ingår i: Educare - vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; :1, s. 9-26 Tidskriftsartikel (refereegranskat)abstract Higher education is today characterised by increasing student groups and high pressure on teaching staff. In these circumstances, it may be difficult to provide appropriate scaffolding of activities that many students find challenging, for example, academic and discipline-specific writing. It may also be difficult to align such support with principles associated with effective learning. In this paper, we present the design of the bachelor thesis writing support for students at a university of technology. The support is delivered by a communication division and reaches approximately 900 students each year. The paper describes the principles guiding the design and use results from a student survey to illuminate the challenges and affordances of the approach. The survey results show that students appreciate the module and its focus on dialogic feedback, student engagement and student activity. Our results also show that one of the challenges for some students is to negotiate advice from multiple sources, primarily content supervisors and writing staff. Despite such challenges, the design is an example of a sustainable, large-scale writing module based on research on feedback and learning.
25.	Fonseca, Lars, 1963- (författare) Hur uppfattar elever omgivningens sociala tryck gällande skolfusk? 2020 Ingår i: Educare. - : Malmö university. - 1653-1868 .- 2004-5190. ; :2, s. 27-48 Tidskriftsartikel (refereegranskat)abstract Both earlier Swedish research and reports in the Swedish media suggest that students and teachers perceive norm conflicts regarding test-taking and grading: on one hand, high-school-students (year 7 -12) and teachers feel expected to strictly adhere to rules prohibiting cheating in school; on the other hand, they feel expected to apply these rules flexibly to facilitate students achieving good grades. This study aims to address this conflict from student perspective and answer the following question: To what extent do high-school students perceive that social norms support rules against school cheating? The data for this quantitative study was collected from 199 high-school students. Using a norm-sociological model (Svensson, 2008), the data was subsequently analysed to illuminate in what way students understood the social norm against cheating in school and what significance they allocated to these values in their social environments. The results show that the high-school students perceived the social norm against cheating to be significantly stronger than the social norm for cheating. Secondly, the students perceived that teachers, principals and parents clearly viewed cheating negatively, and imbued the no-cheating norm with great importance. Thirdly, the students perceived that their peers were ambivalent to cheating.
26.	Forsling, Karin (författare) Förskolans undervisning i möte med barns informellt erövrade texterfarenheter : En designbaserad studie i en svensk förskola 2021 Ingår i: Educare. - Malmö : Malmö högskola. - 1653-1868 .- 2004-5190. ; :2, s. 41-67 Tidskriftsartikel (refereegranskat)abstract This article focuses on how children’s informal acquisition of textual knowledge is used, or not used, in formal literacy situations involving digital tools in preschool education. Research questions were related to the interaction between children’s perspective and pedagogues’ understanding of knowledge and teaching. The study draws on didactic design theories focusing on the learning processes embracing children and adults (Selander & Kress, 2010). Central concepts for analysis are agency and flexibility. Firstly, the study examines how the children’s agency manifests in teaching situations. Secondly, it illuminates in what ways the pedagogues’ didactic flexibility becomes visible in the teaching situations. The study adheres to the design-based research paradigm. The pedagogues and the researcher together developed teaching situations involving digital tools. The results revealed the interaction dimension in which children had or assumed agency in dialogue with the pedagogues. This interaction was both context-creating and meaning-creating. However, the analysis also revealed that the children’s cultural backpacks were not used to the extent that could have been achievable in the teaching situations investigated.
27.	Forslund Frykedal, Karin, 1961- (författare) Lärarstudenters förutsättningar att utveckla yrkesspecifika kunskaper : En studie av matematikdidaktikutbildningen i Förskollärar- och Grundlärarprogrammets tre inriktningar 2023 Ingår i: Educare. - Malmö : Malmö University. - 1653-1868 .- 2004-5190. ; :2, s. 187-209 Tidskriftsartikel (refereegranskat)abstract This study aims to investigate how the courses in didactics of mathematics in preschool and primary teacher education create conditions for preservice teachers to develop professional knowledge in an interactive learning process that integrates the knowledge domains of mathematical subject knowledge and pedagogical mathematical knowledge. An analysis of 20 course documents and 8 focus group interviews with students have been done. The results show that the intentions in the documents create conditions for the students to develop mathematical subject knowledge. Still, they were given inferior conditions for pedagogical mathematical knowledge. In the focus groups, perceptions emerged among the participants about a changed view of mathematics during the education, from being an abstract theoretical subject to a subject to be explored and discovered through various practical exercises and activities. As support for transferring their newly discovered perception, it is important that the students participate in core practices to bridge the gap between theoretical and practical knowledge in teacher education. The continued development of such core practices, in which student teachers can integrate professional knowledge and skills into their education, is an important implication of this study.
28.	Friberg, Therese (författare) "Svag elev" som social representation i Statens offentliga utredningar 2023 Ingår i: Educare. - 1653-1868 .- 2004-5190. ; :1, s. 115-151 Tidskriftsartikel (refereegranskat)abstract Classifications of pupils as ‘weak’ have featured during the last century in Sweden and are still present in contemporary descriptions of pupils. This study aims to develop knowledge about how ‘weak pupil’ as a social representation has been (re)produced in governmental inquires during 1923–2019 and explores how a temporal perspective might deepen the knowledge on a current classification such as ‘weak pupil’. In focus are the governmental inquiries concerning current or historical compulsory school forms. The following research questions are posed: To what extent has ‘weak pupil’ been present as a classification? How has ‘weak pupil’ as a social representation been (re)produced? Which patterns of stability and change can be identified in the (re)production of ‘weak pupil’ as a social representation? Through social representations theory, this study suggests that classifications and social representations of pupils as “weak” have been present during the last century. There are elements of both stability and change in the themes that construct “weak pupil” as a social representation, but there are indicators that ‘weak pupil’ as a social representation is more fossilized in contemporary writings. Perceptions of pupils in relation to perceptions of ’normality’ seem to be a stable construction over the last century.
29.	Frostenson Lööv, Cecilia Charlotta, et al. (författare) Verktygsrelaterad flexibilitet som undervisningskompetens : En fallstudie av tre multiinstrumentala musiklärare 2021 Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; :2, s. 182-206 Tidskriftsartikel (refereegranskat)abstract In the current debate concerning the Swedish Schools of Music and Performing Arts (SMPAs) the concept of flexibility is frequently used. Here it mostly describes the necessity to take students’ requests and needs into account in teacher education and the institutions’ ability to adapt to changing demands for artistic activities among children and adolescents. In contrast to this view, this study examines flexibility as a central competency of the teaching profession and particularly in a curriculum-free environment such as the SMPAs. Resting on the assumption that teachers with a large toolkit have a certain advantage in practising flexibility, the study is based on interviews with three multi-instrumentalists, all of them experienced music teachers in SMPAs. The analysis suggests three forms of flexibility that are related to the teachers’ use of instrumental tools, each of them emerging in particular kinds of teaching activities: problem-solving flexibility in instrument-related counseling, method flexibility in ensemble leadership, and role flexibility in group music-making. The findings are discussed in relation to ideals of teacher specialization and versatility, and the notion of tool-based flexibility is distinguished from improvisation as a teaching skill.
30.	Fåhraeus, Anna, 1963- (författare) Fiction as a Means for Understanding the Dynamics of Empathy : A 3-year Empirical Study with Students 2020 Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; :3, s. 46-76 Tidskriftsartikel (refereegranskat)abstract The current study investigated whether the reflective reading of fiction can provide an experiential definition of empathy to supplement more traditional concept analyses. A secondary aim was to look at the rates of absorption (loss of time and space) relative to the rate of reported empathic engagement. Based on earlier studies on reading fiction as an engagement in a social simulation, it was predicted that because fiction is a controlled experience, reading and talking about fiction could provide a forum in which to examine actual experiences of empathy elicitation in relation to an evolving situation. A survey was conducted with 210 student participants over a three-year period. The results show that the empathetic response to narrative is affected in a variety of ways by the presence or absence of an initial sense of affinity and by cognitive input over time, that is, the changing perception of characters and the situations with which they are confronted. Adept readers are more likely to experience absorption, and those who experience absorption are more likely to be empathetically responsive to input and changes in a situation. Empathetic emotions and cognitive empathy can be experienced for multiple objects simultaneously in one situation and relate to past events and potential futures, but they also shift from object to object.
31.	Godhe, Anna-Lena, et al. (författare) Adequate Digital Competence. Exploring revisions in the Swedish national curriculum. 2020 Ingår i: Educare. - Malmö : Malmo University Library. - 1653-1868 .- 2004-5190. ; 2, s. 74-91 Tidskriftsartikel (refereegranskat)abstract This paper explores how digital competence is conceptualized in recent revisions in the curriculum for Swedish compulsory school. Four themes are identified based on a thematic content analysis of the revisions in the subject descriptions: use of digital tools and media, programming, critical awareness and responsibility. The distribution of the thematic revisions differs among the subjects, but the most dominating theme, permeating all the subjects, concerns the tool-oriented use of digital tools and media. This strong dominance of operational perspective tends to narrow the conceptualization compared to international definitions and frameworks of digital competence.
32.	Godhe, Anna-Lena, et al. (författare) Texts, Information and Multimodality in the Digital Age 2022 Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1, s. 1-7 Tidskriftsartikel (refereegranskat)abstract In the last three decades, the development of digital technology, and not least the Internet, has affected how we communicate, make meaning, and learn, both on an individual and on societal levels. Changes in communication patterns also coincide with increased globalization, changes in production and economic conditions. What drives what is difficult to ascertain, but all factors impact the educational system and contribute to the changing conditions for teaching and learning. Teaching nowadays involves the use and incorporation of digital technologies where learning increasingly becomes a matter of student-active participation, collaboration and sharing. Moreover, students need to be able to interpret information from a diversity of sources and media, formulate questions for this content and solve problems (Binkley et al., 2012; EU, 2017; Godhe et al., 2020). This special issue aims to showcase digital approaches to communication with the help of case studies that illuminate how text, information and multimodality in the digital age shape and influence education.Article Details
33.	Gäreskog, Petra (författare) Yrkesgruppers anspråk på arbetet med barn i behov av särskilt stöd : En studie av jurisdiktion, arbetsfördelning och professionellt arbete i förskolan 2021 Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; 4, s. 29-53 Tidskriftsartikel (refereegranskat)abstract This study aims to illuminate preschool teachers describe which occupational groups – preschool teachers and special educational needs coordinators (SENCOs) – claim jurisdiction (i.e. the area that the professional group controls) over the work with children in need of special support. The data consist of interviews with 15 preschool teachers. The analysis is based on Abbott's (1988) division of professional work into three aspects: a) formulation of a problem b) reasoning about the problem and c) treating the problem. One area where preschool teachers claim jurisdictional control is related to the formulation of the problem. When it comes to the aspect of the professional work which concerns reasoning about the problem, the preschool teachers report that SENCOs claim jurisdictional control instead. The results show a less straightforward image of the treatment of the problem. Preschool teachers sometimes report themselves to claim jurisdictional control over treatment and other times report that SENCOs have jurisdiction over the treatment of the problem. In the discussion, jurisdiction is related to the various aspects of professional work with children in need of special support and the issue of inclusion. The fact that SENCOs seem to have a strong jurisdiction over treatment and expert knowledge of children’s perceived shortcomings could contribute to the preschool teachers renouncing responsibility for children in need of special support. Another conclusion is that preschool teachers need to be strengthened in their professional roles and that increased special educational knowledge could contribute to preschool teachers feeling more secure in their professional roles and thus are able to meet all children’s needs in preschool.
34.	Helgason, Sigurdur, et al. (författare) Letters to the editor 2021 Ingår i: Notices of the American Mathematical Society. - Malmö : Malmö universitet. - 1088-9477 .- 0002-9920. ; 68:9, s. 1453-1454:2, s. i-iii Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
35.	Hell, Anna (författare) Lärares iscensättning av stöttning vid nyanlända elevers digitala textproduktion 2022 Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :3, s. 130-159 Tidskriftsartikel (refereegranskat)abstract Previous studies describe scaffolding as fundamental for newly arrived students to understand and create texts. In this article, scaffolding students’ multilingual palette (the full range of multilingual resources) is vital for their meaning-making. This study aims to make linguistic diversity visible when scaffolding newly arrived students during digital text activities in narrative and retelling text in Swedish as a second language. The following research question guides the study: How do scaffolding processes during digital text activities contribute to opportunities for newly arrived students with varying backgrounds and experiences of the Swedish language to use their multilingual palettes? The data consists of ethnographic fieldwork in three primary schools (year 3), focusing on scaffolding during nine newly arrived students’ text activities. Through an iterative analysis process, scaffolding emerged to have the following functions: 1) to promote multilingualism, 2) to develop textual competence, 3) to support student space. Scaffolding of newly arrived students who did not yet speak Swedish contributed to all students being able to create text within the text types. However, the scaffolding did not support their use of multilingual resources during individual text activities. For students to develop multilingual resources, scaffolding must focus on translanguaging and non-verbal means of expression, even during individual activities. For this, using digital technology is advantageous.
36.	Hellberg, Lina, et al. (författare) Förskollärares tal om fysik i förskolan : från avgränsad aktivitet till vardagen som utgångspunkt 2022 Ingår i: Educare : vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; :4, s. 1-26 Tidskriftsartikel (refereegranskat)abstract Through the revised curriculum (Swedish National Agency for Education, 2010), science was emphasised, and chemical processes and physical phenomena added as specific content for preschool. However, reviews by the Swedish Schools Inspectorate (2018) show that preschool teachers are still uncertain about the science content and what it should mean in a preschool context. Therefore, it is of interest to study what happens during planning sessions where preschool teachers plan an object of learning in physics. This article presents the qualitatively different ways as the preschool teachers' statements connected to physics and how the teaching of physics changes during four work team planning sessions. The analysis of video transcripts of the planning sessions shows that the preschool teachers' discussions reflect both uncertainty and certainty about the physics content and the physics teaching. The preschool teachers' talk connected to the content change over time from everyday language to the use of scientific concepts. Over time preschool teachers identify new potential starting points for the object of learning. The object of learning is discussed as a construction process and related to time and to what happens during planning sessions and teaching activities. Finally, the implications for practice are put forward.
37.	Holmberg, Ylva (författare) Didaktik informed teaching arrangements in preschool exemplified by multivocal music teaching using digital technology as a tool 2022 Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 102-140 Tidskriftsartikel (refereegranskat)abstract The digital era has changed how children experience music. Few studies have been undertaken from a didaktik perspective with a focus on digitalized music teaching in the preschool setting. The purpose of the article is to develop knowledge of what can characterize music teaching using digital technology as a tool in the preschool from a didaktik perspective. In a research and development programme involving 19 preschools/departments, preschool teachers co-planned,conducted,and co-evaluated music teaching. The empirical material consists of 19 co-plans, 3.5 hours of video and 18 co-evaluations of music teaching. The analysis used an abductive approach. First,an empirically based analysis highlighting words in relation to didaktik questions was undertaken, followed by a theory-based analytical path using music didaktik concepts. The results show that music teaching using digital technology as a tool can be divided into two main tracks: one in which recorded music serves as a basis, and the other as a facilitator of music creation. Although music teaching using digital technology as a tool poses knowledge-, experience-and technology-related challenges for teachers, the digital age nevertheless opens up opportunities for creating and preserving music in preschool.The analysis culminates in two didaktik models for“multivocal digitalized music teaching”.
38.	Holmberg, Ylva, et al. (författare) Post-structurally and didaktically informed teaching arrangements in preschool : exemplified by “rhythmatechs” as multivocal teaching 2022 Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 212-248 Tidskriftsartikel (refereegranskat)abstract The article is based on a substudy in an R&D programme in which participants try out a didaktically and post-structurally informed teaching arrangement. The article is guided by the question What can characterise the “what”, “how”, and “why” questions of teaching from the standpoint of a post-structurally and didaktically informed teaching arrangement in the preschool? The substudy is based on material consisting of 251 documents, including co-plans, videos (5.5 hours) and photo documentation, as well as co-assessment. A didaktical oriented abductive analysis was carried out. The results pave the way for the content combination offered by the concept rhythmatechs(rhythmics-mathematics-technology) as a multivocal alternative to more subject-focused teaching. Within the framework of project-and theme-oriented working methods, the content appears on the one hand to be both transdisciplinary and interdisciplinary, and on the other hand, to represent specific content areas, such as science, mathematics, and music. We tried out a didaktik model that combines the didaktik triangle with didaktik questions “what”, “how”and “why”. The model stands in relation to results that focus on inter-and/or transdisciplinary content, in project-and theme-oriented approaches, and selection of content as goals and/or means.
39.	Insulander, Eva, 1972-, et al. (författare) Assessment in Transformation : Teachers’ Perceived Opportunities and Challenges in the Assessment of Multimodal Texts 2022 Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 6:1, s. 132-153 Tidskriftsartikel (refereegranskat)abstract Using data from focus group interviews, this study aims to analyze the perceived opportunities and challenges encountered by groups of secondary school teachers regarding the assessment of multimodal texts. Previous research has shown that digital technologies introduce new kinds of texts in the classroom. The possibility of combining verbal text with image, sound, and movement has an impact on students’ text production. However, the changing role of writing on the screen has left teachers uncertain of how to assess these new forms of texts. Apart from attending to digital competence, assessing multimodal texts may involve following writing conventions and organizing text using different resources and components. Quality in multimodal texts may concern using multimodal components to communicate complex ideas effectively, which may or may not be noticed by teachers. The data is based on group interviews with 11 secondary school teachers at two different schools. The study conducted a thematic content analysis using the analytical concepts of transformation, recognition, design, and form and meaning. Findings show that teachers find it challenging to acknowledge certain qualities in students’ multimodal texts without support from the steering documents. On the other hand, they notice opportunities to follow students’ learning processes. In addition, they stress an increased opportunity and need for shared assessment across school subjects. The article concludes with a discussion of tensions regarding opportunities and challenges when assessing students’ multimodal texts in relation to the different subject syllabuses.
40.	Jakobson, Liivi (författare) Vuxna nybörjarstuderandes uppfattningar om skriftlig lärarrespons på skrivande i svenska som andraspråk 2020 Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :4, s. 1-32 Tidskriftsartikel (refereegranskat)abstract This study investigates how L2 beginner level students perceive written feedback from teachers on samples of their writing. It centers on beginner learners (of which very little research exists) and covers two broad areas of feedback: Focus and Manner. Focus refers to the kind of areas the teachers concentrate on in their comments, e.g. content, while Manner refers to different ways of delivering feedback, e.g. suggestions. The data was collected from a web-based course in Swedish for immigrants in an online Learning Management System. A questionnaire was used where the students evaluated feedback categories on a Likert scale and thereafter, ranked the same categories. Ranking, where different feedback categories are related to each other, has not been found in previous studies on feedback in the field of second language research. The results show that the students take feedback seriously. A large majority of students chose feedback on grammar as their first priority. They generally valued all feedback manners, but clearly preferred specific praise and specific criticism. I then discuss the conclusions and pedagogical implications based on web-based learning contexts. In particular, I emphasize the importance of establishing a dialogue between students and teachers which enables an orientation towards new understanding.
41.	Johansson, Evelina, 1986 (författare) Development of critical thinking and language proficiency among undergraduate Swedish online EFL students 2022 Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 4, s. 50-71 Tidskriftsartikel (refereegranskat)abstract Critical thinking (CT) is considered important in second language (L2) learning. Previous studies have in- vestigated and confirmed a correlation between critical thinking and L2 learning in face-to-face (f2f) learn- ing. The present study aimed to investigate the correlation between CT and L2 proficiency in an online learning environment. The participants in this study were undergraduate Swedish students taking part in an online EFL course at a Swedish university. Students’ CT skills were measured by the California Critical Thinking Skills Test (CCTST). As previous studies confirm that vocabulary size correlates with general lan- guage proficiency, it was seen as a suitable measure of students’ L2 proficiency. Hence, the Vocabulary Size Test (VST) was used to measure students’ vocabulary size. The present study was designed as a pre-test post-test study aiming to investigate the correlation between the processes of CT development and L2 learning during one semester of four months. Contrary to previous studies, no correlation between CT and L2 proficiency could be detected. Moreover, students in this study made no statistically significant improve- ment of CT and L2 proficiency. The results must be interpreted in light of students’ already high levels of CT and L2 proficiency and the relatively short testing period.
42.	Johansson, Maritha, 1972-, et al. (författare) Svenskämnesdidaktik som akademiskt professionsfält 2024 Ingår i: Educare. - 1653-1868 .- 2004-5190. ; :2, s. 57-83 Tidskriftsartikel (refereegranskat)abstract Several Swedish reforms in the early 2000s had the goal of implementing a more solid research foundation for teacher education. In this study, we investigate how external mechanisms contribute to and counteract the establishment of new research areas related to the teacher profession, through the example of the L1 subject Swedish. The study explores how the materialistic and intellectual landscape of the academic field has evolved in terms of new academic positions with new content and merit assessment. Through the investigation of a corpus of job announcements, from 1990 to 2022, we have been able to follow the development of a new research area, regarding career paths. The development of a new research area can be described in terms of a fight between different opponents for what is considered a valuable cultural capital (Bourdieu, 2000). The analysis of how the research area is formed relates to Bernstein’s (2003) distinction between singularities and regions.
43.	Karlsudd, Peter, 1958-, et al. (författare) Att avlasta eller avlastas? : Lärare i fritidshems uppfattningar om sin arbetssituation och behovet av lärarassistenter 2022 Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :3, s. 1-29 Tidskriftsartikel (refereegranskat)abstract The present study examines how teachers in school-age educare view their profession in terms of job tasks and work situation as well as their need for and attitude towards teaching assistants. The study was conducted in two stages. The first part consisted of an online survey answered by 61 school-age educare teachers. Based on the results of the survey, eight employment advertisements were constructed with different job descriptions. During a staff development day, 44 school-age educare teachers prioritized the various announcements based on their needs for an additional resource. The priorities were then discussed in seminar form. The results show that there is large variation in all the tasks performed within the framework of the school-age educare teachers professional practice which is reflected and discussed from a professional theoretical perspective. The profession’s area of responsibility is extensive, ranging from certified teaching duties to simple practical tasks that are often time-consuming. The work is, therefore, often experienced as stressful and fragmented. Clearly there are different directions of will in regards to the professional development and positioning. From the data, three types of school-age educare teachers were formed. Common to the three types that have been presented is that the task as a substitute in the school is not desirable.
44.	Klapp, Alli, 1968, et al. (författare) Svenska lärares syn på avvikelser mellan resultat på nationella prov och ämnesbetyg 2020 Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 4:4, s. 88-109 Tidskriftsartikel (refereegranskat)abstract Since 2018, Swedish teachers are expected to pay particular attention to pupils’ results on national tests when grading. There are, however, still large discrepancies between national test results and teachers’ grades, which differ between schools and subjects. The purpose of this study is to investigate possible reasons behind these differences, from a teacher perspective. The study is based on semi-structured interviews with teachers who teach grade 9, either in physics (n=9) or English (n=12). The interviews have been transcribed and analyzed with thematic content analysis. The most important reason for differences is that the test results are considered misleading by the teachers. Although most reasons for considering the test results as misleading relate to test design, some of the reasons relate to the pupils. The only reason for differences that does not relate to test results being considered misleading, is that some pupils receive instruction at the end of the semester based on their shortcomings identified in the test. Furthermore, since the teachers tend to compare test results and own grades in a 1:1 ratio, they may discard the entire test if it is considered misleading. The fact that test results are presented as a single score or grade, therefore, seems to contribute to teachers not paying particular attention to test results when grading.
45.	Leijen, Djuddah, et al. (författare) NB!Write : Sustaining Writing Initiatives through The Nordic and Baltic Network for Writing in Higher Education 2021 Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1, s. 1-8 Tidskriftsartikel (refereegranskat)abstract This position paper takes the dichotomy between the unified context for teaching writing and writing research in North America and the diversified contexts for writing in Europe as its point of departure to outline several challenges such diversification in Europe may present to students and staff in higher education. The paper further argues for the need of unifying initiatives and describes the rationale for NB!Write, The Nordic and Baltic Network for Writing in Higher Education, and outlines the goals of this initiative. The network strives to determine how the Nordic and Baltic institutional, national, and cultural contexts may help find possible answers to common pedagogical questions and develop sustainable solutions for writing support.
46.	Liljegren, Lars, 1966- (författare) A "Shocking" or a "Moving" Scene? : The Need for a More Critical Approach to Teaching Literature in Translation 2020 Ingår i: Educare. - Malmö : Malmö högskola. - 1653-1868 .- 2004-5190. ; :3, s. 77-108 Tidskriftsartikel (refereegranskat)abstract I argue that there needs to be agreater critical awarenessinparts ofthe academic world as regards the useof literary translations published at a time of state censorship.Using the first English translations ofAugust Strindberg’sGiftas(1884;1886) andI havsbandet(1890) as a case in point, this paper demonstratestheextent to which translations of books whose content clashed with theBritishObscene PublicationsAct 1857 deviated from their source texts, oftenon the very points that made the books and their authorsfamous. Although there are more recent and uncensored translations available today, the old and censoredtranslations of“provocative”authors such as Strindberg, Zola and Flaubert often outnumber more recentones on the market, sometimes under the guise of being “Scholar’s Choice” editions. I will demonstratethatseveralliterary scholars quote and refer to censored translations,eventothe censored passagesthemselves,andthatsomeuse them in academic coursesfocussing onthevery aspects that were censored.I therefore suggest thatit should be made mandatory forallcoursesdealing with translated literaturetoinclude critical discussions on the use of translations.
47.	Liljestrand, Johan (författare) Undervisning i förskolan: en ansats utifrån förskollärares yrkeskunnande 2021 Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; :4, s. 192-212 Tidskriftsartikel (refereegranskat)abstract The paper argues that Swedish preschool teachers tend to be depicted mainly as subjects for policy implementation when it comes to their mission to teach in preschool. Taking the perspective of inside-out-professionalism the purpose of the paper is to make visible how preschool teachers have developed professional knowledge about teaching from within the preschool context. Methodology is based on semi-structured interviews with ten experienced preschool teachers, adopting content analysis. Teaching is defined openly as a conscious arrangement for learning. Dewey´s notions of experience, environment and subject content further illuminated the result. Two main categories were discerned, both paying emphasis on the experience and active participation of the child: identifying potential subject components in children’s experience and arranging an environment in which the child becomes a part. Each main category further includes two sub-categories. It is concluded that the present issue of implementing teaching in preschool could gain from research on established preschool practise based on inside-out-professionalism and made visible through Dewey’s theorical lens.
48.	Lind, Anders, Lektor på konstnärlig grund (författare) Interactive sound art and animated notation as an ensemble performance platform in primary level music education 2020 Ingår i: Educare. - Malmö : Malmö University. - 1653-1868 .- 2004-5190. ; :1, s. 53-81 Tidskriftsartikel (refereegranskat)abstract This article showcases excerpts of my artistic research in progress. In particular, I demonstrate how an interdisciplinary approach combining knowledge from the fields of artistic research, Human Computer Interaction (HCI) and game studies mayinspire primary level music education of today. I highlight examples of novel digital music technology and present an innovate approach to using these for group performance exercises in the music classroom. In particular, I report from a study where my interactive sound art exhibition LINES, in combination with animated music notation, was used as a digital ensemble music platform. The data of the study comprises five workshop sessions with pre-schoolers using this platform. An autoethnographic method and analysis of video documentation of the workshop sessions were used as methods for the study. The results showed that LINES was both engaging and easily accessed. Moreover, it allowed the majority of the target group to perform musical exercises as an ensemble. I argue that the use of traditional instruments and traditional notation creates a democratic issue in primary level music education. Furthermore, with support from the study and related research, I argue that platforms such as this may democratize music education involving pupils aged 5-15 years.
49.	Lindberg, Ylva, et al. (författare) Culture on the move : Language and literature as vectors for cultural empowerment in Swedish education 2024 Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1, s. 1-10 Tidskriftsartikel (refereegranskat)abstract This special issue consists of five position papers, four articles and two essays covering diverse aspects of the theme Culture on the Move that foregrounds language and literature both as pedagogical tools and disciplinary fields necessary for learning to live and work in a culturally diverse world. The contributions stem from the initial activities within the graduate school “Culturally Empowering Education through Language and Literature” (CuEEd-LL). Centre-staging teaching and learning in Swedish education, the texts in this issue present a range of inroads into how language and literature can be used to support cultural diversity among pupils, students and teachers since cultural diversity is steadily gaining attention both as a resource and a challenge in education and society.
50.	Lindberg, Ylva, et al. (författare) Letter from the guest editors 2024 Ingår i: Educare. - : Malmö University Press. - 1653-1868 .- 2004-5190. ; :1, s. i-ii Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract This special issue consists of five position papers, four articles and two essays covering diverse aspects of the theme Culture on the Move that foregrounds language and literature both as pedagogical tools and disciplinary fields necessary for learning to live and work in a culturally diverse world. The contributions stem from the initial activities within the graduate school “Culturally Empowering Education through Language and Literature” (CuEEd-LL). Centre-staging teaching and learning in Swedish education, the texts in this issue present a range of inroads into how language and literature can be used to support cultural diversity among pupils, students and teachers since cultural diversity is steadily gaining attention both as a resource and a challenge in education and society.

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