| 1. |
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| 2. |
- Andersson, Erik
(författare)
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Text som kontext – rum, plats och text som social situation
- 2010
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Ingår i: Utbildning och lärande. - Skövde : Avdelningen barns, ungas och vuxnas lärande vid Högskolan i Skövde. - 1653-0594 .- 2001-4554. ; 4:1, s. 76-96
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Tidskriftsartikel (refereegranskat)abstract
- The ability to express oneself in text has come to be an even more pressuring task due to new media. The use of text in the new media and the school looks slightly different and create different claims on which kind of text activity that are advocated. Language activity and use of text in different spaces and places has become a constituent principle in the western society of today – language and the use of text is seen as the ontological condition for social life. The historical and conventional media notion of public and reception has been replaced by a more complex communication situation due to the digital media. Related to this context and the linguistic turn, three concepts; text action, text conversation and the pedagogy of place are developed and exemplified by a national net community. The theoretical contribution makes it possible to understand and approach the use of text and the complexity this use in different spaces and places articulates. The national net community is discussed in relation to the school exemplifying two different public spaces where new media is put forward illustrating a social situation consti-tuted of text – young people’s use of text practically becomes context. How can we understand and approach this new educational situation?
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| 3. |
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| 4. |
- Abrahamsson, Hans
(författare)
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Dialog och medskapande i vår tids stora samhällsomdaning
- 2015
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Ingår i: Utbildning och Lärande / Education and Learning. - Skövde : Högskolan i Skövde. - 2001-4554. ; 9:1, s. 20-40
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Tidskriftsartikel (refereegranskat)abstract
- The Great Transformation of our time, amalgamating the local with the global demands new modes of governance and management. Increased variety and diversity of the population as well as the complexity of social issues are changing the prerequisites of social sustainability. The aim of this article is to discuss how this transformation strengthens the importance of citizens’ co-creation as regards identification of the problems, measures to be taken as well as the implementation of the same. The article furthermore discusses the role of trans-disciplinary knowledge production and its possible contribution to a socially sustainable development, as well as how current modes of governance influence the room for manoeuver and conditions for co-creation. Three mental shifts are considered necessary. The first relates to the importance of viewing city residents as citizens with rights and responsibilities and not only as customers and consumers. The second concerns the shift of the view what knowledge is and what it could be and the third relates to how the question of power should be conceptualized.
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| 5. |
- Ackesjö, Helena, 1973-, et al.
(författare)
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Fritidspedagogisk undervisning : En fråga om intentionalitet, situations-styrning och inbäddning
- 2021
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Ingår i: Utbildning och Lärande / Education and Learning. - : Högskolan Dalarna. - 2001-4554. ; 15:1, s. 69-87
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to contribute with knowledge about how teachers in school-age educaredescribe their teaching. Teachers in school-age educare move between two different value systemsas they are in a field of tension between tradition and new educational policy intentions. Writtenreflections from 48 teachers at 31 schools in four municipalities have been analyzed based on whathas been described as necessary teaching elements; intentionality, interactivity and intersubjectivity.The deductive analysis resulted in four themes; Play-oriented teaching, Subject-related teaching,Situation-based teaching and Value-based teaching. The results, based on the study's analyzingconcepts, show that the teacher's control is central to whether the activities that the teachers carryout can be called teaching or not. The results also show that teaching in school-age educare stillcenters around a historical core of play, child focus and adaptation to the situation, even though thishas been supplemented with new educational policy intentions that emphasize teaching andevaluation of childrens’ learning. However, the analyzes also show that teachers in school-ageeducare can move flexibly between the two value systems.
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| 6. |
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| 7. |
- Ackesjö, Helena, 1973-, et al.
(författare)
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Rektorers och skolhuvudmäns meningsskapande om förskoleklassens position i utbildningslandskapet.
- 2022
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Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; 16:2, s. 7-26
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Tidskriftsartikel (refereegranskat)abstract
- The preschool class has been subject to several policy reforms, which principals and local education authorities are responsible. for implementing and evaluating. The aim of this study is to contribute with knowledge about how principals and local education authorities make meaning of the position and organization of the preschool class in relation to these policy reforms and to the existing practices. The method used in the study is interviews with principals and local education authorities and shows how they reason about and relate to various regulatory, normative, and cultural-cognitive elements of governance. The analysis shows that the principals have arguments for three basic positions for the preschool class: a bridge between preschool and primary school, a knowledgeoriented position, and a socially oriented position. A key argument put forward by the principals is that the preschool class should be integrated into a continuous primary school organisation. The local education authorities, on their part, interpret the new policy as an ongoing qualification and homogenization process, which affects the preschool class’s position in the education system.
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| 8. |
- Andersén, Annelie, 1977-
(författare)
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Den nya yrkeslärarutbildningen – utkomster i form av yrkeskompetens
- 2013
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Ingår i: Utbildning och Lärande / Education and Learning. - Skövde : Avdelningen Barn, Unga och Vuxnas lärande vid högskolan i Skövde. - 2001-4554. ; 7:1, s. 88-101
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Tidskriftsartikel (refereegranskat)abstract
- This article describes and discusses a group of newly trained vocational teachers' experiences of outcomes of their teacher education in terms of professional skills. Seven students participated in focus group discussions concering one of the professional teacher training national objectives. The results show that the newly trained vocational teachers acquired a new vision of the teaching profession and that they have strengthened both their professional identity and their self confidence. They have new, broader and more improved tools to use in teaching. and they see the importance of having a vocational teacher education. Skills that are considered important in new vocational teachers' profession are for example to able to see the individual students and reach out o them with a message, and to make just assessment and set fair grades.
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| 9. |
- Andersén, Annelie
(författare)
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Temapresentation : Livslångt och livsvittlärande
- 2014
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Ingår i: Utbildning och Lärande / Education and Learning. - Skövde : Högskolan i Skövde. - 2001-4554. ; 8:1, s. 8-11
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Andersson, Erik, 1979-, et al.
(författare)
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Delaktighet som pedagogik och demokratiskt värde för fullföljandet av studier – kunskapsbidrag från ett utvecklingsprojekt
- 2015
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Ingår i: Utbildning och Lärande / Education and Learning. - Skövde : Högskolan i Skövde. - 2001-4554. ; 9:1, s. 80-100
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Tidskriftsartikel (refereegranskat)abstract
- Participation as a pedagogy and democratic value turns out to be a critical element in students’ completion of school. Completed education is a regional development project in which a survey has been conducted in order to identify successful strategies to promote completed education in school. In an analysis, in the context of the survey, with an emphasis on school and participation as a pedagogy and democratic value, several findings are shown. It turns out that the importance of participation manifests itself through an emphasis on the societal and democratic mission of school; school ethos; the value praxis of school; pedagogical approach; and viewing the pupil as capable. It is, in more detail, shown that it is particularly crucial to understand the completion of school as a pedagogical problem; create sustainable institutional structures not bound to one person; and to make sure that students are participants in their own studies.
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| 11. |
- Andersson, Erik, 1979-
(författare)
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Rum och plats i didaktiken : Om VAR-frågan i svensk didaktisk forskning och undervisning – exemplet digitalamedier
- 2012
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Ingår i: Utbildning och Lärande / Education and Learning. - Skövde : Högskolan i Skövde. - 2001-4554. ; 6:2, s. 16-27
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the article is to argue for a systematic research approach on space and place, the WHERE-question in the Swedish research field of didactics. Two research traditions in subject and general didactics, focusing the WHAT- and the HOW-question, dominate the field. The educational situation of today is highly digitally driven which motivates the relevance of a more thorough and systematic analysis of the WHERE-question. It is argued that Swedish didactical research, and teaching in school in general, has to amplify the attention to the WHERE-question. Space and place are not empty containers in which social life happens to unfold. Space and place determines the communication, interaction and meaning making of individuals – individuals are always claimed by space and place.
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| 12. |
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| 13. |
- Andersson Hval, Ulrika, 1974-, et al.
(författare)
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Klimatkrisen i klassrummet : Reflektioner kring användning av litteratur i undervisning om hållbar utveckling
- 2021
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Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; :2, s. 27-44
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Tidskriftsartikel (refereegranskat)abstract
- This study shows how climate fiction can offer pedagogical opportunities for encouraging student agency as well as open up constructive discussions about the future in relation to social change and climate justice. In order to test a practical opportunity for such a productive conversation, and to draw out its didactic implications, Swedish teacher trainee students were asked to participate in a group discussion on how climate fiction may be used in the teaching of sustainability in upper secondary school. Specifically, they were requested to contribute to the framing and organization of the discussion of a work of climate fiction, The Marrow Thieves by Cherie Dimaline, but they were also asked to reflect on social dimensions of teaching about the climate crisis, such as climate psychology, democracy issues, equality and existential questions. Drawing on the students’ discernments in the discussion, the study finds that insights from climate psychology concerning the importance of problem-focused and meaning-focused coping strategies to handle negative emotions such as worry, fear and hopelessness are relevant for literature didactics.
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| 14. |
- Andersson, Pär-Yngve, 1954-
(författare)
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Litteraturläsning som upplevelse och livskunskap
- 2021
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Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; 15:2, s. 185-195
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Tidskriftsartikel (refereegranskat)abstract
- In this essay, I propose that teachers should be made aware of the value of positive reading experiences and recognize these experiences as the basis for literature education. Indeed, pupils’ reading experiences should be placed in the foreground, and ideas relating to literary form should be considered mainly in relation to examples of how passages from the literary work are, say, moving or thrilling.The essay is not based on empirical data, but on my long and varying experience as a teacher, researcher and literary critic. I draw on researchers and authors who explain what makes reading valuable.One such value that I emphasise is that readers sometimes seem to meet their own selves in literary works, but also that which is different or new. The individual perspective can be broadened or transformed after reading texts that seem unfamiliar in some ways. Such experiences, I argue, have intrinsic values, and so do strong feelings of pleasure or consolation that literature stimulates.Moreover, the personal and the social are intimately linked. I emphasize that in order for literature to become an even more important part of a social world, politicians as well as teachers must realize that literature lessons must be more than instruments for descriptors, marks or exams. When it comes to teaching and learning, quality is determined by what happens in the classroom, and not by objectives stipulated in national or local documents.
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| 15. |
- Anderström, Helena, et al.
(författare)
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Lärarstudenters utsagor om kvalitetsaspekter i handledning under den verksamhetsförlagda delen av utbildningen
- 2020
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Ingår i: Utbildning & Lärande. - : Högskolan i dalarna. - 2001-4554. ; 14:1, s. 45-64
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Tidskriftsartikel (refereegranskat)abstract
- Student teachers consider teacher training as an important part of teacher education. Despite this, students’ explicit descriptions of quality in mentoring have not been paid much attention in the Swedish context. This study aims to contribute with knowledge of student teachers’ expressions of quality in mentoring during the teacher training program. Two focus group interviews and seven individual interviews were conducted with student teachers specializing in teaching grades F–3 and 4–6, in teacher training schools that participated in the trial activities in Sweden. Their statements have been analysed based on the theory of social representations. The result shows that three social representations appear: Qualitative mentoring is characterized by a) student’s professional development, b) collegial cooperation, and c) trust. These social representations influence students’ expectations of mentoring and its design. Although the students want to be seen as colleagues, they expect mentors to decide when, where and how mentoring should be carried out, and to have a distinct feeling to use the right type of mentoring at the right time. The mixed professional roles, which is highlighted by the students but seem to be implicit, calls for different forms of mentoring strategies that need to be explicit for both the mentor and the student.
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| 16. |
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| 17. |
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| 18. |
- Arneback, Emma, 1974-, et al.
(författare)
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Yrkeslärare som värdebalanserare - värdekonflikter mellan skolans och arbetsplatsens läroplan i lärlingsutbildning
- 2017
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Ingår i: Utbildning och Lärande / Education and Learning. - Skövde : Högskolan i Skövde. - 2001-4554. ; :1, s. 82-101
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Tidskriftsartikel (refereegranskat)abstract
- The school and the workplace often represent two different cultures in terms of what is valued as important skills and values. The role of vocational teachers in apprenticeship education is to ensure that apprentices are embedded in both these cultures. However, because of significant differences between the school and the workplace, this task poses a professional challenge and a potential for value conflicts. In this study we analyse interviews with voca-tional teachers in the apprenticeship training for the building and construction programme using concepts based in Pragmatism and Curriculum theory. Our ambition is to highlight values often upheld by unreflected habits, and discuss how these condition the work of the vocational teacher. The main results indicate the importance of recognizing that two different types of curricula seems to interact in the apprenticeship education; a workplace curriculum that emphasize, “work ethics” and a school curriculum that emphasizes stu-dents ́ “safety”. These different curricula interact in specific ways through the work of the vocational teachers that can be described as a ‘balancing act’. How this ‘balancing act’ is done have significant consequences for what kind of education students are offered and what value conflicts that emerge.
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| 19. |
- Aronsson, Mattias, 1971-
(författare)
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Musiklyrik i läroböcker i franska för den svenska skolan
- 2021
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Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; 15:2, s. 111-130
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Tidskriftsartikel (refereegranskat)abstract
- The article investigates song lyrics included in twelve textbooks designed for the teaching of French as a foreign language in the Swedish school system. The underlying assumption is that selections made by textbook authors are important for the canonization of literature. The analysis of what is included and what is excluded in these textbooks is highly relevant in order to understand the norms prevailing in the system of education and, consequently, in society as a whole. The corpus consists of 61 song lyrics and the results indicate that these texts partly have a conservative role, insomuch as they transmit an already canonical French cultural heritage (traditional folksongs, children’s songs, and the works of a few consecrated artists in the chanson-tradition of the 1950’s and 1960’s) to the Swedish pupils. However, the other part of the corpus consists of more contemporary material from the decade preceding the publication of the textbooks. The corpus is male dominated (two thirds of the identified artists are men), and most of the songs (84%) deal explicitly or implicitly with Metropolitan France, with only a small percentage (16 %) representing the Francophone world outside of France. The main conclusion of the article is that the lyrics included in the textbooks consolidate rather than challenge the prevailing norms and hierarchies.
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| 20. |
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| 21. |
- Aspelin, Jonas, et al.
(författare)
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Speciallärares och specialpedagogers relationskompetens i arbete med elevers kamratrelationer och med relationer till elevernas föräldrar
- 2024
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Ingår i: Utbildning & Lärande. - 2001-4554. ; 18:1
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Tidskriftsartikel (refereegranskat)abstract
- Research shows that educators’ capability to build positive and supportive relationships is critical for educational success, particularly for at-risk students. The purpose of this article is to discuss how special educators – “speciallärare” (SL) and “specialpedagoger” (SP) – perceive relational competence working with their students’ peer relationships and with the students’ parents. The article presents an interview study of 21 experienced SL and SP. The findings indicate that SL and SP perceive relational competence as an extensive, complex, and advanced work involving short- and long-term dimensions, formal and informal social situations, and with instrumental and immanent purposes. Overall, SL and SP highlight relational competence through cooperation in which the other party is directly involved. Moreover, the thematic analysis shows that SL and SP perceive relational competence regarding peer relationships as manifested through (i) “social training”, which is carried out spontaneously and by arrangement, and (ii) “relational mediation”, which has a direct or an indirect form. In relation to students’ parents, SL and SP perceive relational competence as manifested in direct interaction, which includes two aspects: (i) “guidance” and (ii) “confirmation”. The article suggests that relational competence, as seen from the perspectives of SP and SL, can be understood in terms of method and encounters, dimensions that are important to notice in special education teacher training, as well as in further research.
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| 22. |
- Berg, Daniel, 1979-
(författare)
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Det självständiga arbetet : en plats för emancipation eller automation?
- 2016
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Ingår i: Utbildning och Lärande / Education and Learning. - : Högskolan i Skövde. - 2001-4554. ; 10:1, s. 94-108
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Tidskriftsartikel (refereegranskat)abstract
- Här undersöks ur ett kritiskt perspektiv handledningens kunskapsöverföring inom universitetsutbildningarna i relation till två begrepp: automation och emancipation. Vilka är utbildningarnas mål? Är det att förbättra överföringen av ny kunskap till människor i takt med produktionsapparatens snabbt accellererande processer eller rymmer handledningen också andra ambitioner, mindre maskinella, mer mänskliga? Frågan aktualiseras i en tid när också mycket kognitivt arbete görs bättre av människolika maskiner än maskinlika människor. I läsningen av viss pedagogisk forskning om universitetshandledning används Jacques Rancières filosofiska skrifter kring pedagogik för att svara på frågan om handledningens framtida utmaningar.
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| 23. |
- Berg, Daniel
(författare)
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Det självständiga arbetet - en plats för emancipation eller automation?
- 2016
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Ingår i: Utbildning och Lärande / Education and Learning. - Skövde : Högskolan i Skövde. - 2001-4554. ; 10:1, s. 94-108
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Tidskriftsartikel (refereegranskat)abstract
- Självständighet i arbetet utgör ett högt värderat mål för alla högre utbildningar. I denna begreppsanalytiska litteraturstudie undersöks de motstridiga innebörder denna självständighet kan ges. Studien framlägger idén att begreppet ”självständighet i arbetet” kan förstås på två rent av motstridiga sätt: som automation eller som emancipation. Diskussionen om dessa två innebörder förankras dels i en historieteoretisk utläggning om det maskinella arbetetsutveckling och dels i pedagogik-filosofen Jacques Rancières tankar om demokratins förutsättningar. Begreppsanalysens diskussion appliceras därefter på ett mindre urval aktuell pedagogisk forskning om handledningen i högre utbildning. I mötet med denna litteratur väcks framförallt frågor om dialogismens pedagogiska teori vad gäller självständighet i arbetet: skapar dess metoder en emancipatorisk självständighet i Rancières definition – eller premierar de snarare det maskinella arbetets fortsatta automation av samhällslivet? Några tentativa resultat avslutar studien. Spänningen mellan emancipation och automation i självständighetsbegreppet tycks inte kunna förlösas bara genom dialogism. Men analysen av litteraturen visar samtidigt på att denna rymmer en annan väg mot emancipatorisk självständighet i den högre utbildningen, färdig att utforska: den som går genom den känslosamma läraren.
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| 24. |
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| 25. |
- Bergmark, Ulrika, 1973-, et al.
(författare)
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Att utveckla undervisningen i förskola på vetenskaplig grund och beprövad erfarenhet: Förskollärares professionella lärande i ett aktionsforskningsprojekt
- 2022
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Ingår i: Utbildning & Lärande. - : Högskolan Dalarna. - 2001-4554. ; 16:1, s. 7-26
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Tidskriftsartikel (refereegranskat)abstract
- The Swedish preschool has undergone some radical education policy changes during recent years, all of which have affected teachers’ work. The focus of this article is on the changes relating to the demand for research-based education and how the concept of teaching has been introduced in preschool. The aim of this article was to study preschool-teachers’ professional learning in relation to research-based education within an action research project which focused a new conversation method with the children. The theoretical framework of the study was based on social learning theory and communities of practice. The empirical data consists of collegial conversations and written documents produced in the action research project. The results show that the preschoolteachers in a mutual agreement persistently examined and negotiated conversation methods so that they could be adapted to their view of teaching, their professional self, and children and children’s participation and learning. Through a common repertoire of scientific tools and social learning processes, they reflected each other’s teaching in an open, trustful, and appreciative collaboration, and together, they critically reviewed and problematized their earlier experiences and their teaching in relation to research.
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