| 51. |
- Nilsson, Jan, et al.
(författare)
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Nurse professional competence (NPC) assessed among newly graduated nurses in higher educational institutions in Europe
- 2019
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Ingår i: Nordic Journal of Nursing Research Vol. 39(3) 159–167. - : SAGE Publications. ; 39:3, s. 159-167
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Tidskriftsartikel (refereegranskat)abstract
- Abstract Nursing education will play an important role in further advancing healthcare transformation in the future. The aim of this study was to assess and compare nursing education and self-reported professional competence among nursing students graduating with a bachelor’s degree from higher education institutions in Europe. Data were collected using the Nurse Professional Competence Scale including 88 items and eight competence areas. In total, 752 nursing students at 11 higher education institutions in Europe participated in the study, with a response rate of 88.7%. The highest measured mean scores were found in the competence areas ‘Value-based nursing care’ and ‘Medical technical care’ and the lowest were found in ‘Legislation in nursing and safety planning’ and ‘Education and supervision of staff and students’. Nursing students in central Europe scored significantly higher on seven out of the eight competence areas than nursing students in northern and southern Europe. In order to standardize and further develop nursing education in Europe, the assessment of nursing-related competences is of crucial importance.
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| 52. |
- Nyman, Rimma, 1983, et al.
(författare)
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Dialogic Acts During Peer Feedback - Opposition in Degree Projects in Teacher Education
- 2023
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Ingår i: Paper presented at the European Conference on Educational research (ECER), ”The Value of Diversity in Education and Educational Research”, Glasgow 2023.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- How can teacher students refine their peer feedback strategies for purposeful opposition when discussing final degree projects? This ongoing study explores the contribution of peer feedback in relation to degree project in teacher education. The aim is to explore the role of the dialogues during a preservice teachers’ seminar was observed during participation in opposition. A sample of 210 minutes recorded data was analysed qualitatively. The preliminary results showed that peer feedback during oral opposition is predominantly monological, evaluative in nature, with no room for the respondent to participate in a dialogue. However, there were some dialogic acts and constructively oriented comments during the opposition which we present in this paper and consider in our ongoing analysis. Previous research and theoretical concepts Peer feedback is an important part of the learning process in a teacher education programs. Oral opposition on final degree projects is a key element of the evaluation cycle, and as such this type of examination provides an opportunity for peer feedback. However, little is known about what happens during these oral opposition sessions during the dialogues between students. Even though a vast body of research exists in the area has highlighted production process in relation to degree projects, like supervising (Jansson et al., 2019), students’ or experiences, (Råde, 2019) or assessment of quality of these projects (Stolpe et al., 2021). To gain insight into this specific type of peer feedback, we conducted an observation study to analyze the dialogical features of peer feedback during oral opposition sessions on final degree projects in Swedish teacher education. In this paper we present our preliminary analysis and several findings as well as their implications for teaching practice in teacher education. Theory The theoretical point of departure for this study is the dialogical tradition within the sociocultural perspective on learning (Bakhtin, 1981). Some principles of student peer feedback in Nordic teacher education (Ellengard et.al., 2022) point toward dialogue being a productive way of learning through feedback. One way to constitute productive communication is by using dialogical feedback and dialogism (Bakhtin, 1981; Heron & Reason, 1997). The basis of dialogism is that the language we chose for communication contributes to meaning (Franke & Kullberg, 2010). This is particularly interesting in relation to giving feedback. When the opposition of final degree projects was previously studied in the Swedish context (Franke & Kullberg, 2010), the results showed that the opposition can have a monological or dialogical character. Also, it showed that each of the participants set the tone for his or her own opposition. This raises the question of what dialogic acts (Alrø & Skovsmose, 2004) are made by the students during opposition as a form of peer feedback and how can they be further developed in order to be useful in degree project process. In this study, by applying the two dichotomic orientations of peer feedback during oral oppositions, monological and dialogical (Franke & Kullberg, 2010) we analyse peer feedback with a focus on dialogic acts made by teacher students. Aim and question Considering that students spend one eighth of higher education on doing degree project work, there is a gap of knowledge and research results regarding what kind of knowledge student teachers chose to develop in their theses. Therefore, the aim of this study is to mitigate this gap by identifying dialogical features of peer feedback in final degree projects in primary teacher education. The research question is: Which dialogic acts can be identified in the feedback during the opposition of degree projects in teacher education?
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| 53. |
- Ou, Wanyu, 1992, et al.
(författare)
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‘It becomes increasingly complex to deal with multiple channels’: materialised communicative competence and digital inequality in English-medium higher education in the digital era
- 2023
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Ingår i: Journal of Multilingual and Multicultural Development. - 0143-4632. ; In Press
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Tidskriftsartikel (refereegranskat)abstract
- This article explores university students’ communicative competence for English-Medium Instruction (EMI) at a Swedish university in the era of digitalisation and blended learning. Based on a linguistic ethnography, we present an argument for communicative competence as repertoire assemblages orchestrating digital materiality and human language to construct meanings. The study shows how diverse digital multimodalities and AI-language tools are essential features of spatial repertoires for academic communication, and how they cooperate with and mediate students’ personal repertoires to accomplish interactive learning tasks in EMI contexts. The study also highlights how digital diversity in EMI causes a ‘digital divide’, potentially impacting power relations among students. These findings underline the importance of acknowledging the communicative value of digital materiality and negotiating difference and normativity for intercultural academic communication in EMI.
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| 54. |
- Petersson-Bloom, Linda, et al.
(författare)
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The Use of Professional Development to Enhance Education of Students with Autism : A Systematic Review
- 2023
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Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 13:9, s. 1-13
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Forskningsöversikt (refereegranskat)abstract
- The study objective in this article was to present the state-of-the-art on teachers’ professional development to enhance educational quality for students with autism spectrum disorders (ASD) in primary and secondary education. A systematic review was conducted, following the PRISMA guidelines. Quantitative, qualitative, and mixed-methods studies were eligible for inclusion. Fifteen studies were identified and summarized. To identify the eligibility criteria, we applied the SPIDER framework. Quality appraisal was applied using the MMAT. A thematic summary and narrative synthesis of the included studies was conducted to establish a comprehensive understanding of what makes a difference in preparation for teachers of autistic students. Two key factors were found regarding the design of professional development for teachers to enhance their skills to teach autistic students. Firstly, teachers’ developed autism-specific knowledge, and secondly, the need for practice-based training with a focus on the challenges teachers meet at their own schools. Multiple ways of addressing teachers’ need for professional development regarding autistic students may further contribute to inclusive values and actions.
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| 55. |
- Plantin Ewe, Linda, et al.
(författare)
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Teachers’ relational competence : perceptions of teachers and students with and without ADHD and ASD
- 2023
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Ingår i: Emotional and Behavioural Difficulties. - : Taylor and Francis Ltd.. - 1363-2752 .- 1741-2692. ; 28:2-3, s. 198-215
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Tidskriftsartikel (refereegranskat)abstract
- This study examined whether teachers’ professional development of their relational competence with students with attention deficit hyperactivity disorder (ADHD) and/or autism spectrum disorder (ASD) modifies teachers’ and students’ perceptions of their teacher-student relationships (TSR). Participants comprised teachers (n = 33) and students (n = 232) from two elementary schools: one intervention school (InS) and one control school (CoS). InS teachers reported significant TSR improvements, regardless of student group or gender (p =.03). Among InS students, significant results were driven by female neurodiverse (ND) students and neurotypical (NT) male students (p =.03). Nevertheless, positive effects were solely observed among ND female students, while NT male students, conversely, reported decreased TSR during follow-up tests. No significant effects were found at the CoS irrespective of teacher or student ratings. The findings suggest that enhancing teachers’ understanding of relational competence concerning ND students will not only improve their own perceptions of their TSR but also those of ND female students. Nonetheless, directing teachers’ focus towards one student group (ND students) risks diminishing teachers’ attention towards other student groups, potentially explaining the poorer follow-up results among NT boys. The finding warrants further investigation, as it indicates a challenge for teachers to establish sufficient relational engagement with all students.
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| 56. |
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| 57. |
- Pramling, Niklas, 1973, et al.
(författare)
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Barn, lärande och digitala redskap
- 2017
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Ingår i: Förskolan och barns utveckling : grundbok för förskollärare. - Malmö : Gleerups. - 9789140694638 ; , s. 157-170
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 58. |
- Pramling, Niklas, 1973, et al.
(författare)
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Berättande och minnande
- 2014
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Ingår i: B. Riddersporre & B. Bruce (Red.), Berättande i förskolan. - Stockholm : Natur & Kultur. - 9789127137837 ; , s. 92-106
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 59. |
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| 60. |
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