| 1. |
- Becevic, Zulmir, et al.
(author)
-
Barns perspektiv på jämställdhet i skola - en kunskapsöversikt
- 2010
-
Reports (other academic/artistic)abstract
- Denna rapport är en kunskapsöver sikt över forskningen om barns perspektiv på jämställdhet i skolan . Kunskapsöversikten har tagits fram av fil dr. Kjerstin Andersson, fil. dr. Ann Nehlin, doktorand Mehek Muftee och doktorand Zulm ir Becevic, samtliga verksamma vid Tema barn, Linköpings universitet. Forskning med barns perspektiv handlar om att låta barnen själva komma till tals, även om barnens utsagor givetvis måste tolkas av den vuxne forskaren. Det är viktigt att inte glömma bort barns röster och åsikter. Författarna påminner oss om att barn enligt FN:s barnkonvention och svensk lag har rätt att göra sin röst hörd i alla frågor som berör dem. Denna rapport ingår i en serie av forskarrapporter från DEJA. Syftet med DEJA:s forskarrapport er är att bidra med ny kunskap samt sammanställa och sprida kunskap och därigenom stimulera diskussionen om jämställdhet och genus i skolan. Författarna står själva för innehållet i rapporterna. Ytterligare information om vår delegation finns på webbplatsen www.jamstalldhetiskolan.se.
|
|
| 2. |
- Andersson, Erik, 1979-, et al.
(author)
-
Delaktighet som pedagogik och demokratiskt värde för fullföljandet av studier – kunskapsbidrag från ett utvecklingsprojekt
- 2015
-
In: Utbildning och Lärande / Education and Learning. - Skövde : Högskolan i Skövde. - 2001-4554. ; 9:1, s. 80-100
-
Journal article (peer-reviewed)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.
|
|
| 3. |
- Brantefors, Lotta, 1952-, et al.
(author)
-
Human Rights Education as Democratic Education The Teaching Traditions of Children's Human Rights in Swedish Early Childhood Education and School
- 2019
-
In: The International Journal of Children's Rights. - Pa Leiden : Brill Academic Publishers. - 0927-5568 .- 1571-8182. ; 27:4, s. 694-718
-
Journal article (peer-reviewed)abstract
- This article examines the teaching traditions of children's human rights in four levels of education in Swedish early childhood education and school by drawing on a three-year long didactic (Didaktik) research project on the teaching and learning of human rights. The purpose of the article is threefold. First, the aims, content and methods used in the teaching of the four levels are compiled. Second, the main characteristics of the observed teaching are analysed. Third, the question of why rights are taught is examined using Roberts' concept of curriculum emphases (1982). The article identifies the aims, content and methods used within each level of education and the main characteristics of the teaching of human rights and shows that the teaching of human rights often consists of the content themes interaction and the life conditions of others. When further analysed, the main conclusion is that the teaching tradition of human rights is strongly rooted in the fundamental and democratic values on which Swedish education is based (Education Act, 2010) - a democratic curriculum emphasis.
|
|
| 4. |
- St John, Oliver, 1953-, et al.
(author)
-
Crafting instructions collaboratively : Student questions and dual addressivity in classroom task instructions
- 2016
-
In: Discourse processes. - Oxon, United Kingdom : Taylor & Francis Group. - 0163-853X .- 1532-6950. ; 53, s. 252-279
-
Journal article (peer-reviewed)abstract
- This study examines classroom task instructions—phases traditionally associatedwith noninteractional objectives and operations—and reveals their compositionas interactionally complex and cocrafted. Analyses of video sequences of taskinstructional activity from three different secondary school lessons show thatstudent questions routinely contribute to making task instructions followable. In thisenvironment, student questions set up tensions between the demand to respond tothe individual and responsibility to uphold the general instructional agenda. Datashow that, as addressees of student questions, instructors take great care to meetboth individual and collective accountabilities. To meet obligation to the addresseeand exploit the instructional benefit of the question for the cohort, dualaddressivity—targeting two or more addressees in response to a student question—proves a crucial method for achieving such principled practice. Educationally, itappears vital to recognize student instructed action as integral to task-relatedlearning.
|
|
| 5. |
- Eikeland Husebø, Sissel, et al.
(author)
-
Reflecting on Interprofessional Simulation
- 2019
-
In: Interprofessional Simulation in Health Care. - Cham : Springer Publishing Company. - 2210-5549 .- 2210-5557. - 9783030195410 - 9783030195427 ; , s. 139-171
-
Book chapter (peer-reviewed)abstract
- This chapter explores and discusses how models of debriefing can support interprofessional learning in simulation-based education activities. The role of video as a tool for feedback and reflection is described and the ways video can be integrated in the learning environment to optimize opportunities for learning.
|
|
| 6. |
- Alatalo, Tarja, et al.
(author)
-
Høgtlesing og tidlig skriving i svenske og norske barnehager
- 2020
-
In: Norsk Barnehageforskningskonferanse. ; , s. 14-14
-
Conference paper (peer-reviewed)abstract
- Bakgrunn: Tidlig skriftspråkutvikling har vist sammenheng med senere lese- og skriveferdigheter i skolen. I barnehagen er det behov for en didaktikk der lek er kjernen, og hvor alle barn får mulighet til å kommunisere, utforske og leke med skrift. For å få til dette har det betydning hvordan et innhold som skrift representeres og behandles i barnehagen. Hensikten med denne studien er å bidra med kunnskap om hvordan nordiske barnehagelærere tilrettelegger for skriftspråklæring i nordiske barnehager. Følgende forskningsspørsmålet er sentralt: Hvilken oppfatning, praksis og erfaringer beskriver barnehagelærere at de har med høytlesing og skriving?Metode: 76 barnehagelærer i Sverige og 92 barnehagelærer i Norge besvarte et spørreskjema med åpne og lukket spørsmål om høytlesing og skriving. Resultatene ble analysert med frekvensanalyse i SPSS og med kvalitativ innholdsanalyse av åpne spørsmål.Resultater: Preliminære funn viser at det er mindre skriving på småbarnsavdeling og stor variasjon i tekstmiljøet knytt til skriving for eldre barn. Høytlesing er en sentral del av barnehagens virksomhet, men det er stor variasjon i vilkårene for høytlesning, hva som leses, hvorfor og hvor ofte det leses.Implikasjoner for praksis: Studien kan styrke barnehagelærers didaktikk innenfor språk og kommunikasjon gjennom å løfte frem eksempel på hvordan barnehagelærer legger til rette for høytlesing og skriving. Barnehagelærer trenger kunnskap om høytlesing som en didaktikk hvor skriftspråket er i sentrum og hvordan man tilrettelegger for skriving om funksjon, og ikke først og fremst som form, for de yngste barna.
|
|
| 7. |
|
|
| 8. |
- Areljung, Sofie, 1983-, et al.
(author)
-
Why and how teachers make use of drawing activities in early childhood science education
- 2021
-
In: International Journal of Science Education. - : Routledge. - 0950-0693 .- 1464-5289. ; 43:13, s. 2127-2147
-
Journal article (peer-reviewed)abstract
- Researchers have provided many arguments for why drawing may contribute to science learning. However, little is known about how teachers in early childhood education (ECE) make use of drawing for science learning purposes. This article examines how teachers’ views and framing of drawing activities influence the science learning opportunities afforded to children in the activities. We use activity theory to analyse teacher interviews and observation data from ten science classrooms (children aged 3–8 years) where drawing activities occurred. The interviews reveal that few of the teachers relate drawing to science learning specifically. Rather, they portray drawing as a component of variation in teaching and learning in general. Looking at what happens in the classrooms, we conclude that drawing has a relatively weak position as means of communicating and learning science. Instead, the teaching emphasis is on writing or on ‘making a product’. However, there are examples where teachers explicitly use drawing for science learning purposes. These teachers are the same few who, in interviews, relate drawing to science learning specifically. Based on these findings, we encourage school teachers, teacher educators, and researchers to identify, and overcome,obstacles to realising the pedagogical potentials of drawing in ECE science classrooms.
|
|
| 9. |
- Barker, Dean, 1977-, et al.
(author)
-
How Movement Habits Become Relevant in Novel Learning Situations
- 2024
-
In: Journal of teaching in physical education. - : Human Kinetics. - 0273-5024 .- 1543-2769. ; 43:1, s. 152-160
-
Journal article (peer-reviewed)abstract
- Purpose: To (a) present a theoretical framework that describes how learners' movement habits become relevant in the development of movement capability and (b) present data that illustrate how this process occurs in practice. Method: An investigation with preservice physical education teachers was conducted in two phases. The first phase involved examining participants' movement habits, and the second phase involved examining the participants' development of novel capabilities in the context of unicycling. Results: Empirical materials from two participants are presented as case studies. The cases demonstrate how different sets of movement habits interact with novel tasks, making the demand for creative action more or less likely. The cases also demonstrate how subjective and physical elements are interwoven. Finally, the cases provide insights into potentially productive habits for movement learning. Discussion/Conclusion: The paper is concluded with pedagogical implications, including a consideration of how crises might be managed in educational contexts.
|
|
| 10. |
- Barker, Dean, 1977-, et al.
(author)
-
Physical Education Teachers and Competing Obesity Discourses : An Examination of Emerging Professional Identities
- 2021
-
In: Journal of teaching in physical education. - : Human Kinetics. - 0273-5024 .- 1543-2769. ; 40:4, s. 642-651
-
Journal article (peer-reviewed)abstract
- Aim: To provide insight into how physical education teachers use discursive resources related to obesity to create particular professional identities.Method: Data come from focus group and individual interviews with physical education teachers in Sweden. Discourse theory on teacher identities frame the analysis of the empirical material.Results: Data suggest that teachers in Sweden make use of six distinct but related discursive contributions to produce three professional identities: the caring practitioner, an identity concerned with ensuring all pupils irrespective of size participate in physical education; the activity luminary, an identity that focuses on inspiring pupils toward activity across the lifespan, and; the body rationalist, an identity concerned with challenging unrealistic media discourses and reassuring pupils that they have “normal” bodies.Discussion: The identities appear more inclusive, sensitive, and critical than current physical education literature on obesity suggests, however they also contain elements that are fundamentally unsympathetic to overweight individuals.
|
|
