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Sökning: hsv:(SAMHÄLLSVETENSKAP) hsv:(Utbildningsvetenskap) hsv:(Pedagogiskt arbete) > Langelotz Lill 1968

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1.
  • Langelotz, Lill, 1968, et al. (författare)
  • Epilog: didaktisk dialog i praktiken
  • 2021
  • Ingår i: Levinsson, M., Langelotz, L. & Löfstedt, M. (red.), Didaktisk dialog i högre utbildning. - Lund : Studentlitteratur. - 9789144139029 ; , s. 183-187
  • Bokkapitel (refereegranskat)
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2.
  • Langelotz, Lill, 1968, et al. (författare)
  • Inledning
  • 2021
  • Ingår i: Levinsson, M., Langelotz, L. & Löfstedt, M. (red.), Didaktisk dialog i högre utbildning. - Lund : Studentlitteratur. - 9789144139029 ; , s. 11-25
  • Bokkapitel (refereegranskat)
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3.
  • Didaktisk dialog i högre utbildning / Magnus Levinsson, Lill Langelotz, Malin Löfstedt [red.].
  • 2021
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
    • Kollegiala samtal är ett viktigt verktyg för att stärka kvaliteten och utveckla undervisningen. Ändå är sådana diskussioner fortfarande sällsynta inom högre utbildning. Den här boken presenterar en modell för kollegiala samtal - så kallade didaktiska utvecklingsdialoger - med utgångspunkt i autentiska undervisningssituationer, hämtade från universitetslärares vardagsarbete inom olika utbildningar. Exempel på teman som belyses och diskuteras i boken är: utmaningen i att behandla ett omfattande ämnesinnehåll på få undervisningstimmar; lärstrukturer för distansstudenter; studenters negativa attityder till ett visst ämnesinnehåll; och relationen mellan vardagsföreställningar och teoretiskt grundad begreppsförståelse. Varje tema illustreras genom reflektion i flera steg, i en dialog mellan universitetslärare, forskare och pedagogiska utvecklare från olika lärosäten runt om i Sverige. Didaktisk dialog i högre utbildning är lämplig som litteratur på högskolepedagogiska kurser, och riktar sig också till enskilda universitetslärare och lärarlag som vill utveckla sin undervisning. Förhoppningen är att dialogerna ska ge inspiration och utmana, och också fungera som modell för samtal om undervisning och om det akademiska lärarskapets komplexitet.
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4.
  • Langelotz, Lill, 1968-, et al. (författare)
  • How is teacher professionalism in Sweden shaped in an era of marketisation of teachers’ continuing professional development?
  • 2022
  • Ingår i: Transforming the Future of Education: the Role of Reserach.
  • Konferensbidrag (refereegranskat)abstract
    • There is an international body of knowledge about teacher development in general as well as the potential problems with commercial actors in the CPD-field. Less is known about the CPD-content and the impact it has on teachers’ professionalism.  The aim of this paper is to investigate what types of teacher professionalism that a CPD-field dominated by commercial actors shape in Sweden. The starting point is an analysis of 679 invoices and the content (knowledge) offered on the CPD-market, and purchased under two years. The result is part of an ongoing research project funded by the Swedish Research Council (2020-2023).679 invoices from 73 schools were collected. The coding built on the extraction of information from the total set of invoices and on entering data into a statistic program file (SPSS) consisting of a multitude of variables – both deductively and inductively set. A practice-ecological ontology, the theory of practice architectures (TPA) is adopted, to explore how CPD-practices shape teacher practices and teacher professionalism. CPD concerns changing peoples’ sayings-doings-relatings i.e. practices (like teaching). To analyse how the CPD-content shape Swedish teachers, teacher professionalism is here conceptualized as three constituent components: behavioural, attitudinal, and intellectual. These components are previously described as overlapping but analytically seperable.  The behavioural change, dominate. Teachers are supposed to develop various teaching skills related to for example computer-programs, to diagnose students and to meet students' reading-, mathematics- or communication- difficulties.  This CPD is part of a world-wide edu-tech-business.  The attitudinal component, where teachers’ attitudes are (to be) modified, is indeed visible in the data. Costs concern kick- off/summing-up-the-year activities, including conference-facilities, food, etc. The principal, teachers or the school health group are engaged in the content delivered. Teacher-collaboration, student-motivation or school-development etc. is focussed. Another CPD-content, overlapping attidunal and behavioural changes. Teachers are supposed to change their behaviour in relation to “problematic student behaviour” and diagnoses like ADHD. The intellectual component is not as frequent. Subject-specific CPD in Mathematics or Second Language Teaching is , however, purschased.  Next step in the project is teacher- and principal-interviews to investigate the experiences of and motives for the CPD purchased and, to get hold of the CPD that take place without generating any fees. and to trace the arangments that enable and/or constrain CPD-practices. The study is limited to three (of 278) municipalities in Sweden, both national and international studies would benefit the knowledge development 
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5.
  • Norlund, Anita, et al. (författare)
  • Following Invoices—Researching Connectivity between Teacher Continuing Professional Learning and Educational Research
  • 2021
  • Ingår i: ECER.
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • This presentation takes up preliminary results from a four-year-project that isfunded by the Swedish Research Councilto explore connections between teacher professional development activities and professional scientific research communities. The project connectsto the market of teachers’ continuing professional development (CPD) which is of growing interestinternationally as well as from a European perspective. In Sweden there has been a flood of both governmental and different private initiatives offering various forms of CPD for teachers (Forsberg & Wermke, 2012). Concerning governmental initiatives, different state programs for CPD have been distributed by The National Agency for Education in collaboration with various universities in Sweden over the last decades. The programs refer to examples like The Maths Initiative (Matematiklyftet) and The Reading Initiative (Läslyftet). The increased interest is partly subsequent to changes in delivery and monitoring formats following global competitions (i.e PISA, PIRLS, TIMSS etc), where countries are competing on a global knowledge market. To meet downward student performance, there seems to be an unproblematized conviction that if only teachers’ professional skills and knowledge are enhanced the students will perform better (Kennedy, 2014; Langelotz, 2017). While an increasing range of literature focuses on particular aspects of CPD, there is, however, a paucity of literature addressing the spectrum of new CPD models and actors on national and international markets in a comparative manner. Ourproject takes its starting point here. It recognizes that CPD is undergoing remarkable changes at the present time, and has been for over a decade now. This circumstance needs, we argue,innovative research designs such as a comprehensive following strategy combined with a practice-ecological lens, in order to study what is at stake when different actors and economic contracting via private tender begin to influence decisions regarding the needs, content, delivery and assessment of CPD. This kind of perspectival frame shift for policy investigations is found in new-materialist and post-humanist actor network theory. The necessity is reflected also in our on-going studiesand in the overarching practice-ecological lens we have adopted from the theory of practice architectures (TPA) (Kemmis & Grootenboer, 2008). As within policy network analysis, CPD is here understood as a practice, affecting other practices. In this respect the theory provides an ontological, methodological and analytical tool that makes it possible to analyze the enabling and constraining arrangements around teacher learning and professionality. In other words,it uncovers the relations between the practices of CPD and the material-economic, social-political and cultural-discursive arrangements that hold the practices in place (Kemmis, et al., 2014; Mahon, et al., 2017). Thus, the theory secures a dynamic view on policy practices and their connections as policy phenomena.The overarching aim of the project is to deepen the understanding of teacher learning, in times when different stakeholders try to get external control and impact on education and teachers’ work. Furthermore, it aims to contribute with a fresh methodological approach and theory-package to interrogate policy and practices of teacher learning. The following research questions are addressed: 1.Which CPD is offered to teachers in Sweden? 2.What is the impact of CPD on the teacher profession? 3.Who has power over CPD decisions and what are the characteristics of purchasers and providers of CPD provided in terms of links and network relations to these power brokers? 4.How do contextual and site-specific conditions influence teachers' CPD?
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6.
  • Sjölie, Ela, et al. (författare)
  • The screen as a practice architecture for academic work
  • 2021
  • Ingår i: AAERA, Australian Educational Research Association. - Australien.
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • During the COVID-19-pandemic, many academics have experienced profound changes to their daily work. This is especially due to sudden and wholescale shifts to online forms of communication for teaching and studying, researching, and community/industry engagement. Working and studying from home has become the new normal, in universities as in worklife in general. This presentation draws on an ongoing empirical project designed to investigate such changes, almost from the time a pandemic was declared. In the project, entitled Academics’ Learning in the Time of Coronavirus, we have interviewed 42 academics across four countries, Finland, Norway, Australia and Sweden, 31 of them at two points in time. Some of the interviewees (27) have also kept regular diaries of their experiences. Diaries and interview transcripts have been analysed using the theory of practice architectures. This has generated several insights into how academics’ practices (i.e., their sayings, doings and relatings) have changed during the pandemic and with what consequences. It has also given insight into how these changes have been enabled and constrained by existing and evolving practice architectures (i.e. cultural-discursive, material-economic and social-political arrangements in sites of practices). In the presentation, we focus on a practice architecture that emerged as salient to many of the changed practices identified in our analysis: the computer screen. As we shall show, the computer screen has played a key role in prefiguring academic practices, particularly in synchronous online meeting forums like Zoom and Teams. The screen mediates what is/not, and can/not be, said (including e.g. through emojis and ‘chat’ comments, and ‘live’ spoken exchanges). It also mediates what is, and can be, done (including through technical hardware and software features). Finally, it mediates how people (can) relate to each other and their virtual and physical environments (e.g. through on-screen arrangements of people’s images, ‘host’ versus ‘non host’ access to functions like mute buttons, or sound-image delays). This inevitably has implications for academics’ capacities to create and maintain personal ties with colleagues, students, and research partners/participants, and to engage in meaningful work. Through empirical examples, we aim to highlight how the screen has positively and negatively affected relational dimensions of academic work (especially those related to power). We also hope to provoke discussion about what our findings might mean for research, teaching and learning, and community engagement in the post-pandemic university.
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7.
  • Att utveckla utbildningspraktiker - Analys, förståelse och förändring genom teorin om praktikarkitekturer
  • 2019
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
    • Författarna till denna antologi ingår i ett internationellt nätverk, Pedagogy, Education, Praxis (PEP), tillsammans med forskare från de nordiska länderna, Australien, Colombia, England och Nederländerna. Teorin om praktikarkitekturer, som är i fokus i denna bok, har utvecklats av den vetenskapliga ledaren professor Stephen Kemmis, verksam vid Charles Sturt University i Australien, tillsammans med andra seniora forskare i nätverket, däribland professor Karin Rönnerman från Göteborgs universitet. Vi som medverkar i denna antologi vill tillsammans i detta förord rikta ett stort och hjärtligt tack till Karin Rönnerman, som tillsammans med Stephen Kemmis och Petra Ponte från Nederländerna tog initiativ till nätverket. Karin har drivit nätverket i över ett decennium och vi har på nära håll följt Karins engagerade och hårda arbete under årens lopp. Från nätverkets inrättande 2006 har Karin varit den svenska koordinatorn, och startat också SWE-PEP som en del i det internationella nätverket.
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8.
  • Langelotz, Lill, 1968-, et al. (författare)
  • Praktiknära forskning och avhandlingar i Pedagogiskt Arbete
  • 2016
  • Ingår i: Kapet (elektronisk). - Karlstad. - 2002-3979. ; 12:1, s. 134-151
  • Tidskriftsartikel (refereegranskat)abstract
    • Avhandling i pedagogiskt arbete; frågeställning, ämne och praktiknära forskning? Mellan åren 2001-2014 producerades 101 avhandlingar i två nationella och en lokal forskarskola (Rönnerman & Langelotz, 2015). I studien granskades samtliga avhandlingar utifrån de frågor lärare ställer relaterat till sin profession och praktik. I resultatet framkom tre kategorier; Pedagogisk praktik, Utbildningspraktik och Övrig praktik. I detta paper kommer de avhandlingar som skrivits i ämnet pedagogiskt arbete att studeras på nytt i syfte att a) undersöka vilka kategorier dessa avhandlingar representerar och b) analysera avhandlingarna i relation till begreppet praktiknära forskning och ämnet pedagogiskt arbete. Analysen utgår från att lärares frågeställningar är generade ur en professionell praktik som är konstituerad i en specifik tid, ekonomi, kultur och socio-politisk kontext (jfr Kemmis, 2010; Langelotz & Rönnerman, 2014; Nicolini, 2013). En praktik ses här som socialt konstruerad och utgörs av deltagarnas tal (sayings), aktiviteter/göranden (doings) och relationer (relatings). Vidare förstås externa villkor såsom kulturellt- diskursiva, materiellt-ekonomiska och socialt-politiska arrangemang påverka en specifik praktik, samtidigt som praktiken också påverkar dessa arrangemang i ett ömsesidigt beroende (Kemmis, Wilkinson,Edwards Groves,Hardy, Grootenboer & Bristol 2014). Resultaten belyser inriktningen på dessa avhandlingars frågeställningar och hur de kan relateras till begreppet praktiknära forskning samt ger en förståelse till varför ämnet pedagogiskt arbete inrättades i en viss tid.
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9.
  • Langelotz, Lill, 1968, et al. (författare)
  • Rapid Digitalisation of Higher Education: leadership of teaching and learning in times of crices.
  • 2022
  • Ingår i: AARE 2022 Conference.
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • Since 2020, the academic community in higher education has been rapidly shifted into online environments due to the pandemic COVID-19. In Sweden, this has had several impacts on health care and teacher education, programs that traditionally (mainly) were delivered face-to fade before the pandemic. The overall aim of the project is to investigate how educational leadership practices are being reshaped/are reshaping teaching and learning practices. in Swedish HE and with what academic and social consequences at a time of crisis and rapid digital transformation. the research design is framed by practice theory, which treats practices as the primary subject of analysis the study of human relations. An early phase of the project involved interviews with academic leaders and teaching staff in one Swedish University at the beginning of the pandemic, and a review of literature related to leading teaching and learning in higher education. This will be followed up with interactive shadowing of leaders in their daily interactions with university teachers, students, and other stakeholders in three Swedish Universities. The study will document leadership practices as they happen and particularly how they affect ana are affected by teaching practices and what students experience, do and learn. Student and educator focus-group interviews will also be conducted to capture teacher and student perspectives. Analysis will be informed by the theory of practice architectures. Analysis of findings from the initial phase has highlighted three main themes which have important implications for leadership practices related to teaching and learning in the fields of teacher education and health care education., but also possibly other professional fields. They concern the ways in which the shift to online education has affected possibilities for, and highlighted the importance of, spontaneity, authentic relationships, and embodied interactions. Meanwhile, the findings of the literature review have highlighted how much is assumed, but how little is actually known about, the relationship between what leaders do in their everyday work an student experiences. These findings point to the importance of future studies that empirically explore, at an everyday practice level, the complexities and challenges for leadership of working in online environments, and whether and how what leaders do and do not do concretely affects student learning and the student experience.
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10.
  • Levinsson, Magnus, 1977, et al. (författare)
  • Innehåll och pedagogiska diskurser på lärares kompetensutvecklingsmarknad: en studie av insatser som genererar fakturor
  • 2022
  • Ingår i: Pedagogisk Forskning i Sverige. - 1401-6788 .- 2001-3345.
  • Tidskriftsartikel (refereegranskat)abstract
    • Syftet med den här artikeln är att bidra med fördjupad kunskap om innehållet i lärares kompetensutveckling i en decentraliserad utbildningssektor. Specifikt fokus riktas mot hur innehållet i denna kompetensutveckling relaterar till lärares undervisningsuppdrag att utveckla såväl kunskaper som värderingar hos elever. Artikeln tar sin utgångspunkt 679 kompetensutvecklingsfakturor från tre socio-ekonomiskt olika kommuner i Sverige. Teoretiskt är studien baserad i Bernsteins fenomen pedagogisk diskurs, som i sin tur bidrar med de analytiska begreppen in-struktionell och regulativ diskurs vilka har styrt analysen av fakturamaterialet. Resul-tatet åskådliggör i vilken grad kompetensutvecklingsinnehållet orienteras mot ämneskunskaper och generella kompetenser (instruktionell diskurs) respektive det som rör elevers värderingar (regulativ diskurs). Vidare illustrerar resultatet flera samband mellan kompetensutvecklingens diskursiva inriktning, skolform (grundskola och gymnasium) och typ av kompetensutvecklingsaktör. Analysen visar också att innehållet i lärares kompetensutveckling karaktäriseras av att lärare uppmuntras att inta en intraindividuell förändringsambition i relation till sina ele-ver och inte av en ambition om intergruppförändring, det vill säga med syfte att utjämna skillnader mellan sociologiskt definierade grupper.
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