| 1. |
- Reynolds, Ruth, et al.
(författare)
-
Globalization and classroom practice : insights on learning about the world in Swedish and Australian schools
- 2013
-
Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :1, s. 104-130
-
Tidskriftsartikel (refereegranskat)abstract
- Globalization and global education implies changes to practices at the classroom level to adapt to new imperatives associated with technology use and awareness, and environmental sustainability. It also implies much more. It implies that teachers apply their classroom pedagogy to take account of students’ new found global understandings of which they, and the school community, is largely unaware. This article addresses and discuses three key consequences of globalization for classrooms worldwide; an increased diversity of experience of the students within the classroom, an increased competitiveness of educational outcomes between national states and subsequently some standardisation of curriculum across nations to enable this, and an increased emphasis on teaching skills and values associated with intercultural understanding. Young children’s map knowledge and their resultant, and associated, interpretations of the world from a comparative study a from Swedish and Australian primary classrooms is used as examples of some of these implications of the impact of ‘global culture’ and ‘global issues’ on current and future classroom practice.
|
|
| 2. |
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
|
|
| 6. |
- Eriksson, Elin, 1980-
(författare)
-
Undervisning med stöd av förproducerade material : Ett närmande av naturvetenskap i förskolan
- 2022
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis aims to develop an understanding of the possibilities and challenges pre-produced teaching materials present to teachers and the learning opportunities children are offered in teaching that uses such materials. To do this a study of preschool teachers and children from three preschool departments in Sweden was carried out. The study focuses on the preschool teachers’ descriptions of their planned teaching as well as their realization of their teaching when they use the pre-produced teaching material titled “Science and Technology for All”. The teacher guides to this material, used by the preschool teachers, are also examined. The study is based on a qualitative analysis of interviews, video observations and the teacher guides. The theoretical foundation is based on a pragmatic view from the ideas of John Dewey and the theoretical concepts ultimate and proximate purposes and continuity is used in the analysis.The results of the thesis show that, even though the preschool teachers drew on the same teaching material, they displayed three different teaching practices, each of which created different opportunities to learn natural science for the participating children. The results highlight specific teaching actions that appear to either promote or hinder children's opportunities for learning natural science. The results also show that the teacher guides are vague and ambiguous, thus opening the possibility of different interpretations regarding what should be focused on in the teaching. The study concludes by stressing the importance of clear and unambiguous teacher guides. The results of the study are relevant for teaching in preschool, and other early-years educational settings for example the early school years. The results also have a general validity across a wide range of subject areas.
|
|
| 7. |
- Thorp, Robert, et al.
(författare)
-
Controversially uncontroversial? : Swedish pre-service history teachers’ relations to their national pasts
- 2020
-
Ingår i: Acta Didactica Norden. - Oslo : University of Oslo Library. - 2535-8219. ; 14:4, s. 1-21
-
Tidskriftsartikel (refereegranskat)abstract
- This article presents a study of how Swedish pre-service history teachers narrated their nation’s past. Previous research on national history education has generally focused on the treatment of conflicts in national history and what challenges that poses for history education. The present study seeks to complement and broaden this research through its focus on a country where national history is generally perceived as uncontroversial and the debate on national history is generally characterised by consensus, and on what strategies future history teachers use when recounting the national history of Sweden. Using a qualitative approach, we asked our respondents to “Tell us the history of Sweden in your own words” in writing. The study finds that the vast majority of the respondents approach their national history in a way that reinforces a traditional view of Swedish national history. These narratives are generally presented in a way that does not engage with or show how perspective and position affects our rendering of history, which has often been regarded as problematic in history educational research. At the same time, these results also show that our respondents are well familiar with the dominant way of perceiving the Swedish past, something that could also be argued to be valuable in history education, depending on how we choose to approach national history.
|
|
| 8. |
|
|
| 9. |
- Vinterek, Monika, et al.
(författare)
-
Narrating the nation : Swedish and Australian pre-service history teacher’s conceptualisation of their national history.
- 2016
-
Konferensbidrag (refereegranskat)abstract
- In Australia national history and the teaching thereof continues to be controversial. Concerns over whose history is being taught in schools (Blainey, 1993; Donnelly, 1997), parallels anxieties over what the public knows about their nation’s past (Ashton, Connors, Goodall, Hamilton, & McCarthy, 2000; Ashton & Hamilton, 2007). In Sweden, on the other hand, national history does not have a dominant role in public discourse or research on history education. This lack of attention could, however, also be problematic (Lozic, 2010; Nordgren, 2006).Using an open-ended narrative methodology inspired by Canadian researcher Jocelyn Létourneau (2006), the Comparing our Pasts (COP) project aimed to determine and compare what Swedish and Australian pre-service teachers, as an important group when it comes to their future influential position in schools, know, understand, and believe to be important about their countries’ past. This paper reports on the preliminary analysis of the pre-service teachers’ narratives, comparing their perception of the nation as a geographical, cultural, or constitutional entity as well as Swedish and Australian stories of foundation and conquest. Furthermore, the paper examines the way the participants framed their narratives and the lens they used to relate and interpret their respective national histories and their understanding of the nation and the past.
|
|
| 10. |
- Vinterek, Monika, 1956-, et al.
(författare)
-
Tell us about your nation’s past : Swedish and Australian preservice history teachers’ conceptualisation of their national history
- 2017
-
Ingår i: Yearbook (of the International Society for History Didactics). - 1608-8751. ; 38, s. 51-72
-
Tidskriftsartikel (refereegranskat)abstract
- The Comparing our Pasts (COP) project aimed to determine what Swedish and Australian pre-service history teachers know, understand and believe to be important about their nations’ past. In this study pre-service history teachers were asked to write a short history of their nation in their own words without using outside sources of information. This article reports on a preliminary analysis of resulting texts, comparing and contrasting their conceptualisations of Sweden and Australia and what aspects of history were manifest in the analysed data. Given that the participant group is situated in two different national contexts, this study aims to analyse how the pre-service teachers’ narratives of the nation can be understood as influenced by the national historical cultures of Sweden and Australia. The results show that the respondents’ narratives expressed both similarities and differences that highlight the pertinence of a historical cultural approach to history education and pre-service history teacher training that may be linked to the differing national historical contexts. These results are then used to argue the importance of an awareness of historicity in order to highlight and stress how our views of and approaches to national history is contextually contingent. This poses a challenge to history teacher training both in Sweden and Australia.
|
|
