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- Arvidson, Catarina, 1959-
(author)
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Genuspedagogers berättelser om makt och kontroll
- 2014
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Doctoral thesis (other academic/artistic)abstract
- In this thesis 14 gender pedagogues’ stories about power and control are described and analysed. Here the term gender pedagogue refers to educators who have participated in further training in gender and gender equality studies. The training programme was the result of an initiative taken by the former Social Democratic government. The intention of the government was that those who participated in the training programme would then work as resource persons in the work for gender equality in preschools and schools (Frånberg, 2010; Regeringen, 2001a, 2001b; Wahlgren, 2009). The purpose of this study is to describe and analyse the gender pedagogues’ access to power and control in work for change. The theoretical framework chosen for the study consists of Basil Bernsteins concepts classification and framing (Bernstein, 1977, 2000) and Hildur Ve’s (1999a, 1999b) use of the concepts technical limited rationality and care work rationality. The empirical evidence is based on observations in a seminar series on gender issues and semi-structured interviews. The results of the interviews are presented as stories which have been created in the interplay between the gender pedagogues and the interviewer. One conclusion that can be drawn from the stories is that power relations and gender patterns on many different levels influenced the possibilities of the gender pedagogues for power and control. Power and control in the relation between technical limited rationality and care work rationality is expressed in different ways. It is seen in the possibilities and descriptions of resistance and difficulties. Resistance and difficulties depended, according to the gender pedagogues, on the differences between their own view of knowledge and that of others. If gender and gender equality was not considered to be an important area of knowledge, possibilities for power and control decreased.
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- Arvidson, Catarina, 1959-, et al.
(author)
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Reflektionstexter som underlag för kursutveckling
- 2022
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Conference paper (other academic/artistic)abstract
- Högskoleförordningen beskriver vikten av att studenters kursvärderingar för studentinflytande och kvalitetssäkring. Kursvärderingar för lärare används som underlag för att kunna utveckla kurser. Lärarnas kursutvecklingsarbete sker som reflekterande praktiker (Bie, 2014; Schön, 1987). Detta omfattar ett prövande förhållningssätt i rollen som lärare i linje med Scholarship of Teaching and Learning (SoTL) enligt Boyer (1991). Dock är det många gånger svårt att få studenter att fylla i kursvärderingar i form av webenkäter, vilket gör att det finns svårigheter att få in ett bra underlag för kursutveckling. Syftet med detta paper är att undersöka och analysera reflektionstexter som ett underlag för kursutveckling. Genom att utgå från reflektion som ett verktyg för lärande (Bie, 2014; Schön, 1987) kan studenters reflektionstexter användas som ett alternativ till kursvärderingar för kursutveckling. Med stöd i kurslitteratern (Bie, 2014) fick studenter på beteedevetenskapligt program svara på några reflektionsfrågor om läsning och bearbetning av litteraturen, medstudenter som resurser för lärande i läroprocessen och även reflektioner kring hur studenterna trodda att de nya kunskaperna skulle vara av nytta i framtida studier och arbete. Reflektionsuppgifter (N=20) analyserades med hjälp av tematisk analys (Braun & Clarke, 2012). Resultaten visar att studenter reflekterande om verktyg för lärande som reflektion, studieteknik och studiegrupper som en resurs för lärande. Studenterna ser reflektion som ett verktyg för att förstärka lärarande under studierna och i det kommande yrket. I denna studie kan reflektionstexterna ses som ett alternativ till kursvärderingar. Reflektionstexterna ger insikt i studenternas reflektioner om kursens innehåll, upplägg och vad som varit viktigt för det egna lärandet under kursen gång. Dessa reflektioner synliggör lärandet och ger ett viktigt underlag till kurslärare och nya uppslag till kursutveckling.
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- Håkansson Lindqvist, Marcia, et al.
(author)
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Students’ Reflective texts : Reflections on Exploring Authentic and AI-generated Texts
- 2023
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In: SAIOC Book of Abstracts. - : ACI Academic Conferences International. ; , s. 27-27
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Conference paper (other academic/artistic)abstract
- As pointed out by many scholars, AI provides both opportunities and challenges in regard to assignments and examinations. The accessibility and use of AI in student assignments and examinations places demands on teachers’ work in course design and formats of assignments and examinations. This work is a continuous process, in line with the Scholarship of Teaching and Learning (SoTL) according to Boyer (1991). In order to meet these new demands teachers need to reflect upon design, as reflectve practitioners (Schön, 1987). Reflective design may alleviate the challenges with AI as well as make use of the opportunities with the use of AI. In this presentation there are two sets of data. The first is authentic reflective texts (N=20) writen by students and the second set of data is texts generated by AI. The texts are analysed using reflective thematic analysis (Braun & Clarke, 2019). The themes in the different sets of texts are described, analyzed and compared. The two sets of data are then explored, analysed and compared to highlight similarities and differences between the authentic texts and the texts generated by AI. This presentation aspires to contribute to the current state of AI as it is applied in higher education through an empirical study of authentic reflective texts by students in comparison to AI-generated texts.ReferencesBoyer, E. (1991). Highlights of the Carnegie Report. The Scholarship of Teaching from “Scholarship reconsidered: Priorities of the Professoriate”. College Teaching, 39(1) 11-13.Braun, V. & Clarke, V. (2019) Reflecting on reflexive thematic analysis, Qualitative Research in Sport, Exercise and Health, 11(4), 589-597.Schön, D. (1987). Educating the reflective practitioner. Toward a new design for teaching and learning in the professions. Jossey Bass.
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