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- Magnusson, Joakim, 1966, et al.
(author)
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Learning study och variationsteori i lärarutbildningen
- 2019
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In: Vetenskaplighet i högre utbildning. Erfarenheter från lärarutbildning. Franck, O. (red.). - Lund : Studentlitteratur. - 9789144130637
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Book chapter (other academic/artistic)
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- Magnusson, Joakim, 1966, et al.
(author)
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Prospective teachers’ opportunities to develop PCK from participation in learning study
- 2023
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In: Educational Action Research. - : Informa UK Limited. - 0965-0792 .- 1747-5074. ; 31:3, s. 455-471
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Journal article (peer-reviewed)abstract
- In this study, a learning study was used to enhance prospective teachers’ learning about how to teach a specific topic in mathematics or natural science to 4th-6th graders. It has been argued that participating in learning study can direct prospective teachers (PTs) towards the object of learning, and what needs to be enacted in teaching to make it possible for the learners to learn what is intended. However, less is known about what capabilities PTs develop from planning lessons in collaboration with peers and a teacher educator in learning studies. Our research question concerns what opportunities PTs have to develop pedagogical content knowledge (PCK) when participating in learning studies. We analyzed three groups’ lesson planning on two occasions, once when planning without a teacher educator, and once when planning with a teacher educator in a learning study using theory-informed questions. The software NVivo was used as a tool to code their discussions concerning PCK. For the three groups studied, there were significant differences regarding possibilities for developing PCK under the two conditions.
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- Mc Ewen, Birgitta, et al.
(author)
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Female and male teachers’ pro-environmental behaviour, conceptions and attitudes towards nature and the environment do not differ : Ecofeminism put to the test
- 2015
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In: Asia-Pacific Forum on Science Learning and Teaching. - Hong Kong : Hong Kong Institute of education. - 1609-4913. ; 16:1, s. 1-25
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Journal article (peer-reviewed)abstract
- Teachers’ pro-environmental behaviour, conceptions and attitudes towards nature and the environment were investigated using 47 questions from the BIOHEAD-Citizen questionnaire. The sample included 1,109 pre- and in-service teachers from Sweden and France. Analyses showed only few significant differences between female and male teachers. Forty-one questions were further analysed in terms of ecofeminism. Ecofeminism claims that women and men’s conceptions and attitudes towards nature and the environment differ, in the sense that women show higher awareness of environmental issues than men. Our study finds quite poor support for this claim and therefore challenges ecofeminism. This may have implications for environmental education and the perspectives of sustainable development at schools, as our results indicate that there is no reason to fear that male teachers are less engaged with environmental education than female teachers.
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- Nyberg, Eva, 1958, et al.
(author)
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Swedish teachers’ and teacher students’ attitudes towards nature and environment – A survey of attitudes related to ecosystem services
- 2014
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In: NERA 2014 (Nordic Educational Research Association, 42nd Congress – Education for Sustainable Development), Lillehammer, Norway, 5-7 March, 2014.
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Conference paper (other academic/artistic)abstract
- The aim with the paper is to explore Swedish teachers’ and teacher students’ attitudes to nature and environment, related to ecosystem services and to problematize this concept in relation to sustainability. The concept of ecosystem services is a well known concept within environmental work both nationally and internationally (e.g. Constanza et al, 1997). Since 2011 it has also become an issue in the Swedish curriculum for science teaching in compulsory school and upper secondary school, as a way to deal with and develop students' understanding of and respect for nature. Teaching about ecosystem services is in this context, according to the Swedish Board of Education, meant to be one way to provide students with knowledge about nature, the environment and sustainable development. It is therefore of interest to study the attitudes teachers and becoming teachers hold concerning nature and also whether their attitudes reflect a holistic concern for nature, an utilitarian view, or both. Environmental attitudes are often categorized as being either ecocentric or anthropocentric and Munoz, Bogner, Clement and Carvalo (2009), use this categorization in their analysis of teachers’ conceptions of nature and environment. Bonnet (2002), however, argues that a sense of sustainability can be developed which is neither anthropocentric nor ecocentric. The data consists of results from a survey by way of a questionnaire containing 175 questions. The questionnaire was originally constructed within a European project called Biohead-Citizen project (Castéra & Clément, 2012), but was complemented with a number of questions used only in Sweden. This paper is based on 15 of the original questions and two of the questions specifically constructed for Sweden. The sample is in total 377 individuals, and drawn from both in-service teachers and teacher students. Preliminary analysis indicate that the teachers and the teacher students as a group have a rather ecocentric view. Further analysis will be made in order to investigate possible differences between the different categories of teachers and teacher students respectively. The authors conclude with a reflection and problematization regarding the concept of ecosystem services in relation to Education for Sustainable Development.
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- Von Otter, Ann-Marie, 1956, et al.
(author)
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Learning study in basic teacher education
- 2017
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In: European Teacher Education Network (ETEN) Annual Conference, Gothenburg, April 20-22.
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Conference paper (other academic/artistic)abstract
- Our experience as teacher educators is that teacher students in science and technology against aged 10-13 have difficulties focusing on what pupils should learn, make an assessment and formulate written and verbal their goals of education. We decided to implement a project with learning study as a basis to investigate if a learning study could help our teacher students to develop planning, analyzing and evaluating their own teaching. The aim of the project is to develop the teacher students' skills when it comes to planning and implementing teaching but also to clarify the link between science and profession by giving them insight into an arrangement that is based on variation theory, which can be used in research on learning. The aim is also that this project can become part of the cooperating teacher skills by encouraging teachers and schools to use the Learning Study in efforts to strengthen the teaching and increase student opportunities to develop the skills steering documents indicate. The implementation of a learning study includes many different tasks and deals with complex relationships between teaching content, its management and student learning. When embarking on a learning study it means that students' learning and teachers' mission to promote pupils' knowledge falling into. The project started by the teacher students read literature about learning study which was later discussed in two literature seminars. Then the students were asked make groups of about three students and start to plan a lesson about one hour that should be part of a Learning Study. They selected content to the lesson based on their course content. Lesson planned was performed three times with different classes from the selected schools. Each lesson was filmed and analyzed and then be able to change / improvement based on the analysis provided. During this part of the study was the teacher students supervised as much as they wanted. The group presented their results orally and with an individually written report We have seen in their lessons, supervised them, taken part of the oral presentations and their individual text and seen the development of the teacher students' ability to focus on what students should learn, assess it and formulate written and oral its goals of teaching. Many of them clearly show in their reports that they understand the concepts of learning objectives, learning objects and critical aspects and how this can help them in their future education and increase student opportunities to develop the skills steering documents indicate. We believe that it is good to his teacher that the students get an opportunity to off her internship will see an evolution in the classroom in terms of education in their specific subject.
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- Von Otter, Ann-Marie, 1956, et al.
(author)
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Learning study in initial teacher education
- 2018
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In: Presentation at 2018 Sweden-Norway-South Africa Joint Workshop: Collaboration in Science and Technology Teacher Education in the Anthropocene, 10th-12th August, Gothenburg, Sweden.
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Conference paper (other academic/artistic)abstract
- A classical challenge in teacher education is how to make connections between theoretical knowledge about the curricular content and practical knowledge about teaching and learning explicit and articulate this in the courses. In this presentation we describe how Learning Study, as a model providing such opportunities, was implemented as a course module in one of our teacher education programs. Learning study is a research-based model that provide opportunities for systematic development of teaching and research. One of the goals in this project was to enhance the pre-service teachers' abilities to plan, analyze and evaluate their teaching in relation to pupils' learning of specific topics within science and technology. Particular topics were selected by teams of in-service teachers in the cooperating local schools. The students developed and iteratively revised one lesson, by teaching three different groups of pupils. After this, the teachers were invited to listen to the student teachers' presentations of the results. In the presentation we describe the approach more in detail with examples from students' work and results from the project. The project provided a platform for fruitful exchanges between teacher educators and teams of in-service teachers. We will end by discussing possibilities for using this project as the basis for comparison and research.
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