| 1. |
- Andersson, Erik
(author)
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Text som kontext – rum, plats och text som social situation
- 2010
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In: Utbildning och lärande. - Skövde : Avdelningen barns, ungas och vuxnas lärande vid Högskolan i Skövde. - 1653-0594 .- 2001-4554. ; 4:1, s. 76-96
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Journal article (peer-reviewed)abstract
- The ability to express oneself in text has come to be an even more pressuring task due to new media. The use of text in the new media and the school looks slightly different and create different claims on which kind of text activity that are advocated. Language activity and use of text in different spaces and places has become a constituent principle in the western society of today – language and the use of text is seen as the ontological condition for social life. The historical and conventional media notion of public and reception has been replaced by a more complex communication situation due to the digital media. Related to this context and the linguistic turn, three concepts; text action, text conversation and the pedagogy of place are developed and exemplified by a national net community. The theoretical contribution makes it possible to understand and approach the use of text and the complexity this use in different spaces and places articulates. The national net community is discussed in relation to the school exemplifying two different public spaces where new media is put forward illustrating a social situation consti-tuted of text – young people’s use of text practically becomes context. How can we understand and approach this new educational situation?
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| 2. |
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| 3. |
- Andersson, Peter, et al.
(author)
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Texter som inte räknas? : Om digitala läs- och skrivaktiviteter bland barn och unga
- 2010
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In: Utbildning och lärande. - Skövde : Avdelningen barns, ungas och vuxnas lärande vid Högskolan i Skövde. - 1653-0594. ; 4:1, s. 14-33
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Journal article (peer-reviewed)abstract
- In the age of the Internet and a changing semiotic landscape, reading and writing become increasingly complex activities in school. ICT have to be considered as a partner in the daily pedagogies. Digital media and new forms of communication are of great interest for literacy researches, particularly within the area of research that has come to be called New literacies. This article presents the results of a survey in which we asked 320 pupils about their use of information technology as part of daily literacy activities in and outside school. The study is inspired by an American study among young adolescents in New York (Agee & Altarriba 2009), but based on a wider range of ages: between 10-16 years. Our results show some significant differences in the pupils’ literacy activities based on factors such as gender, age, and attitudes towards reading and writing. Of particular interest is one group that distinguishes itself by having a negative attitude to reading and writing even though spending much time on digital literacies in and outside school.
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| 4. |
- Byman Frisén, Liliann, et al.
(author)
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Vad kan en elev som kan prata engelska? Didaktisk transposition av muntlig färdighet i lärares matriser för bedömning av det nationella provet
- 2023
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In: Utbildning och lärande. - : Högskolan Dalarna. - 1653-0594. ; 17:2, s. 11-38
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Journal article (peer-reviewed)abstract
- Swedish students’ oral proficiency in English as a foreign/second language (L2) is tested annually in a part of the English national test entitled Speaking (test construct: oral production and interaction), which students’ own teachers both administer and assess. Despite access to extensive assessment guidelines from the Swedish National Agency for Education, many teachers choose to construct their own scoring rubrics for assessment. In this study, we examine teachers’ professional knowledge about assessment of oral proficiency in L2 English, as it emerges from policy transformation in these teacher-generated rubrics. Data consists of 20 rubrics for assessment of Speaking in years 6 and 9. Rubrics were collected through professional networks and two English-teacher groups on Facebook. Qualitative content analysis was used to analyze teachers’ conceptualizations of the test construct, as well as similarities and differences between conceptualizations. Results showed consensus of what to assess, but not necessarily how, which was particularly salient for interaction. Analysis of policy transformation indicated that when teacher-generated scoring rubrics were used for assessment of Speaking, each criterion was considered separately, making them beneficial for formative feedback. The professional knowledge that emerged is therefore formed by teachers’ dual roles – as examiner and teacher – in the test situation.
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| 5. |
- Caiman, Cecilia, 1972-, et al.
(author)
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Barns hållbarhetsfrågor i digitala och fysiska gränssnitt - transduktionskedja som ett didaktiskt verktyg
- 2023
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In: Utbildning och lärande. - 1653-0594. ; 17:4, s. 31-51
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Journal article (peer-reviewed)abstract
- In this article, we show empirically how preschool childrens’ creative, physical, and digital leaps, provide new perspectives concerning childrens’ engagement in ecology related questions in the domain of Sustainability Education. The metamorphosis of insects is explored by children digitally, embodied and 'hands-on', and the children move through the digital and analogue interfaces. Childrens’ embodied explorations through instant encounters with nature has an obvious place where the digital world and nature become intersected forming a whole. We introduce a transduction chain, a didactic design-theoretic analysis tool, which supports teachers and researchers to get to hold of childrens’ digital and analogue meaning-making sign use. We draw attention to the preschool children's contribution in the area, which is made visible through transduction processes. We do not yet have the answers to the complex questions of sustainability, implying the need of all citizens’ participation and contributions. In anthropocene, it is also important to strengthen agency processes by paying attention to children's own course of actions and proposals. In light of this study, preschool teachers need to provide rich opportunities where children can explore and process what is happening around them.
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| 6. |
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| 7. |
- Dimenäs, Jörgen, et al.
(author)
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Retorikens beprövade erfarenhet ur yrkesverksamma lärar- och sjuksköterskehandledares perspektiv
- 2016
-
In: Utbildning och lärande. - Skövde : Högskolan i Skövde. - 1653-0594. ; 6:1, s. 98-116
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Journal article (peer-reviewed)abstract
- This study aims to investigate the concept of proven experience, which is being increasingly used and emphasised in documents relating to the education of student teachers and nurses as well as in the training of these two professions. The study is aimed at academic vocational training (AVT) and is based upon interviews with the tutors of student teachers and nurses during their periods of AVT. The purpose of this study is to understand what constitutes the essence of proven experience, arising from the verbal statements given by AVT tutors in the field. The conclusion of this study is that the concept of proven experience should be considered at three levels: experience, tested experience and proven experience. Furthermore, those who use it without further consideration should understand the complexity of the concept. From a critical perspective it seems that government agencies use a concept that we assume is more characterised by ideological rhetoric than by conceptual preciseness.
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| 8. |
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| 9. |
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| 10. |
- Gustavsson, Susanne
(author)
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Skolprojekt med framgång och hinder - en studie av skolprojekt i yrkespraktik och utbildningspraktik
- 2011
-
In: Utbildning & Lärande. - Skövde : Avdelningen barns, ungas och vuxnas lärande vid Högskolan i Skövde. - 1653-0594. ; 5:1, s. 34-53
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Journal article (peer-reviewed)abstract
- Information technology (IT) is a current development area in preschool and school, and in within the teacher training. This article presents a study of local school project in a Swedish context, with the aim to stimulate and develop teacher's information technology competence as a resource in teaching practice. These projects have been implemented in collaboration with a university and teacher training. The aim of the study is to create knowledge about the relationship between the conditions that higher education and academic practice make possible (in this case IT and scientific competence), and the professional practice the student teacher participates in and relates to. Two types of projects are identified, the strategic project and the practice related project. The study shows that the project has given the teacher possibility and mandate to develop and study technology resources in teaching practice and in activities related to teaching. The effects are however local without formal evaluation and dissemination. Academic practice as resource for planning, implementing, anallyzing or documentation is missing. Proposed teachers have not been involved in local projects during their school placed practice. Those obstacles average teacher's professional practice and academic practice in connection with school development need to be discussed and studied furthermore.
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| 11. |
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| 12. |
- Hernwall, Patrik
(author)
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Att ta i anspråk det okända - mot en flexible digital grammatik
- 2010
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In: Utbildning och lärande. - Skövde : Högskolan i Skövde. - 1653-0594. ; 4:1, s. 98-112
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Journal article (peer-reviewed)abstract
- As the notion of ‘text’ is so much wider than the typographical text, there is an urgent need for the pedagogical practice to embrace to affordances of Information and Communication Technologies [ICT], as these open up for a broader set of communicative modes. Consequently, to be able to make use of the potential of ICT within the framework of the pedagogical practice of the school, a developed understanding for the relation between tools as resources for human action and meaning making is necessary. Based on the assumption that tools carry with them an emancipatory potential, creating new opportunities for human action where the intertwined relation between tools and human action is emphasized need to be recognized. Nevertheless, it is important to consider that the affordances of ICT are inseparable from power differentials and identity markers, which stresses the notion that the relation between the affordances of the technology and human interpretative creativity creates unique user positions. The article ends with a discussion on what could be a flexible grammar of digital media.
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| 13. |
- Herrman, Margaretha, 1950-
(author)
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Utbildade för filmproduktion : hinder och möjligheter för etablering
- 2012
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In: Utbildning & lärande. - Skövde : Högskolan i Skövde, Institutionen för kommunikation och information. - 1653-0594. ; 6:1, s. 30-49
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Journal article (peer-reviewed)abstract
- Workers who desire employment inside film production come from a variety of experience levels. In Sweden, the opportunities to obtain work in the film production industry are limited and depend on situations and norms defined by the industry itself. The goal of this article is to identify challenges faced by a relatively unknown group of industry workers: those students representing industrial intellectuals who have received higher educational training in film production work, to identify the difficulties and opportunities they face in their transition from education to employment in the industry. This study is a qualitative one, based on interviews with four young adults who are recent graduates of an educational training program for film production work. The respondents were asked to identify levels of uncertainty and competitiveness prevailed and what opportunities and threats existing as important factors in terms of obtaining work. The findings demonstrate that students who are transitioning into careers are met by an environment with high demands for networking and expectation to adapt their performances and lifestyles to the demands of the job. An aptitude for work is often measured by how well workers adapt to the industry’s culture and values.
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| 14. |
- Holmberg, Per
(author)
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Digital argumentation - datorskrivandets transformering av skolans genrearbete
- 2010
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In: Utbildning och lärande. - Skövde : Högskolan i Skövde. - 1653-0594. ; 4:1, s. 34-57
-
Journal article (peer-reviewed)abstract
- This article investigates how the use of computers with internet access transforms the conditions of writing in the school context. The case study focuses on a class in Swedish Upper secondary school (16 years old) writing argumentative texts that the students may send to a local newspaper for digital publishing. The video recorded work in one writing group is analyzed in detail in order to show how the group struggles with two sets of demands; on the one hand the well known demands of the school task is met (specified text length and text outline, etc.), and on the other the new demands of the public debate. By the use of Systemic Functional Linguistics the analysis uncovers how during the writing process the students interpersonally orient themselves towards different readers, sometimes writing just for their teacher, but sometimes for the readers of the internet paper. The analysis shows how their writing task quickly gets unexpectedly complex. As a consequence of the controversial proposal that the students want to publish, they need for strategic reasons to not “express their own opinion” as they are supposed to do according to the curriculum. They are also pushed by the situational context of public debate to not choose for the text they are writing the thesis argument outline recommended by their teacher. Instead they elaborate a pattern that makes their thesis a solution for a problem formulated in the introductory part. The study is a part of the research project “Text activities and the development of knowledge in school”, funded by the Swedish Research Council.
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| 15. |
- Holmberg, Per, 1964
(author)
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Digital argumentation. Datorskrivandets transformering av skolans genrearbete
- 2011
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In: Utbildning och lärande. - 1653-0594. ; 4:1, s. 34-57
-
Journal article (peer-reviewed)abstract
- This article investigates how the use of computers with internet access transforms the conditions of writing in the school context. The case study focuses on a class in Swedish Upper secondary school (16 years old) writing argumentative texts that the students may send to a local newspaper for digital publishing. The video recorded work in one writing group is analyzed in detail in order to show how the group struggles with two sets of demands; on the one hand the well known demands of the school task is met (specified text length and text outline, etc.), and on the other the new demands of the public debate. By the use of Systemic Functional Linguistics the analysis uncovers how during the writing process the students interpersonally orient themselves towards different readers, sometimes writing just for their teacher, but sometimes for the readers of the internet paper. The analysis shows how their writing task quickly gets unexpectedly complex. As a consequence of the controversial proposal that the students want to publish, they need for strategic reasons to not “express their own opinion” as they are supposed to do according to the curriculum. They are also pushed by the situational context of public debate to not choose for the text they are writing the thesis argument outline recommended by their teacher. Instead they elaborate a pattern that makes their thesis a solution for a problem formulated in the introductory part. The study is a part of the research project “Text activities and the development of knowledge in school”, funded by the Swedish Research Council.
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| 16. |
- Jakobsson, Martin, et al.
(author)
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Semantiska vågor i undervisningen : Likheter och skillnader i skolämnena matematik och samhällskunskap
- 2023
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In: Utbildning och lärande. - 1653-0594. ; 17:2, s. 59-78
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Journal article (peer-reviewed)abstract
- If students are to build knowledge, it is important to connect disciplinary knowledge to students’ everyday knowledge when teaching. In this study, the relationship between disciplinary- and everyday knowledge in subject-teaching is analysed, based on the semantic dimensions used in Legitimation Code Theory. Un-packing disciplinary concepts through concrete examples implies a shift towards a context-dependent everyday knowledge, while re-packing them entails a shift towards disciplinary abstractions and context-independent generalizations. Over time these shifts constitute so-called semantic waves argued to facilitate students´ knowledge building. Earlier research suggest that the form of these semantic waves can differ between school-subjects. Therefore, this article examines semantic waves in two contrasting subjects – Mathematics and Social Science Education, aiming at a better understanding of how and why semantic waves differ. The results reveal that the forms of semantic waves differ between the two subjects. In Mathematics, when teaching different geometrical concepts, the semantic shifts through un-packing and re-packing were frequent and evenly distributed. When teaching about pricing and household in Social Science, un-packing activities dominated, making shifts biased towards everyday knowledge. These differences are discussed in terms of semantic waves constituting a different pulse when making knowledge-building possible in Mathematics and Social Science.
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| 17. |
- Johansson, Lars-Erik
(author)
-
Nygamla textvärldar - genrer och skärmbaserad textanvändning i skola och samhälle
- 2010
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In: Utbildning och lärande. - Skövde : Högskolan i Skövde. - 1653-0594. ; 4:1, s. 58-77
-
Journal article (peer-reviewed)abstract
- The ability to express oneself in text has come to be an even more pressuring task due to new media. The use of text in the new media and the school looks slightly different and create different claims on which kind of text activity that are advocated. Language activity and use of text in different spaces and places has become a constituent principle in the western society of today – language and the use of text is seen as the ontological condition for social life. The historical and conventional media notion of public and reception has been replaced by a more complex communication situation due to the digital media. Related to this context and the linguistic turn, three concepts; text action, text conversation and the pedagogy of place are developed and exemplified by a national net community. The theoretical contribution makes it possible to understand and approach the use of text and the complexity this use in different spaces and places articulates. The national net community is discussed in relation to the school exemplifying two different public spaces where new media is put forward illustrating a social situation constituted of text – young people’s use of text practically becomes context. How can we understand and approach this new educational situation?
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| 18. |
- Johansson, Lars-Erik
(author)
-
Nygamla textvärldar - genrer och skärmbaserad textanvändning i skola och samhälle
- 2010
-
In: Utbildning och lärande. - Skövde : Avdelningen barns, ungas och vuxnas lärande vid Högskolan i Skövde. - 1653-0594. - 9789163390340 ; 4:1, s. 58-75
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Journal article (peer-reviewed)abstract
- Research on writing makes use of a system of concepts, whose purpose it is to describe various forms of text production. Within this field are primarily found concepts as genre but also text type, discourse type and text; characteristic for the use of these concept is that they are highly renowned for their vague or even non-existing definitions of the conceptual content. In a critical survey of the field these central concepts are delimited and defined. Moreover, the use of genre within traditional and digital media is studied. Traditional genres of high prestige, marked by discursive discourse types, normally have a similar structure in digital and in traditional print media. The screen-based text use of the young, however, is characterized by newly developed, loose, colloquial, and highly social communicative genres, which will not likely facilitate promoting the school objectives meant to further discursive thinking and writing.
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| 19. |
- Lindblom, Jessica, et al.
(author)
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Pedagogisk digital kompetens för nätbaserat lärande inom högskolan
- 2011
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In: Utbildning och lärande. - Skövde : Avdelningen för barns,ungas och vuxnas lärande vid Högskolan i Skövde. - 1653-0594. ; 5:1, s. 54-71
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Journal article (peer-reviewed)abstract
- The rapid development of information technology and the Internet has important academic implications, which in the long run will have far reaching consequences for teaching and learning on university level. With this in mind, five different success factors for the development of digital literacy and competence in higher education in general, and online courses in particular, are being identified and discussed in this article. These factors are: a shared view on learning and teaching, teamwork, a collaborative teaching culture, a positive attitude towards technology, as well as administrative, pedagogical and technical support resources. The dicussion is largely based on theories on learning and e-learning, and many examples draw from the authors' own experiences and observations.
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| 20. |
- Lundqvist, Johanna, 1975-, et al.
(author)
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Differentierad undervisning och integrerade digitala verktyg i förskola och skola: En storskalig studie
- 2021
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In: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; 15:3, s. 9-31
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Journal article (peer-reviewed)abstract
- In Swedish preschool and school classrooms, all children should be offered an education that includes instruction and digital devices. The instruction should be meaningful and interesting for all children, and the digital devices should facilitate teachers’ work and children’s learning. This study concerns differentiated instruction as well as uses and possible benefits gained by digital devices in Swedish preschools and school classrooms. The study is part of a large-scale co-production project between academy and the surrounding society. Sixty-seven teachers and head-teachers, who value digital devices, participated, and shared their experiences and views on these two matters. A qualitative research approach, including research circles and thematic analyses, was used. The themes prove, for example, the importance of acknowledging children’s interests, joint exploration, provision of parallel support as well as extra challenges, association to children’s previous experiences and integration of digital devices of various kind. The result of the study can form a basis for interesting preschool and school discussions. It has relevance for teachers and head-teachers in training, researchers in special education as well as for those who are interested in differentiated instruction and the integration of digital devices.
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| 21. |
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| 22. |
- Nilsen, Malin, 1974, et al.
(author)
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Digital högläsning för flerspråkande i förskolan
- 2023
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In: Utbildning & lärande. - : Högskolan Dalarna. - 1653-0594 .- 2001-4554. ; 17:4
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Journal article (peer-reviewed)abstract
- This study examined the potential for children’s multilingual development supported by a digital e-book application (Polyglutt) used in Swedish preschools. The analysis focused on the app’s software design and the reflections of 17 preschool teachers in a large Swedish city, many of whom work with multilingual groups of children. A social semiotic perspective of multimodality was utilized to evaluate the app’s potential and a qualitative content analysis was employed to analyse the interviews. Findings indicated that the app was popular among the teachers and was considered an efficient tool for read-aloud activities, although the potential for multilingual purposes was rarely realized. The analysis shows that the app has potential for multilingual interaction, yet the design does not always make this clearly visible. Didactic implications of the use of the application are critically discussed.
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| 23. |
- Nilsson, Ingrid, 1952-, et al.
(author)
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Att undersöka processhandledning av lärares handledning
- 2012
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In: Utbildning och lärande. - Skövde : Högskolan i Skövde. - 1653-0594. ; 6:1, s. 68-78
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Journal article (peer-reviewed)abstract
- The aim of the study is to study voluntary process supervising, with seven subject teachers during ten occasions at Higher Education. The study is inspired by models in Gjems (2007) and in Franke, Arvidsson and Gustafsson (2007), and the method of observation and analysis used is based on concepts from Wenger (2000) and Scollon and Scollon (2003). The results show that questions and discussions that are being actualized in the supervising practice vary between general and specific topics and between process and content. During the supervising activity the teachers mainly take their starting point in practice and less in science, but in the written examination the teachers link their experiences from practice to different theories and scientifically oriented concepts in the supervising activity.
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| 24. |
- Nilsson, Lena A., 1947-, et al.
(author)
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Att bygga gemensamma miljöer : delaktighet och lärande genom dialogplanering
- 2012
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In: Utbildning och Lärande / Education and Learning. - Skövde : Avdelningen barns, ungas och vuxnas lärande, Högskolan i Skövde. - 2001-4554. ; 6:1, s. 12-29
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Journal article (peer-reviewed)abstract
- The aim is to investigate how dialogue planning can provide users and professionals with tools for learning and be a path to organizational development in the context of design and construction of a town square and a sports hall adjacent to a K-9 school. Design and construction was carried out in collaboration between a municipality, a building contractor, school staff and students. A model for dialogue planning using artistic practice and collaboration with an artist was applied to develop an authentic dialogue. An architect and an artist were project managers. Their role was to support students to formulate interests, needs and creative solutions. Awareness of the complexity of planning was developed.Students’ participation had major impact on the design of the town square. With support, students can give a qualified contribution, significant for design of physical environment. Students’ involvement contributes to the learning of professional partners. Learning takes place primarily at the horizontal level around the students. Learning can be seen vertically among representatives of the school and community. Among building producers horizontal learning can be seen with entrepreneurs directly facing students.
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| 25. |
- Nordänger, Ulla Karin, et al.
(author)
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Att skärpa den praktiska blicken - handledares erfarenheter av försök att stärka kvalitet i VFU
- 2012
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In: Utbildning och lärande. - Skövde : Högskolan i Skövde. - 1653-0594. ; 6:1, s. 80-97
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Journal article (peer-reviewed)abstract
- The article describes supervisors’ experiences of attempting to improve quality in student teaching by focusing attention on their own expertise. We discuss if and how practical knowledge can be formulated and present the three methods – Delphi method, stimulated recall and dialogue seminars – used in a design experiment to develop the supervisors’ capability to, individually as well as collectively, identify and articulate such knowledge. The central question is if the ability to direct attention to the practical and tacit parts of teachers’ expertise increases the quality of the supervision and the assessment of the teacher student skills or not. The results indicate that the supervisors experience that their practical sight has been sharpened and that their standards have been raised.
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| 26. |
- Norgren-Hansson, Mimmi, 1989-
(author)
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Den partiska omsorgen i elevrelationer
- 2023
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In: Utbildning och lärande. - : Högskolan Dalarna. - 1653-0594. ; 17:3, s. 23-39
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Journal article (peer-reviewed)abstract
- This article delves into the dynamics of care within peer relationships, examining how care is expressed between the caregiver and the recipient of care, as well as their broader connections with others. Based on qualitative interviews with twelve pupils, this study investigates the experience of giving and receiving care, particularly in relation to partial friendships. The results uncover two key dimensions of care: internal care, which influences the motivation, understanding, reciprocity and continuity of care within the caregiver-recipient relationship, and external care, which extends beyond this relationship to encompass aspects such as social inclusion and support during conflicts. This research underscores the pivotal role of partiality in shaping the dynamics of care and raises questions about its implications within an educational environment. Furthermore, it contributes to the framework of care ethics, stimulating a philosophical discourse on the moral aspects of partiality in an educational context.
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| 27. |
- Reneland-Forsman, Linda, 1962-
(author)
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Problematisk frånvaro av digital kompetens i lärarutbildningen
- 2011
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In: Utbildning och Lärande / Education and Learning. - Skövde : Högskolan i Skövde. - 2001-4554. ; 5:1, s. 16-33
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Journal article (peer-reviewed)abstract
- Teachers as a profession share a responsibility that future generations develop a sustainable digital competence being able to criticize and analyse consequences of living and participating in a contemporary and future knowledge society. This study suggests that certain academic disciplinary cultures execute a buffering effect on the introduction of technology in the educational sphere and interferes with the question of responsibility. Ways to avoid such negative buffering effects could be to: (i) skip the use of the terms IT/ICT as associated with the handling of technology which give a mandate for academic disciplines not to consider other aspects of the growing information society for its related academic and professional practices, and (ii) to focus the internal practice in terms of the everyday work of university teachers. University teachers in this study hardly ever use digital media for didactical purposes. ICT destined projects instead often focus training teachers in their training practices. The gained knowledge and experience thereby follow the students out of higher education.
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| 28. |
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| 29. |
- Svenning, Maria, et al.
(author)
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Vilka betydelser har internet för organiserade kvinnor inom kvinnorörelsen i Ecuador? Kommunikationsteknologi, kunskap och kvinnors organisering i ljuset av den globala digitala klyftan
- 2014
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In: Utbildning och Lärande / Education and Learning. - Skövde : Högskolan i Skövde. - 2001-4554. ; 8:1, s. 12-28
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Journal article (peer-reviewed)abstract
- In large parts of the world Internet is used on a daily basis, whereas in others many people don’t have access to the required technology. This inequality in Internet access is usually referred to as the ”digital divide”. In this study we draw attention to marginalized voices in relation to this divide. Our aim has been to gain an understanding of the perspectives on, and experiences of, Internet among organized women in Ecuador, a country where very few have access. The study is based on interviews with eight women, organized within the women’s movement. Results show that their main purpose in using Internet is to communicate, primarily with international organizations, and to find inspiration from other distant women’s groups. The limited access leads to frustration, since the women experience that they, compared to their international counterparts, have not the resources to utilize the potential of the Internet. They also share a vision for the future where more women are included in the network society.
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| 30. |
- Thelin, Katina, et al.
(author)
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Rektorers rörlighet i Sverige : en kunskapsöversikt
- 2023
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In: Utbildning och Lärande / Education and Learning. - 2001-4554. ; 17:3
-
Research review (peer-reviewed)abstract
- What do we know about principal turnover in Sweden? The purpose of this article is to map and describe the current state of knowledge related to principal turnover in Sweden. The review covers literature published by researchers and Swedish authorities during the past decade, and is structured thematically to answer three questions: 1) What is the level of principal turnover in Sweden? 2) What are the causes of principal turnover in Sweden? 3) What are the consequences, and strategies used for dealing with principal turnover in Sweden? Based on the results it is concluded that the state of knowledge relevant to this area of concern is remarkably weak.
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| 31. |
- von Schantz Lundgren, Ina, et al.
(author)
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Unga elever med egen dator - några lärares tankar om hur deras undervisning påverkas
- 2011
-
In: Utbildning och lärande. - Skövde : Högskolan i Skövde. - 1653-0594. ; 5:1, s. 74-91
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Journal article (peer-reviewed)abstract
- This article, based on a case study in a One-to-One school, draws attention to how teachers perceive that their teaching is influenced when their pupils get a laptop. The result shows that when digital learning resources are used it creates new opportunities, as well as new and problematic situations. The teaching can be organized in new ways and the subject content could be presented in other ways, but this also takes time for teachers to prepare and learn to teach in this way. The study confirms what other studies of One-to-One-schools have found, for example, that the pupils become more motivated and it is calmer in the classroom. When pupils get a laptop, it will change teachers’ roles, to more of planning and flexible teaching and less of traditional teaching.
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| 32. |
- von Schantz Lundgren, Ina, et al.
(author)
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Verksamhetsförlagd utbildning (VFU) - en arena för lärarstudenter att utveckla sin ledarskapsförmåga?
- 2012
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In: Utbildning och lärande. - Skövde : Högskolan i Skövde. - 1653-0594. ; 6:1, s. 50-67
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Journal article (peer-reviewed)abstract
- Placement studies are a part of teacher training where student teachers can be given the opportunity to develop their leadership skills. In a case study placement teachers were asked about their opinion as to what possibilities student teachers actually have to develop their leadership ability. The results show that student teachers in many cases were perceived to be unsure in their leadership role in the classroom. Since leadership also involves tacit knowledge, the student teachers have to practice and get responses from their placement teachers. This requires skills that have to be developed in co-operation between university teachers and placement teachers in a way other than what is usual today.
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