| 11. |
- Almén, Edgar, 1943-
(author)
-
Kristendomsbeskrivningens "centrala begrepp"
- 1989
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In: In unitatem fidei. Festskrift till Per Erik Persson. - Lund : Teologiska institutionen. ; , s. 15-51
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Book chapter (other academic/artistic)
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| 12. |
- Almén, Edgar, 1943-, et al.
(author)
-
Kursvärderingssystemets delar och aktörer
- 2004
-
In: Kursvärdering för studentinflytande och kvalitetsutveckling. En antologi med exempel från elva lärosäten. - Stockholm : Högskoleverket. ; , s. 105-116
-
Book chapter (pop. science, debate, etc.)
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| 13. |
- Almén, Edgar, 1943-, et al.
(author)
-
Livstolkning och värdegrund : att undervisa om religion, livsfrågor och etik
- 2000
-
Book (other academic/artistic)abstract
- Skolans värdegrund har på senare år lyfts fram i många olika sammanhang. Uppgiften att undervisa om religion, etik, och livsfrågor har också debatterats. Detta undervisningsområde hör till skolans svåraste uppgifter - men kanske också till de viktigaste. Denna antologi ger ett bidrag till utvecklingen av ett professionellt lärarkunnande i frågor som gäller skolans värdegrund och undervisning på livsåskådningsområdet.Författarna ger utifrån sina respektive kompetensområden en belysning av några av ämnesområdets centrala aspekter.De texter som ingår har skrivits särskilt för lärarutbildningen men kan också användas i andra sammanhang. Avsikten har varit att via texterna föra de studerande i kontakt med såväl aktuell forskning som professionell lärarkunskap av annat slag.
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| 14. |
- Almén, Edgar, 1943-
(author)
-
Portfolioorienterad examination
- 2000
-
In: Examination - utveckling eller kontroll?. - Linköping : Kvalitetsrådet, Linköpings universitet.
-
Book chapter (pop. science, debate, etc.)
|
|
| 15. |
- Almén, Edgar, 1943-
(author)
-
Presentation and problem inventory : Religious education in Sweden
- 2000
-
In: Religious Education in Great Britain, Sweden and Russia. - Linköping : Linköping University Electronic Press. - 9172196416 ; , s. 60-91
-
Book chapter (other academic/artistic)abstract
- As in most European countries the schools in Sweden historically have had close relations to the church. That was true to the medieval cathedral schools and to the first Swedish university, that of Uppsala founded in the 15th Century. That was also true when the 'gymnasia' were established in the 17th Century in the cities with cathedrals as a part of organising the Swedish 'empire' of that time preparing not only clergymen but also judges and officers for the new civil service. The lecturers of the gymnasia got their living as prebendaries of parishes around the cathedrals from that time into the 20th Century and formed the Protestant chapters of the dioceses of the Church of Sweden until the 1930s. The bishop was eforus (a kind of inspector) of the gymnasium until 1957.
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| 16. |
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| 17. |
- Askling, Berit, et al.
(author)
-
Governing Schools and Developing Professionalism : Complementory or Contradictory Tasks in Teacher Education
- 1995
-
Book (other academic/artistic)abstract
- This paper examines the potential for teacher education institutions to implement a "reflection in and on action" strategy in their training programs. A central argument is that the academic context of teacher education and the "reflection" approach can support a professionalism of teachers. However, a necessary precondition is that teacher education establish fruitful co-operation with local communities and their schools. Introductory sections look at educational trends in many countries, government role, and teacher professionalization. Section 2 examines the literature on the current trend toward professionalism through reflection. Section 3 describes Swedish teacher education as an example of the implementation of this strategy. This section covers the progressive decentralization of comprehensive schools, the tradition of teacher educators as advocates for better schools, an integrated program with a diversified curriculum and staff, traditional notions of teachers' professionalization, new research-based notions of professionalization, research as a bridge between the two traditions, the agents that will shape and define professionalism, and a summary of the Swedish model. Section 4 argues that dynamic teacher education is a source for professionalism and an indirect tool for state steering.
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| 18. |
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| 19. |
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| 20. |
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