| 1. |
- From, Jörgen, 1966-, et al.
(author)
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Fjärrundervisning - en central del i skolans digitalisering
- 2020
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In: Pedagogisk forskning i Sverige. - : Linnaeus University. - 1401-6788 .- 2001-3345. ; 25:2-3, s. 69-91
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Journal article (peer-reviewed)abstract
- I denna artikel analyseras fjärrundervisning i relation till skolans digitalisering, med Nivåer av Lärande som teoretiskt ramverk. Detta görs med utgångspunkt i de försök till digitalisering som sedan 1980-talet pågått i svensk grund- och gymnasieskola, och den brist på pedagogiska objekt i termer av skolans undervisningsuppdrag som kännetecknar dessa försök. Ytterligare en del i föreliggande studie utgör en historisk beskrivning av fjärrundervisningens framväxt i svensk skola, där fjärrundervisning varit ett sätt att hantera skolans behov. Sedan redovisas ett empiriskt case om lärares erfarenheter från, och perspektiv på, egen fjärrundervisning i svensk skola. Detta tydliggör att lärarna använder digital teknik i ett målinriktat pedagogiskt syfte, vilket i detta sammanhang innebär att digital teknik är verktyg för att bedriva fjärrundervisning. Slutligen förs en diskussion kring vad som kännetecknar det pedagogiska objekt och den pedagogiska process som utvecklas och realiseras på olika nivåer i skolorganisationen i samspelet mellan fjärrundervisning och skolans digitalisering. Den slutsats som dras är att skolans digitalisering snarare är en fråga om pedagogik än om teknik.
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| 2. |
- Lindberg, Ola J., 1966-, et al.
(author)
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Researching school practices with a complementary and symmetrical approach : the case of remote teaching in the rural north of Sweden
- 2020
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In: Education in the North. - : School of Education at the University of Aberdeen. - 0424-5512 .- 2398-0184. ; 27:2, s. 235-241
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Journal article (peer-reviewed)abstract
- This feature describes an ongoing research project on remote teaching in the rural north of Sweden. Remote teaching is a form of teaching in which the teacher and students are separated in space but not in time, and students are accompanied by a designated supervisor at their location. The project is conducted within the framework of the national initiative Development, Learning, Research (DLR) to try out sustainable collaboration models between academia and school practice. At Umeå University, this relation has been described as complementary and symmetrical: complementary in the sense that each part brings unique competencies into the work, and symmetrical in the sense that each part is valued as equal in the work, which allows for a dimension of development work into the research approach. The feature elaborates on opportunities and challenges in conducting complementary and symmetrical research, seeking to promote knowledge built on collaboration between academia and school practice.
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| 3. |
- Björk-Åman, Camilla, et al.
(author)
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Nordic research on special needs education in upper secondary vocational education and training: A review
- 2021
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In: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 11:1, s. 97-123
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Journal article (peer-reviewed)abstract
- The purpose of this article is to describe and analyse the state of the art of research on special needs education (SNE) in the context of the Nordic countries’ vocational education and training (VET) systems during the period January 2010 to September 2018. Twenty studies remained after the search procedure and thematic analysis, 15 of which deal with the practice level and five with the organisation level. No studies were identified as belonging to the policy level. The following themes were found at the practice level: teachers’ work and role, teaching and learning, student transition and student dropout. Themes identified at the organisation level were changes to vocational policy documents and educational practices, and school organisation and its implementation. Finland dominates in terms of number of studies. Furthermore, the review shows that there were few studies in the area of SNE in VET. The results show that further studies are needed to acquire more knowledge about SNE in vocational education.
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| 4. |
- Holmgren, Robert, 1958-, et al.
(author)
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The vocational teacher, an inventor in special needs education : a study on Swedish vocational programmes
- 2024
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In: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 13:2, s. 100-123
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Journal article (peer-reviewed)abstract
- Upper secondary vocational education and training (VET) in Sweden has been subject to frequent educational policy reforms which have resulted in reduced numbers of students and student groups comprising many students with special education needs (SEN). These changes can be assumed to have resulted in increasing demands on VET teachers’ work with special needs education (SNE). The purpose of this study is to contribute knowledge about VET teachers’ conditions for, and work with, SNE in Swedish VET programmes. An analysis of interviews with 15 teachers from eight VET programmes revealed the following themes: 1) Framework factors in the learning environments affecting teaching and learning, 2) The schools’ organisation of special educational competence and the VET teachers’ application of special needs education, 3) Communicative teaching for increased knowledge of students’ strengths and needs, 4) Adaptations at individual and group level, 5) Integration of theory and practice, and 6) Reconsidering teaching approaches through follow-ups. The analysis, based on Skrtic’s theory, reveals a dichotomy in the VET teachers’ conditions for, and work with, SNE. In the schools, a bureaucratic approach is applied where overriding goals are attributed high value, while the VET teachers strive for an adhocratic approach where the teaching is based on their students’ needs. Based on Ainscow’s theory, the analysis shows that the VET teachers take an interactive learning environment-related approach, which means that, based on their understanding of the students’ difficulties, they develop adaptations to stimulate their students’ learning and development.
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| 5. |
- Pettersson, Gerd, et al.
(author)
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Educators' Digital Competence in Swedish Rural Schools
- 2020
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In: European Journal of Open, Distance and E-Learning. - : Sciendo. - 1027-5207. ; 23:2, s. 65-82
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Journal article (peer-reviewed)abstract
- This article presents a survey census study performed in a small, remotely located municipality with four rural schools in the north of Sweden. The study is part of a larger project, Remote Consulting in special needs education between special educators and class teachers, the aim of which is to increase the equivalence between the municipality’s schools by giving more class teachers improved access to special needs education (SNE) consultations provided by special educators via remote consulting.Prior to the start of the project, a questionnaire was sent out to all the class teachers in the participating schools. All the teachers approached answered the questionnaire. One of the aims of the survey was to gain increased knowledge about the teachers’ self-efficacy in their use of ICT. The most intriguing result was that three of the five 50-59 year-old teachers estimated their knowledge about ICT to be above average compared to that of their colleagues. A similar pattern was identified in the teachers’ use of ICT in their teaching. Of those who used ICT every day, three were 30-39 years old, three were 50-59 years old and one was 40-49 years old, while all of those who used ICT less than once a week were younger than 39. The results of the study indicate that the teachers in this study are adequately equipped to proceed from physical counselling to remote consulting in special needs education.
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| 6. |
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| 7. |
- Pettersson, Gerd, et al.
(author)
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Remote consultation between special educators and teachers in rural schools in Sweden
- 2020
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In: Education in the North. - : School of Education at the University of Aberdeen. - 0424-5512 .- 2398-0184. ; 27:2, s. 56-72
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Journal article (peer-reviewed)abstract
- Rural schools in Sweden exist in sparsely populated areas. The schools face a number of challenges; financial, pedagogical, competence-related etc. Mostly special educational expertise is lacking, challenging the principle of equal access to educational support. Special educators placed in community centres have long distances to rural schools. One way of overcoming the distance is to use communication technology for special educational consultation. Remote consultation between special educators and teachers in rural schools is a type of digital innovation in special needs education provision. Special educators working in a rural municipality in Northern Sweden tried out remote consultation by using communication technology. The aim of the study is to contribute to increased knowledge of how special educators implement remote special educational consultation to rural teachers with communication technology as a tool. The empirical data consist of recordings of consultation sessions between special educators and rural teachers. The findings show that the special educators carry out and enable remote consultation by using several strategies; preparing consultation, getting familiar with technology and making use of context related knowledge, observation data and professional competence. The findings indicate that remote consultation with communication technology is a promising strategy for special educational consultation for rural schools.
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| 8. |
- Pettersson, Gerd
(author)
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Utvecklingsprocessen i ett praktiknära forsknings- och utvecklingssamarbete : exemplet Specialpedagogisk fjärrhandledning
- 2021
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In: Praktiknära pedagogisk forskning i det lärande nordiska nätverket Gemensamma Vägar. - Umeå : Pedagogiska institutionen, Umeå universitet. - 9789178555611 ; , s. 106-125
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Book chapter (peer-reviewed)abstract
- Syftet med föreliggande studie är att bidra med kunskap om hur praktiknära formella samarbetsprocesser formas i ett forsknings- och utvecklingsarbete avseende specialpedagogisk fjärrhandledning i svenska glesbygdsskolor. Forsknings- och utvecklingssamarbetet (FoU) involverade följande aktörer; specialpedagoger, lärare i fyra svenska glesbygdsskolor och en forskare, vilka skulle samarbeta och vara delaktiga i FoU-projektets utformning, planering och strukturering. Att samarbetsprocessen direkt ska fungera och inte ta tid från innehållet är i många delar ett förgivettagande, inte minst i den initiala övergripande planeringen av ett FoU-samarbete. För att uppnå syftet har två olika datamaterial använts. Den ena materialet var en datainsamling som bestod av öppna frågor vilka skickades ut till samtliga medverkande via e-post. Den andra materialet utgjordes av den datasamling som utgick från huvudmannens formulerade FoU-ansökan till Specialpedagogiska skolmyndigheten: De två insamlade datamaterialen analyserades genom en tematisk innehållsanalys. Resultaten från den första delstudien visar att en dikotomi var rådande, å ena sidan hade några skolkaktörer svag anknytning till FoU-samarbetet och upplevd misstro, å andra sidan fanns andra skolaktörer med stark anknytning till FoU-samarbetet som uttryckte hög tilltro. Resultaten i den andra delstudien visar vikten av struktur och transparens och att FoU-samarbeten växer fram genom förtroendefullt samarbete mellan samtliga involverade.
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| 9. |
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Praktiknära pedagogisk forskning i det lärande nordiska nätverket Gemensamma Vägar : en antologi
- 2021
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Editorial collection (peer-reviewed)abstract
- I den här boken presenteras olika forsknings- och utvecklingsprojekt om lärande, lärmiljöer, profession och digitalisering inom det utbildningsvetenskapliga fältet. Boken ger en mångfasetterad bild av vad, hur och varför forskning och utvecklingsarbete är essentiellt för att skapa ny kunskap och fördjupad förståelse för hur förskolan, skola och utbildning kan utvecklas, men också hur forskning och beprövad erfarenhet behöver förenas. Vi som varit engagerade i bokens tillkomst kommer från Sverige, Norge eller Finland men gemensamt är arbete inom skola/förskola och utbildning på olika sätt. Flera av kapitlen har ett särskilt fokus på specialpedagogiska frågor vilket är en av de saker som genom åren fört oss samman under konferensen Gemensamma Vägar, vars syfte är att deltagarna skall få tillgång till forskning och pedagogisk kompetens som finns vid de nordligaste universiteten i Sverige, Norge och Finland. Vi hoppas och tror att boken blir värdefull för dig som är lärare, forskare, eller student och som intresserar dig för att bidra till arbetet att utveckla skola och undervisning.
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| 10. |
- Ström, Kristina, et al.
(author)
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Remote special educational consultation in Swedish rural schools
- 2024
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In: Australian and International Journal of Rural Education. - : The Society for the Provision of Education in Rural Australia (SPERA). - 1036-0026 .- 1839-7387. ; 34:1, s. 108-121
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Journal article (peer-reviewed)abstract
- With advances in communication technologies, remote special educational consultation has become a promising strategy for indirect special education provision aiming to support students with special educational needs as well as their teachers in remote and rural areas. This study explores how special educators in a rural municipality in Sweden offer remote special educational consultation to teachers and how the two teacher categories experience remote special educational consultation. The empirical data of the study consist of special educators’ and teachers’ responses to an online questionnaire (N=11). The analysis revealed themes reflecting experienced challenges as well as opportunities. The challenges relate to lack of professional commitment and consensus, lack of school leaders’ trust, knowledge and support, and barriers associated with distance and technology, while opportunities relate to increased access to special educational competence, increased structure in consultation and increased professional development and collaboration. The results of this study highlight the potential value of remote special educational consultation as an acceptable, cost-effective, and efficient way of increasing access to special educational expertise and providing special educational support to teachers working in rural and underserved schools.
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