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Publications (10 of 11) Show all publications
Cronqvist, M. (2019). Lärarstudentens livsvärld - i forskning om etiskt ansvar (1ed.). In: Helena Dahlberg, Sidsel Ellingsen, Bente Martinsen, Susanne Rosberg (Ed.), Fenomenologi i praktiken: Fenomenologisk forskning i ett skandinaviskt perspektiv (pp. 284-300). Stockholm: Liber
Open this publication in new window or tab >>Lärarstudentens livsvärld - i forskning om etiskt ansvar
2019 (Swedish)In: Fenomenologi i praktiken: Fenomenologisk forskning i ett skandinaviskt perspektiv / [ed] Helena Dahlberg, Sidsel Ellingsen, Bente Martinsen, Susanne Rosberg, Stockholm: Liber , 2019, 1, p. 284-300Chapter in book (Refereed)
Abstract [sv]

Detta kapitel handlar om hur fenomenologisk forskning kan ge ny kunskap om vad det innebär att ta ansvar för barn i undervisning genom att ta del av lärarstudenters erfarenheter. Det handlar således om möten mellan livsvärldar i fenomenologisk forskning, forskarens möten med sina intervjupersoner i en intervjustudie och deras berättelser om sina möten med barn och VFU-lärare.

Place, publisher, year, edition, pages
Stockholm: Liber, 2019 Edition: 1
National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-21522 (URN)978-91-47-11345-3 (ISBN)
Available from: 2019-08-05 Created: 2019-08-05 Last updated: 2019-08-05Bibliographically approved
Cronqvist, M. (2019). Reflecting and Verbalizing Teaching – Supported by Didactic and Digital tools. Beijing International Review of Education, 1(2-3), 512-532, Article ID 2590-2539.
Open this publication in new window or tab >>Reflecting and Verbalizing Teaching – Supported by Didactic and Digital tools
2019 (English)In: Beijing International Review of Education, ISSN 2590-2547, Vol. 1, no 2-3, p. 512-532, article id 2590-2539Article in journal (Refereed) Published
Abstract [en]

In teacher education, it is problematic to intertwine theory and practice. It is also problematic that student teachers lack self-awareness about what values they express in their meetings with pupils. They need to reflect and verbalize their teaching experiences. In this article, results from a study in teacher education are presented from a development work where a combination of a didactic tool that visualizes ethics in teaching and a digital tool, video paper is tried. The purpose is to investigate how this combination can stimulate student teachers´ reflections on their teaching during their internship and through follow-up in the campus course. Findings indicate that the tools in themselves are not enough to bridge theory and practice. However, the tools can be helpful to teacher educators. Reflections presented in video papers are quite different in content, range and depth which are visualized through the questions of the didactic tool and by different typologies for reflection. The reflections show that there are many ways to verbalize ethics which raises questions about what it really means to visualize ethics.

Keywords
video paper, didactics, reflections, theory and practice, ethics
National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-21521 (URN)10.1163/25902539-00102020 (DOI)
Available from: 2019-08-05 Created: 2019-08-05 Last updated: 2019-08-05Bibliographically approved
Cronqvist, M. (2018). Att undervisa etiskt: - i princip och praktik (1:1ed.). In: Sara Irisdotter Aldenmyr (Ed.), Läraren och yrkesetiken: Principer, värden och förhållningssätt i förskolans och skolans vardag (pp. 85-101). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Att undervisa etiskt: - i princip och praktik
2018 (Swedish)In: Läraren och yrkesetiken: Principer, värden och förhållningssätt i förskolans och skolans vardag / [ed] Sara Irisdotter Aldenmyr, Lund: Studentlitteratur AB, 2018, 1:1, p. 85-101Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018 Edition: 1:1
Series
ISBN
National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-15056 (URN)978-91-44-12088-1 (ISBN)
Available from: 2018-08-31 Created: 2018-08-31 Last updated: 2018-09-06Bibliographically approved
Cronqvist, M. (2018). Etiskt ledarskap: Didaktik i förskola och skola (1:1ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Etiskt ledarskap: Didaktik i förskola och skola
2018 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018. p. 125 Edition: 1:1
National Category
Social Sciences Educational Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-15057 (URN)978-91-44-12526-8 (ISBN)
Available from: 2018-08-31 Created: 2018-08-31 Last updated: 2018-09-06Bibliographically approved
Cronqvist, M. (2017). Didethics - a didactic model including professional ethics. Nordisk Tidskrift för Allmän Didaktik, 3(1), 68-85
Open this publication in new window or tab >>Didethics - a didactic model including professional ethics
2017 (English)In: Nordisk Tidskrift för Allmän Didaktik, ISSN ISSN:2002-1534, Vol. 3, no 1, p. 68-85Article in journal (Refereed) Published
Abstract [en]

Ethics in teaching can be understood in different ways. In this article, ethics in teaching is interpreted as values that are expressed by the teacher through words or actions in interaction with students. Previous research has indicated that ethics in teaching with this meaning is difficult to recognize and verbalize. Professional ethics also seems to be randomized and built mostly on personal feelings. In an empirical study of professional ethics, data was analyzed in order to find the essence of the phenomenon professional ethics. The study indicated a lack of professional ethics in preparing and in following up teacher students for school-based training, in didactic plans and in dialogues with teacher educators in the field. This inspired the development of a didactic model, Didethics, in an attempt to make visible and to raise awareness of the importance of professional ethics in teaching. In this model, the essence of professional ethics according to the result of the empirical study becomes a part of didactics. Therefore, the implementation of the study and the result formulated as the essence of professional ethics is presented first, followed by the didactic model and descriptions of how it can be useful to future teachers.

Keywords
Professional ethics, teacher education, life world, phenomenology, didactics
National Category
Educational Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-13391 (URN)
Available from: 2018-01-10 Created: 2018-01-10 Last updated: 2018-01-10Bibliographically approved
Cronqvist, M. (2017). The combination of a didactic model, Didethics, and videopapers to visualize ethics in teaching. In: : . Paper presented at European Conference on Educational Research (ECER), Copenhagen, August 22-25, 2017.
Open this publication in new window or tab >>The combination of a didactic model, Didethics, and videopapers to visualize ethics in teaching
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

A study of professional ethics in teacher education indicated that student teachers in their didactic plans mostly did not attend to ethics (Cronqvist, 2015) and therefore, a new didactic model could be needed. A didactic model called Didethics was created theoretically in order to visualize ethical aspects of teaching. Since ethics is embedded in all teaching, it is crucial to pay attention to ethics in planning, but also in implementation and follow-up, which the model does. The theoretical model Didethics was tried in practice in combination with videopapers, a multimodal text covering selected recorded video sequences with associated reflective texts. During student teachers´ school-based education they were filming some sequence when they were acting and then chose different clips and reflected on them in a paper. As a follow-up on campus, student teachers showed their clips and told about their reflections. As part of the work, student teachers were asked to use the clips to reflect on didactic questions from the model and the function of the model as a tool. The aim of this study is to try how the theoretically created didactic model, Didethics, functions in practice to visualize ethics. Student teachers´ videopapers are analyzed in order to find answers to the following questions:

  • How do student teachers use the model?
  • How does the model affect the expressions of ethics, implicit and explicit?
  • How do student teachers experience the didactic model, Didethics, in the education of children?
  • How do student teachers experience the didactic model, Didethics, in their own learning?

Previous research on teacher education and students´ learning, relevant to the need to make ethics in teaching visible, is about the importance of students´ dispositions and earlier experiences in teacher education (Schussler & Knarr, 2013; Johnson, 2008; Sockett, 2009; Dottin, 2009).There seems to be a lack of attention to how dispositions and previous understandings influence education and the shaping of professional role. Researchers demand a teacher education that systematically attends to students´self-consciousness about what values they express and their judgment in context (Schussler, Stooksberry & Bercaw, 2010). Values verbalized by students are not always aligned to how they act in context (Johnson, 2008). They often enact values unaware of how children perceive their actions and therefore, self-awareness need to be supported (Schussler & Knarr, 2013).

Lazarus & Olivero (2009) state that “videopapers are multimedia documents that integrate and synchronise video, images and text in one non-linear, cohesive document” (p 256). The combination of words and acting, seeing and verbalizing can be a useful tool in teacher education in order to visualize and make explicit tacit knowledge (Smith & Krumsvik, 2007). Ethics of teaching is often mentioned as tacit knowledge, both difficult to notice in actions and to verbalize. Therefore, the combination of the didactic model and videopaper is interesting to try.  Previous research in the area of teacher education has shown that videopapers can lead to increased reflection among the involved participants (Almås & Krumsvik, 2008; Smith & Krumsvik, 2007). They can also help bridging theory and practice (Lazarus & Olivero, 2009). In this study, videopaper is used as empirical data to examine how the didactic model, Didethics functions in order to visualize ethics. The ability of videopapers to represent practice is highly interesting.

The combination of videopapers and the didactic model, Didethics, to visualize ethics in teaching, to find different strategies to support reflection and to bridge the gap between theory and practice makes the study most relevant to development of teacher education internationally.

The study was implemented in a course in Swedish with focus on didactics for teachers working in grades 7-9 (pupils from 13 to 16 years old). This course is held in the second semester of teacher education but three of the students were in their sixth semester, studying together with students from the second semester out of economical reasons. Altogether, nineteen student teachers were participating.

In preparation for the assignment, a combined lecture and workshop about the model was given. In the workshop, students made concrete planning of their teaching, using the model. Problems that occurred were that the students had not met their supervisors yet and therefore did not know if they were able to use the planning and no one of the supervisors participated in their own lecture about the model and therefore were not able to support the students in using the model. It is unclear how this affected student teachers´ abilities to use the model.  When students came back from school-based education, they got technical help to make clips from their recordings. Out of these clips, they wrote reflections on their choices of teaching methods, content, judgment and meanings of professional ethics.

The analysis was made phenomenologically with the aim to understand the didactic model´s ability to visualize ethics in teaching as a phenomenon.  At first, videopapers were read carefully several times to get a grasp on the whole. Thereafter, meaning units out of research questions were marked for each paper (Dahlberg, Dahlberg & Nyström, 2008). The analysis was thereby moving from the whole to the part and then back to the whole again. Out of this movement in the analysis and the meaning units, a division was made, based on whether the model was mentioned, reflected on, if ethics or professional ethics were mentioned, if meanings of professional ethics could be identified more or less distinctly as they are formulated in the model and if meanings of professional ethics were mentioned even if connections to the model were missing. Papers without any connections to the model, ethics or meanings of professional ethics at all, were separated. Words in the markings of meaning units are “model”, “method” and “reflection” and these meaning units form patterns (clusters) in the material (Dahlberg et al., 2008).

National Category
Educational Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-12566 (URN)
Conference
European Conference on Educational Research (ECER), Copenhagen, August 22-25, 2017
Available from: 2017-09-12 Created: 2017-09-12 Last updated: 2017-09-19Bibliographically approved
Cronqvist, M. (2016). Leading ethically- learning practically. In: : . Paper presented at ECER 2016 Leading Education: The Distinct Contributions of Educational Research and Researchers, Dublin, August 23-26, 2016.
Open this publication in new window or tab >>Leading ethically- learning practically
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Leading ethically- learning practically

In an empirical study about professional ethics as lived practice, student teachers and teacher educators both at campus and in field mention the teachers function as role model.

The aim of the empirical study is to examine and provide a better understanding of how student teachers implicitly (in action) and explicitly (through statements orally and written) express and learn their ethical responsibilities and what their statements tell us about professional ethics. One of the questions is:

•How does learning in professional ethics develop during the first semesters of teacher education?

Ethics deals with what is “good” and “right” and is linked to various ethical dilemmas. Views on ethics as being normative and descriptive cannot be fully separated. However, in this study, the ethics referred to are chiefly descriptive since the student teachers talk about their own experiences.  Challenges in teaching assignments consist of different ethical dilemmas. A dilemma does not have a right answer (Husu & Tirri, 2003) but how to handle it depends on considerations and the teacher’s own judgment in relation to the actual situation.

Previous research on teacher education and student teachers´ learning, relevant to this study, concerns the importance of dispositions and earlier experiences in teacher education (Johnson, 2008; Dottin, 2009; Sockett, 2009 & Schussler & Knarr, 2013), lifelong learning (Ranagården, 2009 & Strömberg, 2010) and connecting theory with practice (Gustavsson, 2008 & Eriksson, 2009). Many studies emphasize the importance of dealing with student teachers´ dispositions during teacher education. There seems to be a lack of awareness about how personal values and previous understandings affect education and the shaping of professional roles. Researchers demand a teacher education that systematically tends to student teachers´ self-consciousness and self-reflection about what values they express and that supports their use and development of different tools and strategies.

This study is based on lifeworld theory.  Hence, intentionality and the natural attitude as parts of phenomenology and lifeworld theory are highly relevant.  When student teachers make new experiences during their teacher education, new understanding is built on the student teacher´s lifeworld, the way that the student teacher relates to and interacts with the world. Intentionality is when one directs ones awareness onto objects or events (Husserl, 1995/1907), meaning that when we experience something we experience it as something with a meaning. A person´s lifeworld is the sum of all meanings; it is impossible to escape but can be reflected upon (Husserl, 1995/1907). The natural attitude, to take things for granted in order to cope with daily situations (Husserl, 1970b/1936), explains why ethics in teaching situations often remain unspoken. When something is natural and unquestioned, the experiences are implicit. When a student-teacher meets children, the meeting is between different lifeworlds and the situation depends on what experiences both the children and the student-teacher bring with them. Through reflection and self-awareness, objects and events experienced as natural attitude can become conscious and open to study (Dahlberg, Dahlberg & Nyström, 2008).

This study draws on the ethical responsibility thatbothLévinas (1993) andLøgstrup (1994) describe asinevitableandcrucial for a person in order tounderstand him- or herself. When meetinga child, there is an ethicalobligation and responsibility involved (Todd, 2001). Student teachers deal withthis responsibilityin different ways: by being passive or by acting on different options. Whether thestudent teacher is aware of thechoicesand howchoices are made is based onthe individual'slifeworldand the impacton the lifeworld that the teacher education may have.Alleducational activityisthusa process oflifeworlds constantly being shaped and reshaped.

The methodology, RLR (Reflective Lifeworld Research), that this study is based on, emphasizes how the individual give meanings to phenomena and it is these meanings that the researcher is studying.

Since earlier research has indicated that professional ethics are embedded in practice, this study examines how student teachers experience professional ethics during their school-based training.  Ten student teachers, with different orientations to preschool and Elementary school have been interviewed. In addition to interviews, empirical data consists of observations during student teachers´ meeting with children, dialogues with supervisors, seminars at campus, meetings with mentors and different kinds of written material during this period, for example didactic plans and diaries. The data collection was conducted during the student teachers´ second, third and fourth semester.

All the interviews were recorded and transcribed verbatim. The respondents prepared the interviews in advance to talk about situations where the experience of the phenomenon appeared. An open approach during the interview includes bridling pre-understandings. Further, the bridling in this study is done by discussing the findings with colleagues and supervisor, by doing the analysis over a long period of time, and by analyzing in different stages. These stages entailed that I started looking for different meaning units in the data and marked them by comments in the margins of transcriptions. Out of my comments, I searched for meanings that seemed to belong to each other and structured patterns (clusters). In this process different parts of the data are constantly compared to the whole and the whole to the parts, iteratively, to see if the patterns remained convincing (Dahlberg et al., 2008). The different stages of analyzing makes it possible to go back in process and to check what was said and if it can be interpreted differently.

As a part of the result, the function of the teacher as a role model was emphasized. When educators at campus and in field use this expression of leadership, they never explain what they mean. The meaning is implicit. However, student teachers also use this expression but explain what it means to them to be a role model. When student teachers experience their supervisor as a role model, descriptions of different ways of making good relations to the children are characteristic. Supervisors are asking questions about how children are feeling both in pre/school and at home. They address the children in the same way as they address colleagues. Another characteristic way to be a role model is to be present in the interaction with children. Supervisors manage to cope with the situation as it appears and are willing to disregard their planning when it is needed. They also manage to balance between being strict and to joke with the children, depending on the situation.

Osguthorpe (2008) explains that the pedagogue needs to teach ethically as being a role model which is different from teaching ethics. How to educate student teachers to be role models for children is a complex undertaking that raises several questions (Sanderse, 2013). Student teachers sometimes know that they are role models but do not always realize what it means and how they make certain values visible in their actions (Schussler and Knarr, 2013). Their intentions, perceptions and practice are connected in teacher education and it is a highly relevant topic to all teacher educators both in Europe and in the rest of the world to discuss how teacher education can handle student teachers development to teach ethically, as role models.

References

 

Dahlberg, K., Dahlberg, H. & Nyström, M. (2008). Reflective life world research. 2. ed. Lund: Studentlitteratur.

 

Dottin, E. S. (2009). Professional judgment and dispositions in teacher education, Teaching and teacher education 25(1), 83-88.

Eriksson, A. (2009). Om teori och praktik i lärarutbildning: en etnografisk och diskursanalytisk

studie. Diss. Göteborg : Göteborgs universitet, 2009.

Tillgänglig på Internet: http://hdl.handle.net/2077/19352

Gustavsson, S. (2008). Motstånd och mening: innebörd i blivande lärares seminariesamtal. Diss. Göteborg : Göteborgs universitet, 2008.

Tillgänglig på Internet: http://hdl.handle.net/2077/17754

 

Husserl, E. (1970/1936). The crisis of European sciences and transcendental phenomenology: an introduction to phenomenological philosophy. Evanston: Northwestern U.P.

 

Husserl, E. (1995/1907). Fenomenologins idé. 2. uppl. Göteborg: Daidalos.

 

Husu, J. & Tirri, K. (2003). A case study approach to study one teacher´s moral reflection, Teaching and Teacher Education, 19(3), 345-357.

Johnson, L. E. (2008). Teacher candidate disposition: moral judgement, or regurgitation? Journal of moral education 37(4), 429-444.

 

Lévinas, E. (1993). Etik och oändlighet: samtal med Philippe Nemo. 3., utök. uppl. Stockholm: B. Östlings bokförl. Symposion.

Løgstrup, K. E. (1994). Det etiska kravet. Göteborg: Daidalos.

Osguthorpe, R. D. (2008). On the Reasons We Want Teachers of Good Disposition and Moral Character. Journal of Teacher Education, 59(4), 288-299.

Ranagården, L. (2009). Lärares lärande om elever: en sociologisk studie av yrkespraktik. Göteborg: Department of Sociology, Göteborg University.

 

Sanderse, W. (2013). The meaning of role modeling in moral and character education.  Journal of moral education, 42(1), 28-42.

 

Schussler, D., & Knarr, L. (2013). Building awareness of dispositions: enhancing moral sensibilities in teaching, Journal of Moral Education 42(1), 71-87.

National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-11468 (URN)
Conference
ECER 2016 Leading Education: The Distinct Contributions of Educational Research and Researchers, Dublin, August 23-26, 2016
Available from: 2016-12-15 Created: 2016-12-15 Last updated: 2016-12-21Bibliographically approved
Cronqvist, M. (2015). Yrkesetik i lärarutbildning - en balanskonst. (Doctoral dissertation). Göteborg: Acta Universitatis Gothoburgensis
Open this publication in new window or tab >>Yrkesetik i lärarutbildning - en balanskonst
2015 (Swedish)Doctoral thesis, monograph (Other academic)
Alternative title[en]
Professional ethics in teacher education – a balancing art
Abstract [en]

The aim of the study is to examine and to increase the understanding of how student teachers implicitly (in action) and explicitly (through oral and written statements) express and learn professional ethics and what these expressions reveal about professional ethics. Previous research has indicated that professional ethics as phenomenon is difficult to separate and to view in the meeting between pedagogue and child. Professional ethics is often unspoken and based on personal feelings and not on formulated knowledge. In this study professional ethics is examined as the student teacher´s lived practice in the meeting with the child. The study is based on life-world theory and Reflective Life-world Research (RLR). This means for example that the phenomenon of professional ethics is examined as it present itself to student teachers and that the researcher must make efforts to be open to the phenomenon, reflect on it and to bridle preunderstandings. Ten student teachers with different orientations to preschool and elementary school have been followed, eight of them from second to fourth semester in periods when university courses and school-based education meet. Empirical data is collected from interviews, observations and different written statements. Findings are presented in three parts: Part 1 presents the issues for each individual student teacher. In part 2 the essence of professional ethics is formulated as seven elements of meaning: 1) that ambiguity requires an approach to responsibility, 2) that external factors can be obstacles, 3) that relationships and learning are interwoven, 4) that experiences should be for a child´s best interest, 5) that inclusion should be available to every child, 6) that authority should be exercised through an atmosphere of joy, respect and safety, and 7) that development occurs when theory and practice meet in reflection. Part 3 is a theoretical presentation. Reflection, self-reflection, judgment and student teachers as role models emerge as the primary tools of professional ethics. These tools are dependent on each other and intertwine cognition and emotion, experiences, theories and practice. In addition to the essence of professional ethics, my conclusion is that learning about professional ethics is based on the student teacher´s life world and takes place in a lifelong learning process. Consequently, teacher education needs to support meta-learning (learning how to learn) and build education on the student teacher´s individual life world as a resource. The student teachers as role models are developed through virtuous actions continuously being performed and through teacher educators acting as role models. Judgment and phronesis are also developed in practice through student teachers´ experiences of balancing between various factors in the complex situation. Since learning is developed in practice and from experiences, school-based education becomes valuable in order to stimulate learning. Another conclusion is that experiences must be discussed and analyzed thoroughly and systematically in education. In this process reflection is crucial. Based on the findings, a didactic model, Didethics, has been created in order to implement ethics in the same way as content (subject) and methods are included in didactics. Through asking questions, the model implements ethics, links it with content and methods and follows ethics through the planning, implementation and evaluation of the learning process.

Place, publisher, year, edition, pages
Göteborg: Acta Universitatis Gothoburgensis, 2015. p. 255
Series
Skrifter från Högskolan i Borås, ISSN 0280-381X ; 59
Series
Göteborg studies in educational sciences, ISSN 0436-1121 ; 369
Keywords
professional ethics, teacher education, Reflective Lifeword Research (RLR), lifeworld, phronesis, virtue ethics, Didethics
National Category
Educational Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-105 (URN)978-91-7346-833-6 (ISBN)978-91-7346-834-3 (ISBN)
Public defence
2015-06-12, C203, Allégatan 1, Borås, 13:00 (Swedish)
Note

Denna doktorsavhandling har genomförts inom ramen för forskarskolan i utbildningsvetenskap vid Centrum för utbildningsvetenskap och lärarforskning, Göteborgs universitet. Doktorsavhandling 47.

Available from: 2015-05-22 Created: 2015-05-22 Last updated: 2016-01-21Bibliographically approved
Cronqvist, M. & Bredmar, A.-C. (2013). Att utveckla och bedöma lärarskicklighet genom dialog. In: Karin Rönnerman, Peter Erlandson (Ed.), Doktorander som kreativa brobyggare. Centrum för Utbildningsvetenskap och Lärarforskning. Tema: Läraryrkets Praktik: (pp. 53-60). Unviersity of Gothenburg
Open this publication in new window or tab >>Att utveckla och bedöma lärarskicklighet genom dialog
2013 (Swedish)In: Doktorander som kreativa brobyggare. Centrum för Utbildningsvetenskap och Lärarforskning. Tema: Läraryrkets Praktik / [ed] Karin Rönnerman, Peter Erlandson, Unviersity of Gothenburg , 2013, p. 53-60Chapter in book (Other academic)
Place, publisher, year, edition, pages
Unviersity of Gothenburg, 2013
Keywords
läraryrkets praktik, lärarskicklighet
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-5172 (URN)2320/13065 (Local ID)978-91-981430-0-3 (ISBN)2320/13065 (Archive number)2320/13065 (OAI)
Available from: 2015-12-17 Created: 2015-12-17 Last updated: 2017-11-13Bibliographically approved
Bergnell, A., Cronqvist, M., Fihn, G., Kolback, K., Pokka, H., Welin Mod, A. & Zimmerman, F. (2011). Lärarutbildning och vetenskaplighet. Högskolan i Borås, Institutionen för pedagogik
Open this publication in new window or tab >>Lärarutbildning och vetenskaplighet
Show others...
2011 (Swedish)Report (Other academic)
Abstract [sv]

[...]Lärarutbildningen vid Högskolan i Borås har alltså bedömts hålla hög kvalitet. Ett skäl till detta framgår av Högskoleverkets motiveringar och handlar om en god balans mellan vetenskaplig och professionsbaserad kompetens bland lärar-utbildarna. I den här rapporten ges ett smakprov på områden där enskilda lärare vid institutionen har fördjupade kunskaper och intressen. Utgångspunkten för artiklarna är texter skrivna inom ramen för en kurs, Lärarutbildning och veten-skaplighet, läsåret 2008-09. De sju artiklarna behandlar på olika sätt och med olika utgångspunkter och tillämpningar, relationen mellan teori och praktik, just den fråga som har varit, är och ständigt kommer att vara lärarutbildningens kärnfråga.

Place, publisher, year, edition, pages
Högskolan i Borås, Institutionen för pedagogik, 2011
Series
Rapport från Institutionen för pedagogik, ISSN 1404-0913 ; 2
Keywords
professionsvetenskap, Pedagogik, lärarutbildning
National Category
Other Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-4506 (URN)2320/9070 (Local ID)978-91-85659-74-6 (ISBN)2320/9070 (Archive number)2320/9070 (OAI)
Available from: 2015-12-17 Created: 2015-12-17
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-6639-8803

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