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  • 1.
    Bradling, Björn
    University of Borås, Faculty of Librarianship, Information, Education and IT. Jönköping University & forskarskolan CuEEd-LL.
    World Literature and Transformative Learning: Reading and Teaching Season of Migration to the North in Swedish Upper Secondary School2024In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1Article in journal (Refereed)
    Abstract [en]

    This study investigates how Tayeb Salih’s Season of Migration to the North (2006) can be read and taught as an example of world literature in accordance with the transformative and culturally empowering ambitions of the Swedish upper secondary school curriculum.A total of18 third-yearstudents inthe upper secondary science programme read the novel and recorded their reading experiences in journals. These journals have been thematically analysed,and the results show that the students’ processes of deconstructingand reconstructing the finalised reading,using literary concepts,help forward estrangement effects, which produce critical readings. As the students read for the plot and closedin on the end, their text-centred understandings of the novel wereheightened, and by actively using subject-specific terminology (i.e. stylistic devices and modes of reading concepts),they strengthened the sense-making of their relations to the world as mediated through the text. Frames of reference about historical andcurrent Sudan support the students in allowing the novel to become a merging point, at which their cultural horizons are nuanced through the juxtaposing of different perspectives. The students’ meta-reflexive readings allow for experiencing culture on the move as part of their transformative learning.

  • 2. Cronqvist, Marita
    Joy in Learning: When Children Feel Good and Realize They Learn2021In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, Vol. 3Article in journal (Refereed)
    Abstract [en]

    Both in research and inthe Swedish curricula, positive emotions such as joy, pleasure and desire are said to stimulate learning. However, it is not clear what the meaning of joy is in relation to learning. The purpose of this phenomenological study is to gain knowledge about the essential meanings of the phenomenon joy in learning for children aged 9 and 12 years in compulsory school. The questions are as follows: What meanings constitute the phenomenon joy in learning in the current context? What implications do the findings have for teaching? The study is phenomenological and is based on interviews with or written stories by the participating children. The findings indicate how joy stimulates learning and emerges when children understand and ‘own’ their learning process. Teachers are important as ‘facilitators’ for joy in learning through being supportive and inspiring. Joy in learning during lessons is related to joy and friendship during school breaks. Teachers’ decisive importance for joy is discussed in relation to various modalities of pedagogical contact. Conclusions can be drawn that school breaks need attention from a learning perspective and that children need teacher support to understand their learning process.

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  • 3.
    Cronqvist, Marita
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Yrkesetik i lärarutbildning: Essensens betydelse2020In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, Vol. 2, p. 23-40Article in journal (Refereed)
    Abstract [en]

    Teaching is an ethical activity and in order to ensure a high quality in teaching, ethics need to be visualizedand verbalized. In a phenomenological empirical study with student teachers as participants, data wereanalyzed in order to express the essential meanings of professional ethics. The essence can be described asthe meanings that in spite of different contexts are relatively persistent. In phenomenology, the possibilityof expressing the essence of a phenomenon is interpreted in different ways. Inthis article, the author arguesthat the essence is needed to verbalize ethics in teaching tentatively as a kind of ethical code or guidelinefor becoming teachers. Some of the essentialfindingsstemmingfrom the empirical study mentioned abovearecomparedwith the ethical principles formulated inLäraresYrkesetiskaPrinciper(2001) by the two Swedishunions,LärarförbundetandLärarnas Riksförbund,to argue for the importance of formulating the essence.

  • 4.
    Eriksson, Anita
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Svensson, Ann-Katrin
    Beach, Dennis
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Förskolepersonals tal om ansvar i relation till den förtydligade ansvarsstrukturen i svensk förskolepolicy.2019In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 3, p. 87-112Article in journal (Refereed)
  • 5.
    Norlund, Anita
    University of Borås, School of Education and Behavioural Science.
    ”Varför tycker du man ska ha dödsstraff, då?” Ett sociologisk-didaktiskt verktyg för analys av klassrumsdebatter2013In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 35-62Article in journal (Refereed)
    Abstract [en]

    Debates, as the discursive curriculum activities they are, are occasionally arranged in classrooms. Here, the aim is to offer a tool for analyses of such activities. By adopting a sociological-didactical perspective, this article takes Basil Bernstein’s conceptual pair vertical and horizontal discourse as its starting point. The ‘vertical discourse’ is roughly speaking school-oriented whereas the ‘horizontal discourse’ is more often played out in informal contexts. These two central concepts will be specified in particular relation to the classroom debate as curricular content. Two contrasting authentic classroom debates were intentionally selected in order to try out the ana-lytical tool. Both the debates deal with the same topic, i. e. death penalty. The debates, however, also differ from each other; they are put into prac-tice in remarkably different ways and in different contexts, although they are both collected from, in a sociological perspective, supposedly less ad-vantaged areas. I argue that the tool offered is a needed and fruitful way of capturing what happens in classroom debates.

  • 6.
    Rosvall, Per-Åke
    University of Borås, School of Education and Behavioural Science.
    Programarbetslag som stöd för nyutexaminerade kärnämneslärares etablering som gymnasielärare?2014In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, ISSN 1653-1868, no 1, p. 56-78Article in journal (Refereed)
    Abstract [en]

    There have been many attempts to reform the Swedish education system in order to reduce the size of the gaps between different upper secondary school programmes. These have included changes in teachers’ responsibilities and teacher education. Within an individual school, teachers of Swe dish language, English and mathematics may teach students of both vocational and further study preparation programmes. However, an analy sis of new teachers’ experiences and the organization of teacher teams at one school, Apel School, suggests that despite these reforms, some traditional preferences have persisted. Notably, teachers of the subjects listed above had clear hierarchical preferences regarding the school’s various teacher teams. Very few teachers were keen to join teams that were involved with a vocational programme. This arguably put both newer teachers and vocational programme students into particularly vulnerable situations because the new teachers were assigned to the less-preferred vocational programme teams but not provided with adequate support from more experienced teachers. Vocational students were more likely to have their teachers replaced as their old teachers advanced within the hierarchy. It is concluded that head teachers need to distribute new and experienced teachers in teacher teams more evenly even though experienced teachers express resistance.

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