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  • 1.
    Bergnell, Anneli
    et al.
    University of Borås, School of Education and Behavioural Science.
    Cronqvist, Marita
    University of Borås, School of Education and Behavioural Science.
    Fihn, Gunilla
    University of Borås, School of Education and Behavioural Science.
    Kolback, Kerstin
    University of Borås, School of Education and Behavioural Science.
    Pokka, Helena
    University of Borås, School of Education and Behavioural Science.
    Welin Mod, Agneta
    University of Borås, School of Education and Behavioural Science.
    Zimmerman, Fredrik
    University of Borås, School of Education and Behavioural Science.
    Lärarutbildning och vetenskaplighet2011Report (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.

    Download full text (pdf)
    FULLTEXT01
  • 2.
    Dimenäs, Jörgen
    et al.
    University of Borås, School of Education and Behavioural Science.
    Kolback, Kerstin
    University of Borås, School of Education and Behavioural Science.
    Norlund, Anita
    University of Borås, School of Education and Behavioural Science.
    Wede, Christer
    University of Borås, School of Education and Behavioural Science.
    Bedömning för lärande: för Skola 20112009Conference paper (Refereed)
    Download full text (pdf)
    FULLTEXT01
  • 3.
    Dimenäs, Jörgen
    et al.
    University of Borås, School of Education and Behavioural Science.
    Kolback, Kerstin
    University of Borås, School of Education and Behavioural Science.
    Norlund, Anita
    University of Borås, School of Education and Behavioural Science.
    Wede, Christer
    University of Borås, School of Education and Behavioural Science.
    Hur lärare och lärarstuderande kommunicerar relationen mellan värdefrågor och ämnesspecifikt innehåll under verksamhetsförlagd utbildning2011Conference paper (Refereed)
    Download full text (pdf)
    FULLTEXT01
  • 4.
    Dimenäs, Jörgen
    et al.
    University of Borås, School of Education and Behavioural Science.
    Kolback, Kerstin
    University of Borås, School of Education and Behavioural Science.
    Norlund, Anita
    University of Borås, School of Education and Behavioural Science.
    Wede, Christer
    University of Borås, School of Education and Behavioural Science.
    Relationen mellan ämnesinnehåll och moralfrågor och dess betydelse vid bedömning.2010Conference paper (Refereed)
    Download full text (pdf)
    FULLTEXT01
  • 5.
    Dimenäs, Jörgen
    et al.
    University of Borås, School of Education and Behavioural Science.
    Kolback, Kerstin
    University of Borås, School of Education and Behavioural Science.
    Wede, Christer
    University of Borås, School of Education and Behavioural Science.
    Assessment Cultures in four Swedish Secondary Schools2011Conference paper (Refereed)
  • 6.
    Kolback, Kerstin
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Bruk av det lokala i skolans historieundervisning2015In: Kultur för sinnlig kunskap / [ed] Anngerd Lönn Svensson, Borås: De sju häradernas kulturhistoriska förening , 2015, p. 37-40Chapter in book (Other (popular science, discussion, etc.))
  • 7.
    Kolback, Kerstin
    University of Borås, School of Education and Behavioural Science.
    Vad hände sedan? Tankar kring nyblivna lärares erfarenheter2011Report (Other academic)
    Abstract [sv]

    Jag har valt att titta närmare på relationen teori och praktik i lärarutbildningar, dels eftersom en koppling mellan begreppen i min egen utbildning fungerade dåligt och dels eftersom det, enligt min uppfattning, i många fall fortfarande finns brister i detta avseende. Det finns en del skrivet om just dessa svårigheter. En brist som tas upp är att lärarutbildare från akademin vill att studenterna själva skall kunna koppla samman teori och praktik, medan studenterna gärna vill få exempel på hur man kan göra detta. En annan är att det ibland skiljer väldigt mycket mellan de ideal som lärarutbildningarna förmedlar och den praktik studenterna möter under den verksamhetsförlagda utbildningen (VFU).

  • 8.
    Norlund, Anita
    et al.
    University of Borås, School of Education and Behavioural Science.
    Dimenäs, Jörgen
    Kolback, Kerstin
    University of Borås, School of Education and Behavioural Science.
    Wede, Christer
    University of Borås, School of Education and Behavioural Science.
    ”En trygg och framgångsrik skola”: Pedagogiska övertygelser i fyra landsortsskolor.2013In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 22, no 2, p. 81-104Article in journal (Refereed)
    Abstract [en]

    "A SAFE AND SUCCESSFUL SCHOOL" - PEDAGOGICAL BELIEFS IN FOUR RURAL SCHOOLS. This article is based on empirical material, collected within a school development project. The project involves four secondary schools located in manufacturing and non-academically oriented Swedish municipalities. More specifically, the material consists of teachers’ written reactions in relation to certain activities, as well as of field notes from seminars and municipal reports. Certain convictions appearing from the involved teachers and school directions are analysed according to pedagogic discourses identified in Basil Bernstein’s theory of sociology of education. There are two parallel aims of the article; first, to shed light on contemporary prevailing pedagogical convictions (primarily in schools similar to our selection) and second, to make specifications of an analytic tool intended for categorisations of pedagogical convictions. Referring to the first aim, our results point towards the fact that certain discourses are more dominant than others, all of which based on beliefs that naturalise differences between pupils. Grounded in this picture, the authors discuss possible consequences for pupils who, due to their social background, run the risk of being less familiar with what is expected from school as an institution.

  • 9.
    Norlund, Anita
    et al.
    University of Borås, School of Education and Behavioural Science.
    Dimenäs, Jörgen
    University of Borås, School of Education and Behavioural Science.
    Kolback, Kerstin
    University of Borås, School of Education and Behavioural Science.
    Wede, Christer
    University of Borås, School of Education and Behavioural Science.
    Ledarskap i undervisning och bedömning2012In: Lärare som ledare - i och utanför klassrummet / [ed] Gunnar Berg, Frank Sundh, Christer Wede, Studentlitteratur , 2012, p. 166-172Chapter in book (Other academic)
1 - 9 of 9
CiteExportLink to result list
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Cite
Citation style
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
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  • text
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