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  • 1.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Bagley, Carl
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Player-Koro, Catarina
    Högskolan i Borås, Institutionen för Pedagogik.
    Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policy making and educational changes2014Ingår i: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 44, s. 160-167Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article derives from policy ethnographic research on teacher-education change in Sweden concerning the development of a unified profession with a common professional-knowledge base. This was a social democratic government policy for teacher education from the 1950s up until 2007, when the newly elected right wing government turned away from unification and toward re-traditionalisation. Based on a meta-ethnographic analysis of the policy ethnographies the article illustrates resistance toward unification and raises critical questions concerning the intellectual foundations and integrity of reform processes. Attempts are also made to locate the disclosures in relation to international research.

  • 2.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Eriksson, A.
    Högskolan i Borås, Institutionen för Pedagogik.
    The relationship between ethical positions and methodological approaches: A Scandanavian perspective2010Ingår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 5, nr 2Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, based on reading ethnographic theses, books and articles and conversations with nine key informants, we have tried to describe how research ethics are approached and written about in educational ethnography in Scandinavia. The article confirms findings from previous research that there are different methodological forms of ethnography there. It adds that although ethical descriptions can of course be described by using formal-philosophical ethical-typographies there is also a relationship between ethical holdings and methodological approaches. The different approaches reflect critical, feminist, interactionist and micro-ethnographic forms. The ethical types have been termed utilitarian, deontological, relational and ecological. The main conclusions are that the research we have analysed has always considered ethical issues and that these considerations often in some sense reflect national ethical guidelines from research authorities and financiers. A drift can also be discerned away from utilitarian ethics to relational and ecological thinking in accordance with methodological and ideological commitments and beliefs.

  • 3.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Research Ethics in Scandinavian Education Ethnography2009Konferensbidrag (Refereegranskat)
  • 4.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    The relationship between ethical positions and methodological approaches: a Scandinavian perspective2010Ingår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 5, nr 2, s. 129-142Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, based on reading ethnographic theses, books and articles and conversations with nine key informants, we have tried to describe how research ethics are approached and written about in educational ethnography in Scandinavia. The article confirms findings from previous research that there are different methodological forms of ethnography there. It adds that although ethical descriptions can of course be described by using formal-philosophical ethical-typographies there is also a relationship between ethical holdings and methodological approaches. The different approaches reflect critical, feminist, interactionist and micro-ethnographic forms. The ethical types have been termed utilitarian, deontological, relational and ecological. The main conclusions are that the research we have analysed has always considered ethical issues and that these considerations often in some sense reflect national ethical guidelines from research authorities and financiers. A drift can also be discerned away from utilitarian ethics to relational and ecological thinking in accordance with methodological and ideological commitments and beliefs.

  • 5.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    The relationship between ethical positions and metodological approaches: a scandinavian perspective2010Ingår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 5, nr 2, s. 129-142Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, based on reading ethnographic theses, books and articles and conversations with nine key informants, we have tried to describe how research ethics are approached and written about in educational ethnography in Scandinavia. The article confirms findings from previous research that there are different methodological forms of ethnography there. It adds that although ethical descriptions can of course be described by using formal-philosophical ethical-typographies there is also a relationship between ethical holdings and methodological approaches. The different approaches reflect critical, feminist, interactionist and micro-ethnographic forms. The ethical types have been termed utilitarian, deontological, relational and ecological. The main conclusions are that the research we have analysed has always considered ethical issues and that these considerations often in some sense reflect national ethical guidelines from research authorities and financiers. A drift can also be discerned away from utilitarian ethics to relational and ecological thinking in accordance with methodological and ideological commitments and beliefs.

  • 6.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Player-Koro, Catarina
    Högskolan i Borås, Institutionen för Pedagogik.
    Changing teacher education in Sweden2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    Despite attempts through official policy over the past forty years and up to the end of the first decade of the new millennium to ‘unite’ teacher education and provide a common teacher education programme for all teachers with a common professional scientific knowledge content, as in many other countries teacher education in Sweden today is still currently subjectively structured in accordance with a vertically and horizontally differentiated school system that gives rise to different teacher educational traditions and different ways of perceiving what characterizes the teachers’ mission and professional expertise. Moreover, recent developments are reinstating this distinction even at an objective level of formal policy. The present paper discusses and illustrates these issues based on data from three separate ethnographic studies of teacher education over the past twenty five years by the authors. This research constitutes thus a series of policy ethnographic investigation across three decades of policy making in Swedish teacher education.

  • 7.
    Davidsson, Birgitta
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Dovemark, Marianne
    Högskolan i Borås, Institutionen för Pedagogik.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Strömberg, Marianne
    Högskolan i Borås, Institutionen för Pedagogik.
    Hägglund, Solveig
    Högskolan i Borås, Institutionen för Pedagogik.
    Två blivande lärares reflektioner över mötet med lärarutbildningen1999Rapport (Övrigt vetenskapligt)
  • 8.
    Eriksson, A
    Högskolan i Borås, Institutionen för Pedagogik.
    Preschool Teachers Responsibility in a Discourse-analytical Perspective: a Swedish Case2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    Both internationally and nationally, there is an ongoing tendency to pinpoint responsibility as well as individual executives as responsible for different parts of activities (Svensson, 2011). However, in the educational area, this has particularly been applied when it comes to the heads of pre-schools and schools and to teachers in these contexts. Since the 2010 this trend has been clearly articulated through the discourse about preschool teachers' responsibility in the Swedish preschool curriculum (Skolverket, 2010). When the preschool curriculum was revised in 2010 there was a clear discursive change related to the preschool teacher's responsibility for the pedagogical activities. This change meant that parts of the responsibility that for many years had been described as a responsibility shared by the participants in the team, now came to be described as a preschool teacher's responsibility. Important to mention here are that these teams traditionally have consisted of various professionals, such as pre-school teachers with a university degree and child minders with an upper secondary degree. The aim of the paper is to highlight and problematize how the discourse about the pre-school teacher's mission of providing pedagogical activities in pre-school has been developed and changed over time in national policy documents. The following questions will be given special attention: How is preschool teachers' responsibility described in policy texts and other texts on higher education? What underlying discourses emerge in relation to descriptions of the preschool teachers' responsibility, why and in whose interest? Has the discourse on early childhood teacher's responsibility varied over time, if so how? The theoretical, as well as the metodological framework takes its point of departure in Faircloughs (1992, 1995, 2003) critical discourse analysis, which made it possible to investigate elements of educational change in policy texts. In the analysis the concept of discourse is both used as the designation of a specific discourse, in this case the discourse of responsibility, and in the wider sense in terms of language use seen as a kind of social practice (Fairclough, 1992). A discourse is constructed and compiled in a specific way. Each new discourse is always in effect a construction of older discourses that contribute to changes in for example policy documents. The concepts that have emerged as the most relevant ones for the analysis of discursive changes in the texts that I have analysed are intertextuality and interdiskursivitet. In relation to this study intertextuality has been used to elucidate the presence of text in other texts, while interdiscursivity involves an analysis of the particular mix of discourses, genres or styles, as articulated or working together in the text (Fairclough 2003). In the process of trying to understand the kind of responsibility that is projected in policy documents and other texts, Bernstein's (2000, 2003) concepts of horizontal and vertical discourse have been useful. These concepts contributed to an understanding of what kind of knowledge that were related to the discourse about the pre-service teachers respectively the teams responsibility. According to Bernsteins´ distinction vertical and horizontal discourse represents two fundamental forms of knowledge discourses which are described as a general and scientific respectively a context-bound common-sense knowledge discourse. Method Data is produced from a number of policy documents for the Swedish preschool from the early 1900s until 2010. The selection of documents includes both national preschool curriculum documents (Utbildningsdepartementet,1998; Skolverket, 2010), legal texts (SFS 2010:800), Government Bills (Pedagogiskt program för förskolan, 1987), reports (for example Befolkningskommissionen,1938; SOU 1951; SOU:26; SOU1972:27; Barnomsorg och skola kommittén, 1997), and other national texts containing advices and instructions (for example Socialstyrelsen, 1945, 1963). The data analysis consists on the one hand of a content analysis and on the other hand of an analysis of the use of concepts. The content analysis was used as a way to study the discourse about the preschool teachers' responsibility over time and the underlying discourses. The concept analysis was especially used in order to describe and understand the kind of responsibility that are described as the preschool teachers respectively the team's responsibility when the curriculum was revised in 2010. Expected Outcomes The results show that the discourse of preschool teacher's responsibility has been influenced by both preschool teachers' own interests, political ideas and social needs as well as economic and educational interests. Over the years the discursive change has been more and more related to the stronger state regulation and governance of early childhood education. When it comes to the discourse about the preschool teacher's responsibility there have been three important discursive changes, one in 1940s, one in 1970s and one in 2010, which in various degree was related to the preschool teachers professional knowledge and autonomi. For example, from being described as responsible in terms of being professional and autonomous in the 1940ies, to sharing responsibility with the others in the team in the 1970ies, to being described as responsible based on professional knowledge in the 2010 revised version of the curriculum. The analysis of the kind of professional knowledge that is especially ascribed the preschool teachers responsibility from 2010, is the kind of knowledge Bernstein (2000, 2003) describes as a vertical knowledge discourse. References Bernstein, B. (2000). Pedagogy, symbolic control and identity: theory, research, critique. (Rev. ed). Lanham, Md.: Rowman & Littlefield Publishers. Bernstein, Basil. (2003). Class, codes and control. Vol. 4, The structuring of pedagogic discourse. London: Routledge. Fairclough, N. (1992). Discourse and Social Change. Cambridge: Polity Press. Fairclough, N. (1995). Critical discourse analysis: the critical study of language. London: Longman. Fairclough, N. (2003). Analysing discourse:textual analysis for social research. NewYork:Routledge. SFS 2010:800. Skollagen. [The Education Act] Retriwed from http://www.riksdagen.se/ Socialstyrelsen (1945). Råd och anvisningar nr 27 [Advise and instructions no 27]. Stockholm: Socialstyrelsen Socialstyrelsen (1959). Råd och anvisningar nr 114/1959 [Advise and instructions no. 114/1959]. Stockholm: Socialstyrelsen Socialstyrelsen(1963). Råd och anvisningar nr 163/1963 [Advise and instructions no. 163/1963]. Stockholm: Socialstyrelsen SOU 1938:20. Betänkande angående barnkrubbor och sommarkolonier m. m. [Report on creches and holiday camps etc.]. Stockholm: Nord. bokh. i distr.. SOU 1951:15. Daghem och förskolor: betänkande om barnstugor och barntillsy [Nurseries and kindergartens: report on nurseries and child care]. Stockholm: 1951 SOU 1972:26. Förskolan del 1. Betänkande avgivet av 1968 års barnstugeutredning [ Preschool part 1. Report delivered by the 1968 child cottage investigation] Stockholm: Allmänna Förlaget. SOU 1972:27. Förskolan del 2. Betänkande avgivet av 1968 års barnstugeutredning. [ Preschool part 2. Report delivered by the 1968 child cottage investigation] Stockholm: Allmänna Förlaget. SOU 1987:3. Pedagogiskt program för förskolan [Pedagogical program for preschool] Stockholm: Allmänna förlaget. SOU 1997:157. Att erövra omvärlden: förslag till läroplan för förskolan: slutbetänkande [To conquer the world: proposal for a curriculum for preschool: final report]. Stockholm: Fritze. Svensson, L.G. (2011b). Profession, organisation, kollegialitet och ansvar.[ Profession , organization, collegiality and accountability] Socialvetenskaplig tidskrift (4), s 301-319. Utbildningsdepartementet (1998). Curriculum for the Preschool LPFÖ 98. Stockholm: Utbildningsdep., Regeringskansliet. Skolverket (2010). Curriculum for the Preschool LPFÖ 98, revised 2010. Stockholm: Skolverket.

  • 9.
    Eriksson, A
    Högskolan i Borås, Institutionen för Pedagogik.
    The use of mentoring group conversations as a tool for professional development in teacher education2013Konferensbidrag (Refereegranskat)
    Abstract [en]

    The use of mentoring in educational settings as well as a tool to support pre-service teachers during their education has become more common recently. When it comes to teacher education two trends have been recognised in the relevant literature, one is about the use of mentoring as a way to support the socialization into the academic tradition and another is about mentorship as a tool for professional development. The study that will be presented in the present research paper focuses on the latter, with a point of departure in how a group of pre-service teachers use the mentoring group conversations as a resource in their search for professional knowledge. Previous research (Kizildag & Eriksson, 2013, Kihlström, 2007, Santerini, 2010) have shown that different kinds of group mentoring models have been used as a way to support pre-service teachers construction of professional knowledge. However, there is still a lack of research as to how these conversations are used by pre-service teachers in their search for and construction of professional knowledge. This research paper aims to contribute with close descriptions of how the pre-service teachers in four mentoring groups use these conversations as a tool in their search for professional knowledge and to investigate how the content in these conversations is related to professional knowledge in formal policy texts. The mentoring model that will be presented in the present research paper is a formal group mentoring model initiated by the Department of Teacher Education at a Swedish University. According to local policy documents this model aims to support the pre-service teachers in the process of developing professional knowledge and identity. The mentoring group meeting is described as an arena for discussion and reflection over the connection between theoretical knowledge and the teaching practice. The teacher’s professional role and the pre-service teacher´s personal development are topics that ought to be discussed during these meetings. Each mentoring group consists of a mentor, who is an experienced teacher working in preschool or compulsory school, and a group of six to nine students. The group meets for one and a half hour three times per semester during the whole course of their educational program. A combination of policy ethnography (Beach, 1995, 1997) and critical discourse analysis (Fairclough, 1992, 1995, 2003) are used as a theoretical and methodological framework for the data production and the analysis. It is this way feasible to investigate and contextualise the findings in the field of social practice, i.e. the teacher education program and mentoring model, within the framework of national and local teacher education policy. More specifically the theoretical understanding used as an analytical tool when analysing the conversations in the mentoring group is based on a combination of a sociocultural- (Vygotsky, 1978), experiental- (Dewey, 1997, 1999) and conversational perspective (Bachtin, 1981, 1986, 1991). As this contributes to a way of understanding the process of professional development from without the conversational interaction between the pre-service teachers and their mentor as well as the pre-service teachers in between. Method Methodological research design The data are twofold: on the one hand it consists of 25 ethnographical observations of mentoring group conversations in four different mentoring groups completed over a period of one and a half year at a teacher education program for preschool and primary school teachers. On the other hand it consists of analysis of professional knowledge in national and local teacher education policy documents (Government Bill 1999:2000:135, Government Bill 2009/10:89, SOU 1999:63, SOU 2008: 109, Programme syllabus, 2001, 2009; Course syllabus, 2002, 2009). Participant observations have been carried out during the last three semesters in the teacher education programme. The ethnographical approach allows in-depth descriptions of the conversations in the mentoring group and for what purposes teacher students use these conversations. This design also permits to interpret detailed descriptions of what is going on in the mentoring group conversations while the researcher is producing knowledge about the perspectives and needs as well as about the conditions for professional development through participating in a formal group mentoring model. Expected Outcomes Expected outcomes I expect to be able to contribute with in-depth descriptions of what kind of knowledge pre-service teachers share, discuss and reflect over during the conversations in the mentoring group in relation to their professional development and future profession. Furthermore, I expect to be able to highlight how the content discussed in the mentoring group is related to how the discourse about pre-service teachers professional knowledge is described in formal policy documents. References References Bachtin, M. (1981). The Dialogic Imagination: Four Essays. Austin: Univ. of Texas Press. Bachtin, M. (1986). Speech Genres and Other Late Essays. Austin: Univ. of Texas Press. Bachtin, M. (1991). Det dialogiska ordet. Gråbo: Anthropos. Beach, D. (1995). Making Sense of the Problems of Change: an Ethnographic Study of a Teacher Education Reform. Göteborg: Acta Universitatis Gothoburgensis, Göteborg studies in educational sciences, 100. Dewey, J. (1997). Experience and Education. New York: Simon & Schuster. Dewey, J. (1916/1999). Democracy and Education: an Introduction to the Philosophy of Education. New York: Free Press. Fairclough, N. (1992). Discourse and Social Change. Camebridge: Polity Press. Fairclough, N. (1995). Critical Discourse Analysis: the Critical Study of Language. London: Longman. Fairclough, N. (2003). Analysing Discourse: Textual Analysis for Social Research. New York: Routledge. Kihlström, S., Andersson, E., Davidsson, B., Larsson, I. & Arvidsson, I. (2007). Using Diaries, Reflection and Mentorship in Teacher Training. Högskolan i Borås, Institutionen för pedagogik Nr 3:2007. Kizildag, Ayse & Eriksson, Anita (2013). Empowering teacher students for diversity in schools: mentorship model as a mediator in Sweden. In G. Tchibozo (ed.). Cultural and Social Diversity and the Transition from Education to Work. 17, s. 145-162. Santerini, M. (2010). Intercultural competence teacher-training models: the Italian experience. I Centre for Educational Research and Innovation Organisation for Economic Co-operation and Development: Educating teachers for diversity: meeting the challenge, s. 185-202. Paris: Organisation for Economic Co-operation and Development (OECD). Vygotsky, L. (1978). Mind in society: the development of higher psychological processes. Cambridge, Massachusetts: Harvard United Press.

  • 10.
    Eriksson, A
    et al.
    Högskolan i Borås, Institutionen för Pedagogik. Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Beach, D
    Högskolan i Borås, Institutionen för Pedagogik. Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Svensson, A-K
    Högskolan i Borås, Institutionen för Pedagogik. Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Local government strategies for managing changes in the delegation of preschool responsibilities.2015Konferensbidrag (Refereegranskat)
  • 11.
    Eriksson, A
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Kizildag, A
    Högskolan i Borås, Institutionen för Pedagogik.
    Empowering Teacher Students for Diversity in Schools: Mentorship Model as a Mediator in Sweden2012Konferensbidrag (Refereegranskat)
  • 12.
    Eriksson, A
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Kizildag, A
    Theory and Practice Issues in Teacher Education Reforms from Sweden and Turkey2012Konferensbidrag (Refereegranskat)
  • 13.
    Eriksson, A
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Player-Koro, C
    Högskolan i Borås, Institutionen för Pedagogik.
    The Impact of Performativity on Prospective Teachers Learning Strategies and Professional Development2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    In recent years a flood of interrelated reform-ideas with the main intention to reorient educational systems has been spread across the globe (Ball, 2003). These reform ideas are according to Ball (2003) embedded in three interrelated policy technologies or discoursers; the market, managerialism and performativity (p215), that has become an important part in aligning the educational system organisation with systems that traditionally belongs to the private sector. In this process the educational system and teacher education have become a political battleground geared to ideological transformations of society (Apple, 2001, 2009) which has had many consequences not at least for teaching and learning in education institutions. The Swedish school system and teacher education has, as in many other countries, undergone major political and policy-related changes in the last decades. In Sweden this has meant that knowledge of facts in subjects and knowledge about how to make these facts relevant to learn and reproduce by pupils was given a key position and an increased demand on examinations and tests in these subjects (Bender, 2013; SOU 2008:109, 2008). In this chapter the Swedish Teacher education will be taken as a critical case and the focus will be on the performative discourse in terms of tests and evaluations. The aim with this paper is to make visible how the on-going process of education within teacher education and its performative demands affect student teachers learning strategies and professional development. The intention is to analyse, make visible and try to understand how the examination tasks control what counts as legitimate knowledge for student teachers for their future work as teachers in compulsory school. The following questions will be given special attention: What meanings and understanding are generated through these examinations? How do the students handle examinations tasks? What consequences might this have on student teacher professional knowledge development? The foundation for the paper is a ethnographical meta-analysis of two studies (Eriksson, 2009; Player-Koro, 2012) within teacher education carried out between 2004-2009. The reanalysis involving comparisons across our projects in an attempt to identify and synthesise key elements from these investigations (Beach, Eriksson, & Player-Koro, 2013). These key elements are then used as ‘data’ together with extracts aimed at illustrate arguments and question emerging claims. In the present case it is mainly extracts of and summaries from educational arrangements and educational effects but also extracts of and summaries from official policy that figure in data. Most material is from observations of natural occurring conversations in or close to actual class/lecture-room contexts. The reanalysis was characterised as an interactive process between researchers, the data and theory (Jeffrey & Troman, 2004). In this process Bernstein´s (2003) concept of the pedagogic device has been used. The pedagogical device refers to a concept and set of rules, distributive rules, recontextualizing rules and evaluative rules, describing how the regulation of consciousness takes place through communication in a pedagogical practice. The pedagogic device refers in this sense to the process where knowledge is transformed into pedagogic communication through the embedding of two discourses, the instructional discourse within the regulative discourse that together forms the pedagogic discourse that constitute the rules by or through which pedagogical subjects (in this case student teachers) are created. The whole purpose and meaning of the device is, according to Bernstein, condensed in the continuous evaluation going on in pedagogical practices. This means that examinations structure the form and content and the social interactions within the pedagogical practice. Bernstein´s (2003, p 156) distinction between two fundamental forms of knowledge discourses; vertical and horizontal discourse that reflects a dichotomy between scientific- and common-sense knowledge was also important for the analysis. Method In both studies (Eriksson, 2009; Player-Koro, 2012) it was found that a performative discourse has had major consequences for student teachers strategies and development of their professional knowledge base. The performative practice seemed to move the professional knowledge base toward weak structures (weak grammar, poor insulation, indistinct concepts, local regulation), a knowledge form that is described by Bernstein (2003) as horizontal discourse. In both studies the main data was produced through detailed situated investigations based on long-term study of practices within different kinds of teacher education contexts. Eriksson´s fieldwork lasted for 1,5 year in 2004-2005 and the participants consisted of prospective teachers aimed for teaching of younger children (school year 1-6) and teacher educators. Player-Koro´s fieldwork covered over four years of investigation, 2007-2010. The participants involved were prospective mathematics teachers for older children (school year 4-9) and their teacher educators. Participant observations from different teaching situations together with interviews with students involved in these educational settings formed the main body of data. The fieldwork was grounded within the interaction between students and teachers as well as between students, as for example, in the lecture hall, seminar room, mentoring group meetings and study groups. Expected Outcomes The most significant finding from this reanalysis that will be problematized in the paper is that student teachers learning strategies are heavily shaped by their examination tasks. The problematic thing with this is that these performative priorities seem to prevent student teachers from developing a deeper understanding of both their professional knowledge and their subject knowledge. This means that they, through examinations, are prevented from the access to a vertical discourse that could provide them with mechanisms for generating new knowledge beyond specific and isolated contexts and content (a horizontal discourse). Students was through examinations often steered toward the development of a horizontal knowledge structure which is problematic for them in their future work as teachers because of the fact that a horizontal form of knowledge is less assured and less ‘powerful’ than a vertical knowledge structure. A lack of access to a vertical discourse could amongst other things, lead to a professional teaching staff that can be easily manoeuvred into new boundary areas and also easily marketed. References Apple, Michael W. (2001). Markets, Standards, Teaching, and Teacher Education. Journal of Teacher Education, 52(3), 182-196. doi: 10.1177/0022487101052003002 Apple, Michael W. (2009). Can critical education interrupt the right? Discourse: Studies in the Cultural Politics of Education, 30(3), 239 - 251. Ball, Stephen J. (2003). The teacher's soul and the terrors of perfomativity. In S. J. Ball (Ed.), Education Policy and Social Class The selected work of Stephen J. Ball. Abingdon: Routledge Taylor & Francis Group. Beach, Dennis, Eriksson, Anita, & Player-Koro, Catarina. (2013). Forthcoming. Bender, German. (2013). TCO granskar: Lärarledd tid och kvalitet i den högre utbildningen. (TCO Review: Teacher-led time and quality in Higher Education). TCO granskar: Avdelningen f�r samh�llspolitik och analys, TCO. Bernstein, Basil (2003). Class, codes ans control. Vol. 4, The structuring of peddagogic discourse. London: Routledge. Eriksson, Anita. (2009). Om teori och praktik i l�rarutbildning : en etnografisk och diskursanalytisk studie [About Theory and Practice in Teacher Education. An Ethnographic and Discourse Analytical Study]. G�teborg: Acta Universitatis Gothoburgensis. Jeffrey, Bob , & Troman, Geoff. (2004). Time for ethnography. Brittish Educational Research Journal, 30(4), 535-548. Player-Koro, Catarina. (2012). Reproducing traditional discourses of teaching and learning mathematics [Elektronisk resurs] : studies of mathematics and ICT in teaching and teacher education. G�teborg: Department of applied IT, University of Gothenburg ; Chalmers university of technology. SOU 2008:109 En hållbar lärarutbildning : betänkande [Sustainable teacher education]. (978-91-38-23102-9). Stockholm: Fritze Retrieved from http://www.regeringen.se/content/1/c6/11/67/37/b4b3b355.pdf

  • 14.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Aktionsforskning som forskningsansats2007Ingår i: Lära till lärare, Liber , 2007Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 15.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Beprövad erfarenhet: ett begrepp med många tolkningsmöjligheter?2006Konferensbidrag (Refereegranskat)
  • 16.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Ethnographic observations from the participants and the researchers perspective2010Konferensbidrag (Refereegranskat)
  • 17.
    Eriksson, Anita
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Förskollärarens ansvar: från självpåtaget  till pålagt och delvis legitimerat2015Ingår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 20, nr 1-2, s. 8-32Artikel i tidskrift (Refereegranskat)
  • 18.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Förskollärarens förtydligade ansvar: en balansgång mellan ett demokratiskt förhållningssätt och att utöva yrkeskunskap2014Ingår i: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 7, nr 6, s. 1-17Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Artikeln fokuserar hur det för förskoläraren förtydligade ansvaret för den pedagogiska verksamheten som trädde i kraft 2011, tolkas och omsätts på en övergripande kommunal nivå och kommer till uttryck i förskolans pedagogiska praktik. Utifrån intervjuer och kommunala policydokument beskrivs och problematiseras hur detta ansvar tolkas och implementeras i två kommuner. Av studien framgår att tolkningarna varierar liksom sättet att implementera detta ansvar på när det gäller innehåll, omfattning och genomförande. På en diskursiv nivå beskrivs förskollärarens förtydligade ansvar både av utvecklingsledare, förskolechef och förskollärare som motiverat utifrån skillnader i yrkeskunskap mellan förskollärare och annan personal. I arbetslag bestående av olika yrkeskategorier i förskolans sociala praktik, beskrivs det däremot som känsligt att diskutera förändringar i ansvars- och arbetsfördelning utifrån denna skillnad.

  • 19.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Om teori och praktik i lärarutbildning: en etnografisk och diskursanalytisk studie2009Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    This thesis takes its point of departure in the discussion about theory and practice relationships in the 2001 Teacher Education Reform Act. In this reform a clear point is made concerning the conne... mer ctions between teacher education to research on the one hand and the teaching profession on the other, through an emphasised relationship between theoretical knowledge and practical experience. The main aim of the thesis is therefore to investigate how the theory and practice relationship appears within teacher education in educational conversations between students and between students and teacher educators. The intention is to record and analyse the content of these conversations in relation to formal policy texts and the content and organisation of the education as a whole and to try to understand more about how students in pre-service teacher education construct knowledge about their coming profession and what role conversations of the kinds focussed play in this process. The questions raised in the research are related to how theory and practice can be brought into a closer and more productive relationship, which is a key aim of teacher education since 2001 according to formal policy texts. The research has used a combination of ethnography and critical discourse analysis as a theoretical and methodological framework. Data production has been founded upon participant observation, interviews, field interviews and an analysis of policy and other texts about higher education in general and teacher education in particular. The field research has been conducted in a teacher education programme for the Swedish pre-school and early school years at one particular Swedish university. In the analysis of written policy the concepts of scientific foundations, proven experience, theory and practice were given particular attention and it was seen that these concepts are used and situated dualistically. Proven experience is the concept that seems to be most problematic of the four in so much that it is not defined in the policy documents and in texts about higher education there are several different definitions. Teacher educators predominantly use two teaching strategies to generate possibilities for students to couple theory and practice and construct professional knowledge. However, some differences were noted in the aims with conversations expressed by school/pre-school and university based teacher educators respectively. These differences created some difficulties for student teachers in constructing their professional knowledge. In their conversations students look for, compare, share, professionally relate, professionally ground, theoretically relate and theoretically ground and analyse content. Practical experience has been pointed out as important for connecting theory and practice and seems to be a precondition for students when they try to professionally ground literature and lecture content. The absence of such experiences made these activities more problematic. A performativity demand in relation to formal examination requirements tended to eclipse discussions about professional knowledge and to a certain extent this obstructed the realisations of the aims teacher educators have had.

  • 20.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Positive and Negative Facets of Formal Group Mentoring: Preservice Teacher Perspectives2013Ingår i: Mentoring & Tutoring, ISSN 1361-1267, E-ISSN 1469-9745, Vol. 21, nr 3, s. 272-291Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The use of mentoring within teacher education has become more common in recent years, however, there still seems to be a lack of research about formal group mentorship models as a pedagogical process. In my study, I presented knowledge about how a formal group mentorship model used during a teacher education program at a Swedish university has affected the student teachers’ professional development. The findings suggest that nearly all the student teachers describe the mentoring group conversations as beneficial as they have contributed to a strengthened socialization, identity and/or teacher role, a possibility to share experiences, hear others perspectives, and get support in the process of linking theoretical educational content and teaching activities. A few students expressed that the mentoring program has not contributed at all to their professional development.

  • 21.
    Eriksson, Anita
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Pre-service teachers´questions about the profession during mentoring group conversations2016Ingår i: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The use of mentoring group conversations as a tool to support pre-service teachers’ professional development has become more common. However, there is still a lack of research that shows how conversations are used to develop knowledge. The present paper is based on ethnographical observations of mentoring group conversations, and describes how pre-service teachers who participate in an obligatory mentoring model use their conversations as an arena in their search for professional knowledge. Three areas were focused upon during the conversations: the teachers’ role and teaching practice, conditions for professional development and conditions related to the profession. The pre-service teachers mainly used conversations to question, discuss, share and reflect over pedagogical and didactical dilemmas related to teaching activities in the classroom and to their own as well as other teachers’ behaviour and attitudes in different situations. The paper provides an insight into how a mentoring model can contribute to professional preparation.

  • 22.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Samhällsuppdraget, yrkesutövandet och vetenskapliggörandet2003Rapport (Övrigt vetenskapligt)
  • 23.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Teacher students about preconditions for construction of professional knowledge in teacher education2010Konferensbidrag (Refereegranskat)
  • 24.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Tre områden att utveckla i handledningssamtalet2013Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Att ta ställning och att utveckla en egen handledningsstrategi är en ständigt pågå - ende process som kräver reflektion i form av både tillbaka- och framåtblickande. Innehållet i denna text ska därför betraktas som ett uttryck för områden inom vilka jag i skrivande stund hade behov av att fördjupa mig inom och reflektera över för att utveckla den egna handledningskompetensen. Inledningsvis gjorde jag en tillbaka - blick på vad jag själv fokuserat och hur jag agerat som handledare. Detta bidrog till att synliggöra den egna föreställningen om att kärnan i handledningssamtalet är det vetenskapliga samtalet, en föreställning som också framförts av erfarna handledare som jag mött i olika sammanhang. Det är också utifrån denna föreställning den handledningsstrategi som kommer att presenteras tar sin utgångspunkt, eftersom det fortfarande är så jag ser handledningssamtalets huvudsakliga funktion.

  • 25.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Yrkeslärande ur ett dagboksperspektiv2001Rapport (Övrigt vetenskapligt)
  • 26.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Svensson, Ann-Katrin
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Förskolechefens ansvar och uppdrag ur ett kommunalt förvaltningsperspektiv2015Ingår i: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 11, nr 9, s. 1-17Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    2010-års revideringen av skollagen och förskolans läroplan innebar dels ökade krav på pedagogisk kvalitet och dels på en förändrad och förtydligad ansvarsstruktur i förskolan. För förskolechefens del explicitgjordes och förtydligades både ansvar, befogenhet och beslutsrätt. I artikeln beskrivs och problematiseras hur förskolechefens ansvar och uppdrag tolkas och kommer till uttryck i ett övergripande kommunalt förvaltningsperspektiv i samband med dessa revideringar. Data utgörs av en enkätundersökning besvarad av 48 förvaltningstjänstemän anställda i olika kommuner. Resultatet visar att förskolechefen i flertalet kommuner har tilldelats ett stort ansvar när det gäller att tolka och initiera den förtydligade ansvarsstrukturen och skapa förutsättningar i form av kompetensutvecklingsinsatser för förskolepersonalen för att möta de ökade kraven på pedagogisk kvalitet.

  • 27.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Svensson, Ann-Katrin
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Preschool teacher professionalism and education reform: An ethnographic analysis of the responses, consequences and implications of a recent education reform in Sweden.2016Konferensbidrag (Refereegranskat)
  • 28.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Davidsson, Birgitta
    Högskolan i Borås, Institutionen för Pedagogik.
    Hägglund, Solveig
    Högskolan i Borås, Institutionen för Pedagogik.
    Iaktta, handla, reflektera1999Rapport (Övrigt vetenskapligt)
  • 29.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Gustavsson, Susanne
    Blivande lärares frågor vid handledning - Gör jag en kvalitativ studie med kvantitativa inslag?2015Ingår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 20, nr 1-2Artikel i tidskrift (Refereegranskat)
  • 30.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Gustavsson, Susanne
    Krav, uppmaningar och frågor - en autoetnografisk reflektion över handledning av självständiga arbeten2016Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, nr 1, s. 70-87Artikel i tidskrift (Refereegranskat)
  • 31.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Player-Koro, Catarina
    First-teachers in Mathematics - A study of the implementation and identification of specifically skilled mathematics teachers2018Konferensbidrag (Refereegranskat)
  • 32.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Player-Koro, Catarina
    Göteborgs universitet.
    Peer tutoring in mathematics teacher  education in Sweden: student teachers production  of school mathematics and professional knowledge need for teaching mathematics2015Ingår i: Programme ECER-conference, 2015Konferensbidrag (Refereegranskat)
  • 33.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Player-Koro, Catarina
    Högskolan i Borås, Institutionen för Pedagogik.
    Performative priorities in teacher education2014Ingår i: Performativity in education. An international collection of ethnographic research on learners´ experiences. / [ed] Annette Rasmussen, Jan Gustafsson, Bob Jeffrey, E&E publishing , 2014, s. 45-67Kapitel i bok, del av antologi (Refereegranskat)
  • 34.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Player-Koro, Catarina
    The Re-forming of Teachers Professional Knowledge through the Swedish Career Services for Teachers  Reform2018Konferensbidrag (Refereegranskat)
  • 35.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Svensson, Ann-Katrin
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Beach, D
    Högskolan i Borås, Institutionen för Pedagogik. Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    New professional responsibilities for preschool teachers (utökat paper).2015Konferensbidrag (Refereegranskat)
  • 36.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Svensson, Ann-Katrin
    Åbo akademi.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    An ethnographic analysis in four Swedish preschools of recent education reform implementations in practice.2017Konferensbidrag (Refereegranskat)
  • 37.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Svensson, Ann-Katrin
    Åbo Akademi.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Interpretations and implementations of a revised national policy discourse in early childhood education – a Swedish example.2017Konferensbidrag (Refereegranskat)
  • 38.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Svensson, Ann-Katrin
    Åbo Akademi.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Preschool staff interpretations and implementations of the changed national policy discourse about the preschool teachers responsibility.2017Konferensbidrag (Refereegranskat)
  • 39.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Svensson, Ann-Katrin
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. Åbo Akademi.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Reformimplemantering i förskolepraktik: Ett exempel på hur förskollärarens ansvar har tolkats och omsatts av förskolechefer och arbetslag2018Ingår i: Nordisk tidskrift för allmän didaktik, ISSN 2002-1534, Vol. 4, nr 2, s. 59-75Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article focuses on how responsibilities and tasks have been allocated between preschool teachers and child-care workers some years after the revision of the Swedish National Education Act and the preschool curriculum in 2010, in which the preschool staffs responsibility was clarified. The revision intended to strengthen the educational quality in preschool by providing preschool teachers with an increased responsibility for the educational activities carried out by preschool teams. Our overall aim was to investigate whether the revision has led to a redistribution of responsibilities and/or tasks in the everyday preschool practice carried through by preschool teams consisting of preschool teachers and child-care workers. The investigation is grounded through observations of the daily work of four mixed teams and analyses of local documents, field conversations and interviews with the team members and their heads. Due to the results there has been some redistribution of responsibilities and tasks. For instance, all the heads have made organizational changes in order to enable preschool teachers to take greater responsibility for educational activities and their quality, which in turn resulted in a more hierarchical organization. The article discusses the complexity associated with the interpretation and implementation of an educational reform and its effects.

  • 40.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Svensson, Ann-Katrin
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    The concept of preschool teacher professional responsibilities2016Ingår i: ECER 2016, 2016Konferensbidrag (Refereegranskat)
  • 41. Kizildag, A
    et al.
    Eriksson, A
    Högskolan i Borås, Institutionen för Pedagogik.
    Theory and Practice Issues in Pre-service Teacher Education: Discourse in Sweden and Turkey for the Latest Teacher Education Reforms2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    Constant global social and economic changes cause education systems to change, including also teacher training. Education reforms cannot be consideredwithout modifications for teacher training systems. In other words, the adjustments in education systems are also reflected in the Teacher Education Reforms across countries.Therefore, this study aims to explore teacher education policies in twodifferent countries, Sweden and Turkey, via the analysis of the educationreforms. Teacher training has been modified throughout the years in the twocountries in relation to the gap between theory and practice, which has formeda discourse around which the reforms have developed. While Sweden was undergoing reform acts in 1985, 2001 and 2010, Turkey went through a similar process in 1997 and 2006. The reforms are analyzed in relation to the reasons, structural and substantive changes and expected outcomes. What were the causes for a reform? What was changed? What was offered instead? What outcomes were expected? These are the questions that form the core for the analysis in the paper. These issues are interrelated with theory and practice relations, teacher quality, and quality assurances. We have used critical discourse analysis (Chouliaraki & Farclough, 1999;Fairclough, 1992, 1995, 2003, 2006) both theoretically and methodologically. In terms of theoretical assumptions, intertextuality and interdiscursivity are used as analytical screens towards which the discourse about the relation between theory and practice in the process of policy text production is analysed. The concept of discourse is used in the way Fairclough (1992) defines it, as a form of language use and as a kind of social practice, which means that discourse contains the whole process of social interaction. For instance, the policy texts that are analysed represent a part of this process only, though the process also includes the conditions for policy text production and the process of interpretation. The paper compares and contrasts teacher education policies in terms of theory and practice relations within recent decades in two countries. However, the similarities and differences are also evaluated within a larger context, that of teacher education policies in the EU. Method The study adopts the critical discourse analysis of Fairclough (Chouliaraki &Farclough, 1999; Fairclough, 1992, 1995, 2003, 2006). The critical discourse analysis contributes to an analytical model for analysis of the policy text production process on the levels policy as text, discursive practice and social practice. Using Fairclough’s critical discourse analysis makes it possible to describe and compare the discourse around theory and practice in relation to power and ideology in two countries. The corpus of the study is limited to a set of key papers, such as policy documents, authority reports like green/white papers and governmental proposals for the latest two Teacher Education reforms:1997 and 2006 for Turkey and 1985, 2001 and 2010 for Sweden. The further documents include academic policy articles and reviews written specifically about the reforms. The necessity for including these texts comes from the difference between the strategies followed in the act of preparing and executing reforms. Turkey did not follow a similar framed policy-making for the teacher education reforms in question, unlike Sweden where government proposal had been voted in the parliament. Expected Outcomes We expect three interrelated outcomes from this piece of study: 1. Theory and practice relations and the evolution of this relationship throughout teacher educations reforms in Sweden and Turkey within the recent decades will be described in-depth. 2. The reasons and outcomes of the teacher education reforms in both countries will be compared and contrasted. 3. One can see the country profiles on education and teacher education throughout the reforms in question. References Chouliariki, L. & Fairclough, N. (1999). Discourse in late modernity: Rethinking Critical Discourse Analysis.Edinburgh: Edinburgh University Press. Fairclough, N. (1992). Discourse and Social Change. Cambridge: Polity Press. Fairclough, N. (1995). Critical discourse analysis: the critical study of language. London: Longman. Fairclough, N. (2000). Discourse, social theory, and social research: The discourse of welfare reform. Journal of Sociolinguistics, 4(2), pp.163-95. Fairclough, N. (2003). Analysing Discourse: Textual Analysis for Social Research. London: Routledge. Fairclough, N. (2006). Language and globalization. New York: Routledge. Kavak, Y., Aydin, A.& Akbaba Altun, S. (2007). Ögretmen Yetistirme ve Egitim Fakulteleri (1982-2007) [Teacher Education and Education Faculties (1982- 2007)]. Ankara, Turkey: Yuksekogretim Kurulu Yayini, 2007-5. Proposition(1984/85: 122). Regeringens proposition1984/85:122 om lärarutbildning för grundskolan m.m. Stockholm: Riksdagen1985. Proposition(1999/2000:135). En förnyadlärarutbildning. Stockholm: Regeringen. Proposition (2009/10:89).Bäst i klassen – en ny lärarutbildning.Stockholm: Regeringen.

  • 42. Kizildag, Ayse
    et al.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Empowering Teacher Students for Diversity in Schools: Mentorship Model as a Mediator in Sweden.2013Ingår i: Cultural and Social Diversity and the Transition form Education to Work / [ed] Guy Tchibozo, Springer , 2013, s. 145-162Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Swedish society has become more socially diverse in terms of ethnic background and cultural differences. In response to this fact, it is emphasised that teachers should have the skills to develop a culturally responsive pedagogy. The study described in this chapter focuses on how the mentorship model which is a part of the teacher training programme at one university supports teacher students in their efforts to develop this competence. The mentorship model is an attempt to ease teacher students’ efforts to develop professional knowledge and their transition from becoming a teacher to working as one. The present study focuses on how the mentorship model achieves its aim by promoting the teacher students’ professional reflection and preparation about culturally diverse school settings.

  • 43.
    Richards, Tobias
    et al.
    Högskolan i Borås, Akademin för textil, teknik och ekonomi.
    Erikson, Martin G
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Eriksson, Anita
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Nagy, Agnes
    Högskolan i Borås, Akademin för textil, teknik och ekonomi.
    Johnson, Erland
    A conceptual model of how research can influence student development2017Konferensbidrag (Refereegranskat)
  • 44.
    Svensson, A-K
    et al.
    Högskolan i Borås, Institutionen för Pedagogik. Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Eriksson, Anita
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Beach, D
    Högskolan i Borås, Institutionen för Pedagogik. Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    New professional responsibilities for preschool teachers?.2015Konferensbidrag (Refereegranskat)
  • 45.
    Svensson, Ann-Katrin
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Eriksson, Anita
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Different professionals´roles in preschool - the talk and the preformance2016Ingår i: 26th, EECERA (European Early Childhood Education Research Association), 2016Konferensbidrag (Refereegranskat)
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