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  • 251. Erickson, Gudrun
    et al.
    Åberg-Bengtsson, Lisbeth
    Högskolan i Borås, Institutionen för Pedagogik.
    A collaborative approach to national test development2012Inngår i: Collaboration in language testing and assessment / [ed] D Tsagari, I Csépes, Frankfurt am Main: Peter Lang Verlag , 2012, s. 93-108Kapittel i bok, del av antologi (Fagfellevurdert)
  • 252.
    Erikson, Martin G
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Students as Adults.: A review of Freedom to learn: The threat to student academic freedom and why it needs to be reclaimed.2017Inngår i: Academic Questions, ISSN 0895-4852, Vol. 30, nr 2, s. 237-240Artikkel, omtale (Annet vitenskapelig)
  • 253.
    Erikson, Martin G.
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Erlandson, Peter
    Göteborgs Universitet.
    Erikson, Malgorzata
    Göteborgs universitet.
    Academic misconduct in teaching portfolios2015Inngår i: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 20, nr 4, s. 345-354Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Within academia, clear and standardised communication is vital. From this point of departure, we discuss the trustworthiness of teaching portfolios when used in assessment. Here, misconduct and fraud are discussed in terms of fabrication, falsification, and plagiarism, following the literature on research fraud. We argue that the portfolio’s unclear academic status and confusing standards makes it difficult to define misconduct. We see a risk that the practice of portfolio writing for assessment can lead to misconduct, including downright lies about accomplishments. We conclude that the trustworthiness of teaching portfolios is a responsibility for the academic community as a whole

  • 254.
    Erikson, Martin G
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Johannisson, Jenny
    Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan.
    Nolin, Jan
    Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan.
    Sandman, Lars
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Sundeen, Johan
    Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan.
    Svengren Holm, Lisbeth
    Högskolan i Borås, Institutionen Textilhögskolan.
    Från Högskolan i Borås till Humboldt, volym 32013Rapport (Annet vitenskapelig)
    Abstract [sv]

    Denna rapport är den tredje i ordningen som har sin upprinnelse i Humboldtuniversitetets 200-årsjubileum och i ambitionen att föra en kvalificerad diskussion om vilka roller som högskolor och universitet spelar idag. Rapporten ägnar särskild uppmärksamhet åt fenomenet tvärvetenskap och de utmaningar som en sådan ansats innebär, men den för också upp grundläggande principfrågor om akademiska friheter och värden till diskussion.

  • 255.
    Eriksson, A
    Högskolan i Borås, Institutionen för Pedagogik.
    Preschool Teachers Responsibility in a Discourse-analytical Perspective: a Swedish Case2014Konferansepaper (Fagfellevurdert)
    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.

  • 256.
    Eriksson, A
    Högskolan i Borås, Institutionen för Pedagogik.
    The use of mentoring group conversations as a tool for professional development in teacher education2013Konferansepaper (Fagfellevurdert)
    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.

  • 257.
    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.2015Konferansepaper (Fagfellevurdert)
  • 258.
    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 Sweden2012Konferansepaper (Fagfellevurdert)
  • 259.
    Eriksson, A
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Kizildag, A
    Theory and Practice Issues in Teacher Education Reforms from Sweden and Turkey2012Konferansepaper (Fagfellevurdert)
  • 260.
    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 Development2014Konferansepaper (Fagfellevurdert)
    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

  • 261.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Aktionsforskning som forskningsansats2007Inngår i: Lära till lärare, Liber , 2007Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 262.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Beprövad erfarenhet: ett begrepp med många tolkningsmöjligheter?2006Konferansepaper (Fagfellevurdert)
  • 263.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Ethnographic observations from the participants and the researchers perspective2010Konferansepaper (Fagfellevurdert)
  • 264.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Förskollärarens förtydligade ansvar: en balansgång mellan ett demokratiskt förhållningssätt och att utöva yrkeskunskap2014Inngår i: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 7, nr 6, s. 1-17Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 265.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Om teori och praktik i lärarutbildning: en etnografisk och diskursanalytisk studie2009Doktoravhandling, monografi (Annet vitenskapelig)
    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.

  • 266.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Positive and Negative Facets of Formal Group Mentoring: Preservice Teacher Perspectives2013Inngår i: Mentoring & Tutoring, ISSN 1361-1267, E-ISSN 1469-9745, Vol. 21, nr 3, s. 272-291Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 267.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Samhällsuppdraget, yrkesutövandet och vetenskapliggörandet2003Rapport (Annet vitenskapelig)
  • 268.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Teacher students about preconditions for construction of professional knowledge in teacher education2010Konferansepaper (Fagfellevurdert)
  • 269.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Tre områden att utveckla i handledningssamtalet2013Rapport (Annet vitenskapelig)
    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.

  • 270.
    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 förvaltningsperspektiv2015Inngår i: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 11, nr 9, s. 1-17Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The revision of the Swedish Education Act and of the Pre-School Curriculum of 2010 involved ademand for improved pedagogical quality and for an alteration and clarification of roles and responsibilitieswithin the pre-school sector. In the revision the responsibilities, authorizations and rights to make decisions ofthe Heads of Preschool were articulated and clarified. This article describes and discusses how the newresponsibilities and tasks of the Heads of Preschool have been interpreted and how the response to the revisionshas manifested itself within a framework of municipal public administration. The data used consists of aquestionnaire answered by 48 administrative officials with responsibility for education government in differentmunicipalities. The result shows that the Heads of Preschool in a majority of municipalities are faced withincreasing responsibilities and a new accountability structure. In order to meet the demands for improvedpedagogical quality they are also expected to provide competence development opportunities for preschool staff.

  • 271.
    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.2016Konferansepaper (Fagfellevurdert)
  • 272.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Player-Koro, Catarina
    Högskolan i Borås, Institutionen för Pedagogik.
    Performative priorities in teacher education2014Inngår 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. 45-67Kapittel i bok, del av antologi (Fagfellevurdert)
  • 273.
    Eriksson, Sandra
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Wejrot, Lisa
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Utveckling genom pedagogiskt drama i förskolan2015Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    I denna studie bearbetas området pedagogiskt drama i förskolan. I dagens samhälle kryper datoranvändningen allt längre ner i åldrarna. Barn idag använder sig allt mer av digitala medier och olika appar som inbjuder till socialt samspel. Vi är nyfikna på hur den här utvecklingen påverkar barns sociala utveckling. Att barn bearbetar det de upplever och tar in i dagens allt mer digitaliserade samhälle kan visa sig på olika sätt men att arbeta med pedagogiskt drama i förskolan kan vara ett sätt för barn att få hjälp till bearbetning.

    Syftet med denna undersökning är att undersöka hur pedagogers erfarenheter kring arbetet med pedagogiskt drama i förskolan ser ut. Hur resonerar pedagogerna kring att pedagogiskt drama bidrar till barns individuella och sociala utveckling.

    Vi har valt att använda oss av en kvalitativ undersökning i form av personliga intervjuer. Vi har genomfört 9 intervjuer med personal inom förskolan och i förskoleklass, såsom barnskötare, förskollärare och lärare. Under intervjuerna har vi använt oss av öppna frågor för att ta reda på respondenternas erfarenhet i ämnet

    Resultatet visar att pedagogiskt drama används i förskolans verksamhet, ibland mer och ibland mindre och ibland utan att pedagogerna reflekterar över att det är just pedagogiskt drama de utövar. Där det används ofta är det vanligen på grund av att en eller flera pedagoger tycker att det är roligt och har ett intresse för drama. Pedagogerna tycker att det är ett aktuellt ämne som på många sätt bidrar till barns och barngruppens utveckling.

  • 274. Erixon Arreman, I.
    et al.
    Holm, Ann-Sofie
    Högskolan i Borås, Institutionen för Pedagogik.
    Privatisation of Public Education? The emergence of independent upper secondary schools in Sweden2011Inngår i: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 26, nr 2, s. 225-242Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article explores the upper secondary (or post-16) school market. The study on which it is based, funded by the Swedish Research Council, was entitled 'Uppersecondary education as a market'. Empirical data include official statistics, policy documents, school publications, company reports and school visits. Printed and other news media were also scrutinised to identify how the marketisation of education is represented in public discourse. A number of themes emerged from the study which included mapping the expansion of the school market, chains of ownership and influence, marketing strategies, choice and the school market and issues raised in the media. These imply that there is a new market discourse which represents a clear break with previous social democratic education policies primarily aimed at enhancing citizenship and wider democratic values within an inclusive public school. However, critiques have also emerged including a call for strengthened regulations of and control over independent schools and concern about an education market equated more with shares and profits rather than pedagogy and student citizenship.

  • 275. Erixon Arreman, I
    et al.
    Holm, Ann-Sofie
    Högskolan i Borås, Institutionen för Pedagogik.
    School as “Edu-business”: Four “serious players” in the Swedish upper secondary school market2011Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2, nr 4, s. 637-664Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In the early 1990s, Sweden experienced state policy reforms, which opened the way for new, private actors to run publicly funded independent schools. In 2010 the independent schools recruited almost a quarter of the upper secondary students. More than eight of the ten schools were managed by limited companies. Against this backdrop, and drawing on Ball (2007) and Whitfield (2006) who focus on policy trends of the transfer of public education (and other public services) to the private sector, this article explores and analyses current commercial trends in Swedish upper secondary education. The aims are to identify expansion trends inside and outside Sweden, including new trends of business formations. In the study four large actors were identified on the basis of official data, company reports, school and company websites and national and international media. The study indicates that the upper secondary education in Sweden has today become “big business”, or “edu-business” (Ball 2007:67).

  • 276. Erixon Arreman, I.
    et al.
    Holm, Ann-Sofie
    Högskolan i Borås, Institutionen för Pedagogik.
    School as ’Edu-business’: Three heavy players at the Swedish upper secondary school market2011Konferansepaper (Annet vitenskapelig)
  • 277. Erixon Arreman, I
    et al.
    Holm, Ann-Sofie
    Högskolan i Borås, Institutionen för Pedagogik.
    Lundahl, L
    Lundström, U
    Marketization of Education in Sweden: How far has it gone?2012Konferansepaper (Fagfellevurdert)
  • 278. Erixon Arreman, Inger
    et al.
    Holm, Ann-Sofie
    Högskolan i Borås, Institutionen för Pedagogik.
    Education as big business in Sweden: moves of upper secondary education from the public sector to private profit-seeking companies.2010Konferansepaper (Fagfellevurdert)
  • 279.
    Erlandson, Peter
    Högskolan i Borås, Institutionen för Pedagogik.
    Conceiving Practioner´s Reflection and Battle of Light2008Konferansepaper (Fagfellevurdert)
  • 280.
    Erlandson, Peter
    Högskolan i Borås, Institutionen för Pedagogik.
    Intellectual Traits on the Margin in Upper Secondary School2009Konferansepaper (Fagfellevurdert)
  • 281.
    Erlandson, Peter
    et al.
    Gothenburg University.
    Beach, Dennis
    Gothenburg University.
    Ironising with intelligence2014Inngår i: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346Artikkel i tidsskrift (Fagfellevurdert)
  • 282.
    Erlandson, Peter
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    The ambivalence of reflection: rereading Schön2008Inngår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 9, nr 4, s. 409-421Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    There are two sides to the concept of ambivalence. One concerns contradictory attitudes, expressions or feelings that are simultaneously directed toward an object, person or action, the other concerns undecidability and a fluctuation of meaning between a thing and its opposite. Both of them concern an aspect of uncertainty. In this article we argue that reflection and reflection projects are caught up within ambiguity between two discourses on human thinking and action: one which conceives humans as rational intellectual beings who elaborate practical actions by following certain procedures and one where human practice is changeable, complex and follows its own logic (or rather un-logic). These discourses have different genealogies and social agendas. However, they also meet, not only in different reflection projects in education but also in classical reflection texts. The example we are going to use to illustrate this is Schon's The reflective practitioner. We claim that the discursive struggle over reflection makes the theoretical basis for the reflection projects confusing and even fragile, as well as potentially dynamic, creative and productive.

  • 283.
    Espinoza, Marianne
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Peka och drag: en studie om användning av pekplatta i förskolan2015Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Bakgrund

    Det svenska samhället har genomgått en radikal förändring de senaste femton åren på grund av informationsteknologins framväxt och utveckling. Tidigare forskning visar att det är pedagogens kunskap och inlärningssyn som påverkar hur Informations-och Kommunikationsteknik kan tas till vara på och hur dess kapacitet används. Forskning visar också att när aktiviteterna vid pekplatta kommer in utan syfte missar barnen möjligheten till meningskapande och allt det som tekniken har att erbjuda.

    Syfte

    Syftet med denna studie är att undersöka hur pedagoger själva och barnen i verksamheten använder pekplattor samt varför. De forskningsfrågor jag vill ha svar på är:

    • Hur och varför använder pedagoger pekplattor i verksamheten?
    • Hur och varför använder barnen pekplattor i verksamheten?

    Metod

    Denna studie grundar sig i en kvalitativ metod med en kvantitativ ansats. Jag har använt mig av en enkätstudie med både fasta svarsalternativ och öppna frågor.

    Resultat

    Resultatet visar att pekplattan används av pedagoger i interaktion med barnen. Pekplattan används som ett komplement, ett verktyg som bidrag till barnens lärande. Samtliga pedagoger i undersökningen använder pekplattan i sin yrkesroll som informationsverktyg och dokumentationsverktyg i arbetet med barnen och föräldrarna.

  • 284.
    Fahlén, Marie
    Högskolan i Borås, Institutionen för Pedagogik.
    Fjällhed, Anders ()
    Barn och det mångreligiösa samhället2013Inngår i: Barns livsvillkor: i mötet med skola och fritidshem, Studentlitteratur , 2013Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Kapitlet "Barn och det mångreligiösa samhället" i antologin "Barns livsvillkor" beskriver de utmaningar som lärare ställs inför i det samtida skolväsendet (med fokus på fritidshem) vad gäller barn med olika religiösa bakgrunder, på samma gång som läroplanen förordar en konfessionsfri skola.

  • 285.
    Fahlén, Marie
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Freedom of religion and secular education: Teachers define the meaning of religious freedom in everyday school practice2017Inngår i: IJREE – International Journal for Research on Extended Education, ISSN 2196-3673, Vol. 5, nr 2Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Questions about freedom of religion versus secular values have increased as a controversial topic in European public debate during the last decades. The aim of this article is to shed light on these issues by focusing on the definition of “freedom of religion as a human right” among teachers working with younger pupils in the Swedish school system. From a holistic perspective on religion and children’s education, in-depth individual interviews were conducted with teachers working in primary school, as well as teachers in the leisure-time center, examined through discourse analysis. This study provides insights into how two different groups of teachers interpret and apply these potentially conflicting values in everyday school practice. At the end of the article, I reflect upon the consequences of the Swedish, secular and individualistic values that were dominant in the teachers understanding of freedom of religion, in relation to the challenges of a multi-religious school and society.

  • 286.
    Falkner, Carin
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Ludvigsson, Ann
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Fritidshem och fritidspedagogik - en forskningsöversikt2016Bok (Annet vitenskapelig)
  • 287. Falkner, Carin
    et al.
    Ludvigsson, Ann
    God kvalitet i fritidshem2014Konferansepaper (Fagfellevurdert)
  • 288. Falkner, Carin
    et al.
    Ludvigsson, Ann
    Jönköping University.
    God kvalitet i fritidshem: Grund för elevers lärande, utveckling och hälsa2012Rapport (Annet vitenskapelig)
  • 289.
    Falkner, Carin
    et al.
    Jönköping University.
    Ludvigsson, Ann
    Jönköping University.
    Øksnes, Maria
    NTNU, Trondheim.
    Knutas, Agneta
    NTNU, Trondheim.
    Kjær, Bjørg
    Aarhus University: DPU.
    The leisure of childhood in after School programs: a Nordic model?2012Konferansepaper (Fagfellevurdert)
    Abstract [en]

    With Rousseau the romantic idea of the leisure of childhood was established. This notion is associated with childhood as an isolated space for children`s play. Ideologically, after school programs build on this freedom, at the same time we see an increasing institutionalization of childhood with political decisions pointing towards instrumentalisation. Thus, children often meet prearranged programs structured by pedagogues with educational aims for institutional activity. As such, children`s leisure time might be as confining as school and work (cf. Kleiber 1999). There seems to be an expectation that the content of after school programs should be useful for development of formal knowledge in school. We suggest that a ”hurry sickness” (cf. Elkind 1984) steer pedagogues in a certain direction focusing on an academical and theoretical knowledge grounded in developmental psychology. This might reduce children`s opportunities to get varied experiences in their play and leisure. The aim of our study is to explore the possibilities everyday life in after school programs and children’s opportunity to creatively express themselves in other ways than in school and maybe transgress institutional educational aims and intentions. what kind of experience do they get? Theoretically, we are inspired by philosophers as Gadamer, Bakhtin and Arendt in an attempt to move beyond the emphasis on humans as cognitive and intellectual beings. We are also inspired by new institutional theory as a tool for reflection. This will give as an opportunity to highlight the culture in after school programs (Brunsson & Olsen, 1990; Johansson, 2002). To answer our research questions we will conduct three case studies (cf. Yin 2003), one in each country. Data is gathered through shadowing, observations, interviews, and documents. The study is expected to generate knowledge about on the way pedagogues in after school programs relate to cultural and institutional grounds, and to what degree they open for children’s transgressing activity. We hope this study will give us deepened understanding of what kind of experience after school programs in the three countries offer children and in what way pedagogues relate to what might be a transcending institution, how do they relate to cultural and institutional contexts.

  • 290.
    Falkner, Carin
    et al.
    Jönköping University.
    Öksnes, Maria
    Knutas, Agneta
    Ludvigsson, Ann
    Jönköping University.
    Kjaer, Björg
    The position of play in Scandinavian after-school programs: a Nordic model?2015Konferansepaper (Fagfellevurdert)
  • 291.
    Ferlin, Maria
    Högskolan i Borås, Institutionen för Pedagogik.
    Naturvetenskap med inriktning mot utbildningsvetenskap: mitt forskarutbildningsämne i ord och bild2008Konferansepaper (Fagfellevurdert)
  • 292.
    Ferlin, Maria
    Högskolan i Borås, Institutionen för Pedagogik.
    Om artbegreppet och organismers släktskap: en multimodal innehållsanalys med kvantitativa inslag av svenska läroböcker i biologi för grundskolans senare år2010Konferansepaper (Fagfellevurdert)
    Abstract [sv]

    Elevers uppfattningar om naturvetenskapliga begrepp har länge varit föremål för forskares intresse men ett begrepp som sällan undersökts är artbegreppet. Att många elever har bristande kunskaper om arter och deras släktskap och att de har svårigheter att tyda evolutionära släktträd finns det flera studier om. Trots betydelsen inom biologin är artbegreppet inte oproblematiskt även om det finns en enighet bland biologer om vikten av en grundläggande enhet. Denna studies syfte är att analysera hur artbegrepp och systematik presenteras i biologiböcker för årskurs 6-9, att jämföra böckernas förklaringar med vetenskapliga sådana, samt att belysa tänkbara konsekvenser för elevers lärande. Ett multimodalt synsätt på texter och ett designteoretiskt perspektiv utgör studiens teoretiska ramverk. Olika semiotiska resurser (modes) i böckerna kan samverka för meningsskapande men gör inte alltid det. Läroböcker kan inte ses som isolerade företeelser utan som artefakter i ett intertextuellt, kontextuellt och kulturellt sammanhang. Urvalet är de sex läroböcker i biologi för årskurs 6 till 9, som fanns att köpa i Sverige 2009. En kvantitativ innehållsanalys användes för att ge underlag för jämförelser. De sidor där artbegreppet presenteras analyserades med en multimodal metod. Resultatet visar att många modes används i böckernas uppbyggnad och att graden av samverkan mellan olika modes varierar. Genomgående används det biologiska artbegreppet och det introduceras tidigt i böckerna och då ofta som ett konstant fenomen. Förekomsten av ordet ”art” varierar stort både mellan och inom böckerna. Som mest förekommer det 30 gånger på ett uppslag. I avsnitten som presenterar olika organismer använder författarna även andra ord än systematiskt vedertagna taxa såsom grupper, sorter och typer. Systematik på nivåer över familjer skiljer sig mellan böckerna. I samtliga böcker används illustrationer för att visa organismers släktskap och utveckling. Dessa varierar från kladogram till knotiga träd. I flera av kladogramen saknas tidsaxlar och flera av släktträden får läsaren själv tolka innebörden i utan stöd från böckerna. Resultaten, som har relevans för såväl lärarutbildare som verksamma biologilärare, tyder på att artbegrepp och systematik presenteras på sätt som kan bidra till att elevers vardagsföreställningar stärks. De multimodala analyserna indikerar att det finns stora utvecklingspotentialer i dagens biologiböcker. Naturvetenskapliga processer skulle kunna lyftas fram istället för de faktafyllda avsnitt om växter och djur som tonåringar gärna prioriterar bort. Evolution skulle kunna vara ett område att utgå från istället för att avsluta med i läroböckerna.

  • 293.
    Ferlin, Maria
    Högskolan i Borås, Institutionen för Pedagogik.
    Organismer som kan få barn tillsammans tillhör samma art2010Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Postern presenterar en pågående studie om artbegrepp och organismers släktskap i svenska biologiböcker för grundskolans senare år. Många studier inom ämnesdidaktisk forskning har fokuserat på barns uppfattningar om olika naturvetenskapliga begrepp. Barn, ungdomar och även vuxna, försöker göra världen begriplig genom att skapa egna förklaringsmodeller. Dessa benämns vardagsföreställningar och är ofta svåra att utmana genom undervisning. Studiens syfte är att analysera hur artbegrepp och systematik presenteras i biologiböcker för årskurs 6-9, att jämföra böckernas förklaringar med vetenskapliga sådana samt att belysa tänkbara konsekvenser för elevers lärande. Urvalet är de sex läroböcker i biologi för årskurs 6 till 9, som fanns att köpa i Sverige 2009. En kvantitativ innehållsanalys används för att ge underlag för jämförelser. De sidor där artbegreppet presenteras analyseras ur ett multimodalt perspektiv (förklaras på postern). Resultatet visar att det artbegrepp som används i samtliga böcker är det biologiska artbegreppet. Det introduceras tidigt i böckerna och då ofta som ett konstant fenomen. Förekomsten av ordet ”art” varierar stort både mellan och inom böckerna. Som mest förekommer det 30 gånger på ett uppslag. I avsnitten som presenterar olika organismer använder författarna även andra ord än systematiskt vedertagna taxa såsom grupper, sorter och typer. Systematik på nivåer över familjer skiljer sig mellan böckerna. I samtliga böcker används illustrationer för att visa organismers släktskap och utveckling. Dessa illustrationer varierar från kladogram till knotiga träd. I flera av kladogrammen saknas tidsaxlar och många av släktträden får läsaren själv tolka innebörden i. Resultatet tyder också på att systematik presenteras på sätt som kan bidra till att elevers vardagsföreställningar stärks.

  • 294.
    Fihn, Eva
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    ”Jag har ingen aning om vad fysik är egentligen…”: en fokusgruppstudie om NO-ämnena och NO-undervisningens kännetecken2015Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Inledning: Larmrapporterna kring elevers skolresultat haglar. Samtidigt finns få redogörelser kring hur elever uppfattar olika ämnens karaktär, vad de anser präglar undervisningen samt vilka kunskaper de tror är viktiga i olika ämnen. I bakgrunden presenteras därför dels vad mellanstadieelever ska kunna i biologi, fysik och kemi enligt Lgr11, dels vilka resultat internationell och nationell forskning påvisat kring NOundervisningens innehåll och anseende. I det efterföljande avsnittet presenteras studiens teoretiska ramverk, Basil Bernsteins teorier kring symbolisk kontroll, som inrymmer kunskapens produktion, reproduktion samt förändring.

    Syfte: Studiens syfte är att undersöka vilken bild ett antal elever i årskurs 4-6 har av de olika naturorienterande ämnena biologi, fysik och kemi samt hur de uppfattar undervisningen i dessa.

    Metod: Denna kvalitativt inriktade studie har nyttjat intervjumetodiken fokusgrupp för att undersöka hur elever uppfattar de tre NO-ämnena och undervisningen i dessa samt vad de tror krävs för att bli duktig i NO. Transkriberingarna från sex stycken fokusgrupper, bestående av totalt 33 pojkar och flickor från åk 4-6, utgör datamaterialet i den här studien.

    Resultat:I studiens resultat framkommer att deltagarna kunde ge uttryck för en god insikt i vad som kännetecknar NO som undervisningsområde men att det fanns skillnader ämnena emellan. Biologi beskrevs som lättförstått och intressant enligt många, kemi som synonymt med arbetssättet att experimentera medan fysik till sist beskrevs som svårt, ointressant, stillasittande och framförallt obekant. För att bli duktig i NO menade eleverna att hårt arbete krävs och att alla således skulle kunna bli duktiga om de bara lägger manken till. Eleverna påvisade en medvetenhet om Lgr11s existens men var dåligt insatta i vad som står däri och de trodde därför att lärare betygsätter egenskaper såsom delaktighet och flit. Avslutningsvis såg eleverna NOkunskaper som värdefulla för framtida karriär såväl som allmänt vardagsliv.

  • 295.
    Fihn, Gunilla
    Högskolan i Borås, Institutionen för Pedagogik.
    Lärarutbildningen och lärarkunskap i de estetiska ämnena2011Rapport (Annet vitenskapelig)
  • 296. Fjällhed, Anders
    et al.
    Jensen, MikaelHögskolan i Borås, Institutionen för Pedagogik.
    Barns livsvillkor: i mötet med skola och fritidshem2013Collection/Antologi (Annet vitenskapelig)
  • 297.
    Flobrant, Douglas
    Högskolan i Borås, Institutionen för Pedagogik.
    Skolelevers arbetsmiljö sett ur ett hälsoperspektiv2002Rapport (Annet vitenskapelig)
  • 298. Forbes, J
    et al.
    Öhrn, Elisabet
    Högskolan i Borås, Institutionen för Pedagogik.
    Weiner, G
    Slippage and/or symbolism: gender, policy and educational governance in Scotland and Sweden2011Inngår i: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 23, nr 6, s. 761-776Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article provides an overview and analysis of the relationship between gender, educational policy, and governance in Scotland and Sweden and the two countries’ response to European Union and global legislative and policy change. In Scotland, gender is mainly invisible in recent policies on inclusion, achievement beyond academic attainment, and the idealisation of the child. Gender is thus marginalised within a range of factors contributing to social in/equality. In Sweden, in contrast, gender has higher visibility in policy and governance as both an indicator of democracy and a means of preserving social democratic consensus and prosperity. However, recently its privileged position has come under attack. We draw on social capital, gender, and policy theory to analyse the range of influences on gender and educational governance in the two countries including that of the social capital of organised feminism.

  • 299. Forbes, Joan
    et al.
    Öhrn, Elisabet
    Högskolan i Borås, Institutionen för Pedagogik.
    Gaby, Weiner
    Educational Governance, State Policy and Gender in Scotland and Sweden: Towards a New Conceptual Framework2009Konferansepaper (Fagfellevurdert)
  • 300.
    Foss Lindblad, R.
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Lindblad, S.
    Högskolan i Borås, Institutionen för Pedagogik.
    Middle-Man Theorizing: Biesta on Rancière and Mouffe into Citizenship Education2011Inngår i: IJHE Bildungsgeschichte, ISSN 2192-4295, Vol. 2011, nr 1, s. 74-76Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    IGert Biesta is in Citizenship and Education putting forwards is based on a strategy which we are titling Middle Man Theorizing, by which we mean a strategy of mobilizing theoretical insights from another domain into your own and thereby create an alternative pathway for possible conceptual renewals. The man in the middle” is the author in personal (here Gert Biesta) - the one who is giving voice of others (here Jacques Rancière and Chantal Mouffe) by stating their thoughts and ideas in order to re-conceptualizing a certain problematic (here citizenship education). This kind of middle man theorizing is very frequent in the educational field (as noted by e.g. Foss Lindblad & Lindblad, 2009 concerning the framing of educational restructuring and teaching in relation to professionalization theorizing) and has its own dynamic in terms of conceptual travelling and knowledge organization. It is our ambition to discuss this strategy, its strengths as well as its weaknesses, in relation to the Biesta text. Middle-man theorizing has a double agenda. On the one hand the stating of a problem, on the other hand the presentation of conceptual imports by means of which the problem is going to be fruitfully handled (solved, re-stated, re-conceptualised etc.). In the text by Biesta the very possibilities of education to contribute to what is called “the desire for democracy” both sets and solves the problem of citizenship education. “The “desire for democracy” could be seen as a condensed conceptual result of Biestas reading of the writings of Chantal Mouffe and Jacques Rancière. It is based on distinctions such as those between police/politics, antagonism/agonism, subject/subjectification etc., and is seen as the possible solution to the problems of democracy generally, an alternative both to “the logic of positive identity”, which is said to dominate the conceptions of citizenship, and to “the logic of socialization”, which is said to dominate the conception of education.

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