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Publications (10 of 23) Show all publications
Samuelsson, M. (2019). Att hantera vardagsnära utmaningar mot ett socialt system: Ur blivande slöjdlärares perspektiv. Nordic Studies in Education, 39(3), 228-243
Open this publication in new window or tab >>Att hantera vardagsnära utmaningar mot ett socialt system: Ur blivande slöjdlärares perspektiv
2019 (Swedish)In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 39, no 3, p. 228-243Article in journal (Refereed) Published
Abstract [en]

In a case study, 36 future sloyd teachers, who have taken a leading role in working with pedagogical development, describe their experience of pupils' unmotivated and disruptive behaviour. It was revealed that the teachers were disturbed by pupils whose risk-filled behaviour was aggressive or destructive, as well as by pupils who were reluctant to take risks in their constructive or passive behaviour. It was also revealed that these types of behaviour occurred periodically or permanently, which in different ways challenged the sloyd lesson as a social system. From an ecological perspective, the teachers employed various strategies in their attempts to maintain a balance, social sustainability in the classroom. They had various strategies for directly handling challenges, such as attempting to keep the pupils in the classroom, and other strategies for indirectly handling challenges outside the classroom. In this way, the teachers hindered, stopped, brought back or removed pupils who were unmotivated or disruptive. It was also revealed that dealing with these challenges was energy- and time-consuming and that it shifted focus from the teachers' didactic management of sloyd class.

Place, publisher, year, edition, pages
Universitetsforlaget, 2019
Keywords
Didactictal leadership, ecological perspective, sloyd-teaching, social sustanibility, social system
National Category
Pedagogy Didactics
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-14439 (URN)DOI: 10.18261/issn.1891-5949-2019-03-05 (DOI)
Available from: 2019-09-26 Created: 2019-09-26 Last updated: 2020-01-29Bibliographically approved
Samuelsson, M. & Sveider, C. (2019). Beyond Individual Matters: Sloyd Teachers posts in a Facebook group. Techne series: Research in sloyd education and crafts science. A, 29(2), 1-11
Open this publication in new window or tab >>Beyond Individual Matters: Sloyd Teachers posts in a Facebook group
2019 (English)In: Techne series: Research in sloyd education and crafts science. A, ISSN 1238-9501, E-ISSN 1893-1774, Vol. 29, no 2, p. 1-11Article in journal (Refereed) Published
Abstract [en]

he reason for conducting this study was two-fold: sloyd teachers have over a period of time expressed a need for fellow sloyd teachers at their workplace in the beginning of 2016 felt that there had been an "attack" on their subject. Using thematic analysis, we studied 334 posts written by participants in a Facebook group called Nationellt Resurscentrum (National Resource Centre) during an "ordinary" month, April 2016. The results show that the posts were mainly concerned with the exchange of teaching experiences, functional discussions concerning matters such as internal and external conditions related to sloyd as a school subject, and information sharing related to the teachers' own continuing professional development, such as invitations to specific lectures. In terms of community of practice theory, the results of this study can be interpreted as demonstrating that this specific Facebook group strengthens the sloyd teacher community and allows them to initiate and assert ownership of discussions related to their profession. The result also shows that posts in this specific Facebook group made it possible for the members to transform individual competencies into a collectively possessed skills "toolbox" beyond individual matters

Keywords
Experience exchange, Functional discussions, Information sharing, Communities of Practice, Sloyd Teachers
National Category
Pedagogy Didactics Pedagogical Work Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-14671 (URN)
Available from: 2019-11-04 Created: 2019-11-04 Last updated: 2020-01-29Bibliographically approved
Samuelsson, M. (2019). Creating a leeway for once leadership inside and outside the classroom: Portraits of four efficient classroom managers. In: : . Paper presented at Nordic Educational Reserach Association, NERA 2019, i Uppsala, 6-8 mars 2019.
Open this publication in new window or tab >>Creating a leeway for once leadership inside and outside the classroom: Portraits of four efficient classroom managers
2019 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

This paper describes the teaching styles inside and outside of the classroom of four classroom managers, with a focus on their pedagogical temperament, a general attitude toward legislation and the other actors at the school. Classroom management consists of integrating skills which focus on leadership qualities that support all students' wellbeing, learning, and development (Kounin, 1970; Nordenbo, et al., 2008). Efficient classroom management is the result of taking conscious, long-term preventative measures and being patient (Freiberg & Lamb, 2009; Hamre, et al, 2013; Wubbels et al. 2015; Mitchell, Kensler & Tschannen-Moran, 2018). I followed four teachers who taught in preschool classes, leisure time centres, as well as grades one and two, doing yo-yo fieldwork (Wolff, 2002) from autumn 2018 until autumn 2019. During this period of time I observed each teacher inside and outside their classrooms, talked with them during the school day, and conducted formal interviews with them. The findings are presented as four portraits (Van Maanen, 1988) that on the one hand, show how all four teachers put their students' best interest first, while also showing that they take slightly different paths to reach the same goal. It seems relevant to focus on how efficient classroom managers plan, organize, and conduct their teaching in an effort to understand more about Nordic students' school results and wellbeing.

Keywords
Classroom managers, teaching styles
National Category
Pedagogical Work
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-14939 (URN)
Conference
Nordic Educational Reserach Association, NERA 2019, i Uppsala, 6-8 mars 2019
Available from: 2020-02-05 Created: 2020-02-05 Last updated: 2020-02-05
Samuelsson, M. (2018). Att bli och uppfattas som ledare i klassrummet (1ed.). In: Eva Insulander & Staffan Selander (Ed.), Att bli lärare: (pp. 28-31). Stockholm: Liber
Open this publication in new window or tab >>Att bli och uppfattas som ledare i klassrummet
2018 (Swedish)In: Att bli lärare / [ed] Eva Insulander & Staffan Selander, Stockholm: Liber, 2018, 1, p. 28-31Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2018 Edition: 1
Keywords
Läraryrket, lärarutbildning
National Category
Pedagogical Work
Research subject
SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-13019 (URN)978-91-47-12285-1 (ISBN)
Available from: 2018-10-19 Created: 2018-10-19 Last updated: 2018-10-26Bibliographically approved
Samuelsson, M. (2018). Avtryck som synliggör. Venue : populärvetenskaplig tidskrift för forskning om skola och förskola, Oktober(1), 1-4
Open this publication in new window or tab >>Avtryck som synliggör
2018 (Swedish)In: Venue : populärvetenskaplig tidskrift för forskning om skola och förskola, E-ISSN 2001-788X, Vol. Oktober, no 1, p. 1-4Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Ensamarbetets dagar är till ända, för elevers och lärares skull. Fast vi är inte riktigt där än. I väntan på detta finns det anledning att uppmärksamma om och hur pedagogiskt förhållningssätt skiljer sig åt i ett kollegium.

Place, publisher, year, edition, pages
Linköping: Linköpings universitet, 2018
Keywords
Lärare, pedagogiskt förhållningssätt, undervisning, personliga egenskaper
National Category
Social Psychology Pedagogical Work
Research subject
SOCIAL SCIENCE, Pedagogics; Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13023 (URN)
Available from: 2018-10-19 Created: 2018-10-19 Last updated: 2019-05-29Bibliographically approved
Øksnes, M. & Samuelsson, M. (2018). Barns nej - ett steg mot ett hållbart samhälle. In: Motstånd: (pp. 55-76). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Barns nej - ett steg mot ett hållbart samhälle
2018 (Swedish)In: Motstånd, Lund: Studentlitteratur AB, 2018, p. 55-76Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018
Series
Barndom i förskolan
Keywords
Förskolan, Barnpsykologi
National Category
Applied Psychology
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13543 (URN)9789144121536 (ISBN)
Available from: 2019-02-15 Created: 2019-02-15 Last updated: 2019-10-23Bibliographically approved
Øksnes, M. & Samuelsson, M. (Eds.). (2018). Motstånd. Lund: Studentlitteratur AB
Open this publication in new window or tab >>Motstånd
2018 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018. p. 160
Series
Barndom i förskolan
Keywords
Pedagogisk psykologi, Barnpsykologi, Förskolan
National Category
Applied Psychology
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13541 (URN)9789144121536 (ISBN)
Available from: 2019-02-15 Created: 2019-02-15 Last updated: 2019-10-23Bibliographically approved
Øksnes, M. & Samuelsson, M. (2018). "Möte med motstånd är en existentiell fråga": Intervju med Gert Biesta. In: Øksnes, M., & Samuelsson, M. (Ed.), Motstånd: (pp. 143-160). Lund: Studentlitteratur AB
Open this publication in new window or tab >>"Möte med motstånd är en existentiell fråga": Intervju med Gert Biesta
2018 (Swedish)In: Motstånd / [ed] Øksnes, M., & Samuelsson, M., Lund: Studentlitteratur AB, 2018, p. 143-160Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018
Series
Barndom i förskolan
Keywords
Förskolan, barnsykologi
National Category
Applied Psychology
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13544 (URN)9789144121536 (ISBN)
Available from: 2019-02-15 Created: 2019-02-15 Last updated: 2019-10-23Bibliographically approved
Øksnes, M. & Samuelsson, M. (2018). "Nej, jag gör det på mitt sätt!" Motstånd i förskolan. In: Øksnes, M., & Samuelsson, M. (Ed.), Motstånd: (pp. 11-37). Lund: Studentlitteratur AB
Open this publication in new window or tab >>"Nej, jag gör det på mitt sätt!" Motstånd i förskolan
2018 (Swedish)In: Motstånd / [ed] Øksnes, M., & Samuelsson, M., Lund: Studentlitteratur AB, 2018, p. 11-37Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018
Series
Barndom i förskolan
Keywords
Förskolan, barnpsykologi
National Category
Applied Psychology
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13542 (URN)9789144121536 (ISBN)
Available from: 2019-02-15 Created: 2019-02-15 Last updated: 2019-10-23Bibliographically approved
Samuelsson, M. (2018). Pathfinders or Explorers: Student teachers' ways of handling the challenges of classroom management in a simulation. Education in the North
Open this publication in new window or tab >>Pathfinders or Explorers: Student teachers' ways of handling the challenges of classroom management in a simulation
2018 (English)In: Education in the North, ISSN 0424-5512Article in journal (Refereed) Published
Abstract [en]

Twenty-three Swedish student teachers volunteered to try to handle ordinary and difficult challenges of classroom management in a realistic, hypertext-based computer simulation. The point of departure for constructing this simulation was international classroom management research. The simulation offered the students an opportunity to choose from authoritarian, authoritative, democratic, and abdicated leadership styles as approaches to handling six teaching sequences. The results of the test showed that on the one hand, the students shifted between different leadership styles during the test, but on the other hand, that they used either a pathfinder or an explorative approach while doing so. Pathfinders acted as if they were searching for the shortest and fastest way through the simulation; while explorers looked into more or less all the options presented. Also shown was that none of them used the same leadership style to handle ordinary or difficult challenges. Almost all of the students used the authoritative and democratic leadership style, which could be understood as them (a) recognizing the greater validity of these two leadership styles, and therefore eliminating extremes like the authoritarian and abdicated ones, (b) selecting authoritative and democratic choices to reflect what they themselves experienced as pupils in school and as students during their practice teaching and (c) perceiving that these leadership styles are close to an ideal for the way they want to perform as teachers as soon as they start working.

Place, publisher, year, edition, pages
Aberdeen: University of Aberdeen, 2018
Keywords
Simulated Provocations, Student Teachers, Classroom Management, Pathfinders, Explorers
National Category
Pedagogical Work Didactics
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-12842 (URN)
Available from: 2018-08-29 Created: 2018-08-29 Last updated: 2019-05-28Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5968-3104

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