Change search
Link to record
Permanent link

Direct link
BETA
Publications (10 of 21) 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
Educational Sciences
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: 2019-09-26
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
Identifiers
urn:nbn:se:hv:diva-13543 (URN)9789144121536 (ISBN)
Available from: 2019-02-15 Created: 2019-02-15 Last updated: 2019-02-15Bibliographically 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
Identifiers
urn:nbn:se:hv:diva-13541 (URN)9789144121536 (ISBN)
Available from: 2019-02-15 Created: 2019-02-15 Last updated: 2019-02-15Bibliographically 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
Identifiers
urn:nbn:se:hv:diva-13544 (URN)9789144121536 (ISBN)
Available from: 2019-02-15 Created: 2019-02-15 Last updated: 2019-02-15Bibliographically 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
Identifiers
urn:nbn:se:hv:diva-13542 (URN)9789144121536 (ISBN)
Available from: 2019-02-15 Created: 2019-02-15 Last updated: 2019-02-15Bibliographically 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
Arvola, M., Samuelsson, M., Nordvall, M. & Ragnemalm, E. L. (2018). Simulated Provocations: A Hypermedia Radio Theatre for Reflection on Classroom Management. Journal Simulation & Gaming, 49(2), 98-114
Open this publication in new window or tab >>Simulated Provocations: A Hypermedia Radio Theatre for Reflection on Classroom Management
2018 (English)In: Journal Simulation & Gaming, ISSN 1046-8781, E-ISSN 1552-826X, Vol. 49, no 2, p. 98-114Article in journal (Refereed) Published
Abstract [en]

Background. Learning to manage a classroom is a difficult but important part of teacher education. Earlier research on simulations for learning classroom management has highlighted the difficulty of supporting reflection.Purpose. This case study explores and evaluates the design of a simulation for student teachers' reflection on classroom management.Design. The design process resulted in the scenario-based SIMPROV simulation, which was made in the form of a hypermedia radio theatre that students go through in pairs or triads. Authoritarian, authoritative, democratic, and compliant leadership styles were built into the choices student teachers made.Evaluation. The simulation was evaluated in two courses where the participants' level of reflection and perceived knowledge improvement was measured using a questionnaire. Forty-three first-year student teachers, 48 third-year student teachers, and 38 of the student teachers' mentors participated in the evaluation.Results. The results indicate that participants engaged in reflection and understanding to a high degree, and only to a low degree in critical reflection or habitual action.Conclusions. The conclusions are that the scenario-based simulation designed as a hypermedia radio theatre supported knowledge improvement, understanding, and reflection and that social interaction during and after simulation sessions was an important feature.

Keywords
Classroom management, simulations
National Category
Pedagogy Human Computer Interaction
Research subject
SOCIAL SCIENCE, Pedagogics; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-12248 (URN)10.1177/1046878118765594 (DOI)000430479300002 ()2-s2.0-85044749218 (Scopus ID)
Funder
Swedish Research Council, 721-2011-4741
Note

First Published March 26, 2018

Available from: 2018-04-10 Created: 2018-04-10 Last updated: 2019-05-27Bibliographically approved
Samuelsson, M. & Johansson, E. M. (2018). Strategiskt och operativt arbete med validering av reell kompetens: Ett följeforskningsprojekt vid Högskolan Väst. Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Strategiskt och operativt arbete med validering av reell kompetens: Ett följeforskningsprojekt vid Högskolan Väst
2018 (Swedish)Report (Other academic)
Abstract [sv]

Denna rapport är en beskrivning, bland flera möjliga, om arbetet med validering och bedömning av reell kompetens som pågick på olika nivåer inom Högskolan Väst under hösten 2016 och våren 2017. Arbetet till grund för rapporten har genomförts som ett följeforskningsprojekt. Det i sin tur till följd av ett statligt uppdrag som syftade till att utveckla arbetet med bedömning av reell kompetens på universitet och högskolor från Universitets- och högskolerådet (UHR).Syftet formulerades som att beskriva och tolka det strategiska och operativa arbetet med validering av reell kompetens som genomförts på Högskolan Väst. Två teoretiska förståelseramar, diskursanalys och styrkedjan användes för att tolka empirin som samlats in. Detta gjordes genom att vi deltog på workshops om validering av reell kompetens under våren 2017, analyserade information som fanns tillgänglig via hv.se och hv.se/en, analys av mötesanteckningar och en fokusgruppsintervju. Resultatet visar hur högskolan arbetat med frågan på strategisk och operativ nivå. Rapporten lyfter fram möjligheter och begränsningar med högskolans nuvarande webb som visar sig vara tidskrävande och svår att överblicka, vilket är bekymmersamt i en samtid då fler och fler söker information via webben. På liknande sätt beskrivs hur begränsad mängd information som förs vidare nedåt inom högskolan och vilka konsekvenser det kan få. Resultatet visar också att arbete med validering görs på olika sätt och skilt från varandra i olika delar av högskolans verksamhet. Rapporten avslutas med en diskussion av resultatet ur individ, grupp och organisationsperspektiv där möjligheter och begränsningar för arbetet med validering av reell kompetens problematiseras.

Abstract [en]

This report is a description, among other possible descriptions, of the work done on accreditation and recognition of qualifications at University West. The project was carried out during the autumn and spring terms of 2016 and 2017 respectively. The work on which this report is based was in the form of an on-going evaluation. This study, in turn, was carried out as the result of a government mandate issued by the Swedish Council for Higher Education. It aimed to improve the way work relating to the assessment of practical expertise is done at institutions of higher learning. The aim of the study was formulated as a description that offered an interpretation of the strategic and operational work on accreditation and recognition of qualifications carried out at University West. Two theoretical frames of reference – discourse analysis and chain of command theory – were used to interpret the empirical evidence that was collected. This was done by participating in workshops that were run during the spring of 2017, analysing information that was available via www.hv.se and www.hv.se/en the analysis of notes taken during meetings, and an interview with a focus group. The results show how UW worked with the issue at the strategic and operational levels. The report underscores the possibilities and limitations of the current webpage, which appears to be both time-consuming and opaque. This is worrisome in today's world where more and more people seek information via the Web. Similarly, it is made clear that a limited amount of information reaches all university employees and what the consequences of this lack of transparency can be. Moreover, the results show that work on validation is done in different ways and is not shared with other departments of the university. The report closes with a discussion of the results from three perspectives: that of the individual, of the group, and of the organisation. The possibilities and limitations for working with accreditation and recognition of qualifications are problematized.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018. p. 46
Series
Reports University West, ISSN 2002-6188, E-ISSN 2002-6196 ; 2018:1
Keywords
Accreditation, Recognition of qualifications, On-going evaluation, validering, reell kompetens, följeforskning
National Category
Pedagogy Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:hv:diva-12696 (URN)978-91-87531-99-6 (ISBN)978-91-88847-00-3 (ISBN)
Available from: 2018-07-05 Created: 2018-07-05 Last updated: 2019-02-28
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5968-3104

Search in DiVA

Show all publications