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  • 151.
    Dahlquist, Karl
    et al.
    University West, School of Business, Economics and IT, Division of Urban Planing and Development.
    Inal, Tuba
    University West, School of Business, Economics and IT, Division of Urban Planing and Development.
    Bachelor thesis as practice-based WIL education and the role of supervision2022In: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, p. 68-69Conference paper (Other academic)
    Abstract [en]

    Bachelor thesis writing and supervision as potential practice-based WIL 

    In Sweden, students are required to write a bachelor’s thesis in both vocational and academic university programs, though the writing and supervision process differ across disciplines and institutions. In our research on undergraduate education and work-integrated education (WIE) in the social sciences, we conceive of thesis writing and supervision, as performed in the undergraduate program, International Program in Politics and Economics (IPPE) at University West, as an example of practice-based education. While studying the educational practice of thesis writing from the viewpoint of work-integrated learning (WIL), we pose two sets of questions: how and what kind of knowledge or skills are required and acquired, and what is the role and kind of supervision involved throughout the research-thesis writing process? The second set of questions is whether the practice of thesis writing could be classified as WIE, and ultimately, if WIL is achieved; more precisely, we are investigating what kind of learning is acquired and processed, and in what ways the “knowledge” acquired through this kind of research practice is transferable to “work-life” and result in “life-long-learning”? Is the thesis writing bridging the “gap” between the university and post-graduate professional careers? To answer these interrelated questions, we construct a theoretical framework that conceptualizes work-integrated supervision as cognitive apprenticeship and dissects the supervision process which aims to develop a particular set of skills that will align (i) the aim of highquality academic university education, with; (ii) the new (mass-) diversity of student population, with; (iii) the increasing emphasis on employability and career advancement.

    Material and method

    Our specific object of study is an academic program in political science that according to national curriculum regulations must contain a scientific research thesis, which is closely followed by supervisors assigned to student groups of two. It is a hands-on approach to supervision (Sinclair, 2004) following a strict timeline and structure as well as support. We investigate thesis-writing as a practice, the role of the supervisor therein, and the relation between thesis writing, the curriculum, and work-life. The primary data in this qualitative small-N study is gathered by a combination of interviews and participant observation. We conducted 15 semi-structured interviews and participated in 22 supervision sessions with 4 thesis groups. From the data collected, we identified p atterns, commonalities, and differences around how the students experience the practice of writing a thesis and its relation to their work life. 

    Results and indications

    The findings indicate that bachelor thesis writing and supervision in the form that it is practiced at IPPE is WIL. This specific model of supervision is that of an apprenticeship. While components of traditional (or vocational) apprenticeship is included in the relationship (especially when it comes to teaching/learning the actual p ractice of research), cognitive apprenticeship with a variety of methods to allow the apprentices to observe and actively engage in the practice through the supervisor’s strategic push toward independence (Collins, Brown, and Newman 1987) provides the basis of the relationship. The one-to-one hands-on cognitive apprenticeship supervision in the program is by far the most extensive task through which the students learn how to reflect on practice and become professional in what is a wide-open career trajectory. WIL is attained through working closely with a professional in their professional capacity as his/her apprentice and being trained in that very profession (as researchers) as a result of which they acquire the skills required for an increasingly intensive knowledge economy and the public sphere. The supervision model designed as an educative, supporting, and controlling process of seven steps ranging over 20 weeks complements the academic social science education students receive up to that point sealing the acquisition of epistemological skills such as critical thinking, problem solving, capacity for relearning, and coworking in groups as well as boosting ontological skills of time and project management in becoming confident professionals. 

    Implications and contributions

    While there have been previous studies on conceptualizing supervision within a WIL framework, they mostly focus on the supervision of students in the workplace/place of internship in relation to the work practices (Cooper et al., 2010), or supervision, mentorship, and feedback at the workplace (Eraut, 2010), rather than the academic thesis writing. These studies, therefore, focus on supervision more as a WIE practice, i.e., supervision with the intention of making sure that workplace experience of the supervisee serves certain learning outcomes (Billett, 2019), rather than as a WIL practice for learning to process experience for knowledge production. Our finding that the specific model of bachelor supervision within the context of WIL, based on the relationship between the supervisor and the supervisee(s) as a relationship of cognitive apprenticeship achieves WIL, is thus a novel contribution to the field. 

    Thesis writing, at all levels of higher education, is considered the pinnacle of the learning process at that particular level, where the students get the opportunity to turn the core knowledge they acquired from coursework into a reflective experience. The way thesis writing is handled, therefore, seems to have special relevance from a WIE perspective, since the way this reflective experience is organized and guided by the supervisor has a significant impact on the extent to which the candidates can attain WIL: learning from experience as independent researchers and acquire the ability for “reflective” knowledge/learning (Billet 2012) on both practice and learning, as required for “progressive growth” (Dewey 1976-1983; see also Fleming & Haigh, 2018), as well as “critical reflections” (Trede & Mcewen, 2012). The result from our study thus contributes to the problem of knowledge transferability between the university and “work-life” (Eraut, M., 2010) be resolved through a “transformational” WIL model of academic supervision along the lines of Liberal Arts education’s broad appeal to knowledge and critical awareness that both question, analyze, and better prepare a diverse set of students for the knowledge economy, and a labor market that regularly sees people move in and out of different careers, not least as skills and even professions become obsolete (Crisp 2019; DeNis et al., 2003; Gannaway et. al., 2017).

  • 152.
    Dahlström, Ellen
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Swedén, Emelie
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    "Alltså den här gillningen eller kommentaren liksom, det ger en viss bekräftelse...": En kvalitativ studie om ungdomars meningsskapande på Instagram2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to increase the understanding for the meaning-making that comes to expression when adolescents uses the social network Instagram. Specific focus is directed on what defines meaning-making in relation to adolescents experiences of the images on body ideal and health that is portrayed on Instagram. To answer the purpose we have used a qualitative research method, inspired by a phenomenological approach. We have completed three group interviews with a total of 16 adolescents in the last year of high school and then analyzed the data with inspiration from a qualitative content analysis. The result shows that Instagram are used as a tool to maintain the social interaction, on and beside of the media. By being interesting and show your best side the users also seek confirmation, which they get from likes and comments. The results also shows that adolescents are aware that the image of body ideal and health that exists on Instagram only shows a part of the whole picture. To be healthy the adolescents express that it's important to love yourself and have a balance in life.

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  • 153.
    Diaz, Patricia
    et al.
    Kungliga tekniska högskolan, Stockholm (SWE).
    Frykman, Malin
    Innovitaskolan (SWE).
    Willermark, Sara
    University West, School of Business, Economics and IT, Division of Media and Design.
    Lärande i en digitaliserad värld2023Book (Other academic)
    Abstract [sv]

    Ett av skolans uppdrag är att utveckla elevernas digitala kompetens. Lärande i en digitaliserad värld, som är en konkret och undervisningsnära handbok, är tänkt att stödja läraren i arbetet med detta.

    Enligt Skolverket omfattar arbetet med digital kompetens fyra övergripande punkter, som alla behandlas i boken. Dessa är att förstå digitaliseringens påverkan på samhälletatt kunna använda och förstå digitala verktyg och medieratt ha ett kritiskt och ansvarsfullt förhållningssättatt kunna lösa problem och omsätta idéer i handling.Bokens författare konkretiserar och problematiserar vad lärande i en digitaliserad värld innebär i praktiken. I varje kapitel ges konkreta exempel på hur lärare kan designa undervisningen så att eleverna ges tillfälle att använda digitala verktyg för att söka kunskap, bearbeta information, lösa problem, skapa, kommunicera och lära.

    Boken riktar sig till verksamma och blivande lärare inom grundskolan. Även lärare på gymnasium och vuxenutbildning kan ha glädje av bokens innehåll. [Förlagets bokinformation]

  • 154.
    Dimming, Lisa
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Matematikundervisningens hinder och möjligheter2011In: Läraryrket: ett mångfacetterat uppdrag / [ed] Henry, Alastair, Gurdal, Sevtap, Asplund Carlsson, Maj, Lund: Studentlitteratur , 2011, 1, p. 67-83Chapter in book (Other academic)
  • 155.
    Drevenhorn, Christoffer
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Rudholmer, Patrik
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Mellanchefers upplevelse av kommunikation som strategiskt verktyg: Hur kommunikation påverkas under en organisationsförändring2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to capture middle managers' experience of communication as a strategic tool in the event of an organizational change. The question that was raised for this study was: How do middle managers experience the communicative process in the event of an organizational change? In order to answer the question, five interviews with middle managers at regional or local level were conducted. From the collected data, a thematic analysis was conducted in which four main themes were developed. The result showed that middle managers feel that communication should be characterized by clarity and that the role of a manager means considering the differences of individuals. It also emerged that management influences the middle manager in terms of what they may communicate at the same time as they feel that they have an influence in terms of possessing the communication. The study shows that communication is a vital function during an organizational change where proven theories are applied to the business but need to be developed to reach its full potential

  • 156. Drysdale, Maureen
    et al.
    Ward, Lisa J.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Zaitseva, Elena
    Sheri, Dressler
    Comparing the Attributes of Students in Cooperative Education or Work-Integrated Learning Programs in Four Countries2012Conference paper (Refereed)
    Abstract [en]

    New technologies, the internalization of markets, and higher numbers of university graduates have led to greater competition for employment and greater needs for higher-order employment skills, practical experience, and a strong sense of competence. An increasing number of students are turning to work-integrated programs of learning (WIL) –where they can gain the necessary skills to enhance their future employment and career prospects.

    The aim of this international project was to examine the relationship between work-integrated learning and the psychological variables believed to play a role for success in the transition to the labour market.

    Students from four countries (Canada, Sweden, England, and the USA) completed the same online questionnaire measuring self-concept, self-efficacy, hope (goal-setting, goal achievement), procrastination, motivation, study skills, and work ethic. Results indicated there were many attitudes and behaviours shared by WIL and non-WIL students in the four countries – however there were also significant differences that shed light on WIL outcomes and/or the type of students who select WIL, regardless of where they reside. WIL students appear to have a stronger math self-concept and problem-solving self-concept. Non WIL students appear to have more confidence to attain academic and career goals, but it decreases by the end of their studies. On the other hand, confidence increases substantially for WIL students. Gender effects and achievement differences between the two groups will also be discussed. In summary, Students in WIL programs –regardless of where they reside -appear more similar than different.

  • 157.
    Edgren, Linda
    et al.
    University West, Department of Social and Behavioural Studies.
    Lundh, Miralda
    University West, Department of Social and Behavioural Studies.
    Högläsningens roll i förskoleklass: En kvalitativ studie om lärares arbete med högläsning2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna kvalitativa studie syftar till att synliggöra hur lärare ser på högläsningens roll i förskoleklass samt om de använder sig av specifika strategier i samband med högläsning. Studien grundar sig i det sociokulturella perspektivet där lärande antas ske i socialt samspel, och där högläsningstillfällena i skolan innebär en social praktik som möjliggör utvecklingsmöjligheter för elever. Vi har använt en teoretisk modell för högläsning, som har varit till hjälp i vårt analysarbete och står som grund för diskussion och slutsats. Tidigare forksning om högläsning pekar på betydelsen av att lärare skapar möjligheter till samtal och dialog eleverna emellan, vilket sägs utveckla elevers språk- och läskunnighetsinlärning. Vidare synliggör tidigare forskning betydelsen av att lärare planerar sina högläsningstillfällen och tillämpar olika lässtrategier för att elevernas utveckling ska gynnas av läsningen. Metoden som har använts för att besvara våra frågeställningar är semi-strukturerade intervjuer med sex lärare som är verksamma i förskoleklass. Resultat synliggör att lärarna har flertalet syften till varför de bedriver högläsning i sin undervisning. Samtliga lärare ställer frågor under tidens gång då de läser högt men ordförrådsutvecklingen är det som de alla fokuserar främst på. Gemensamt för de deltagande lärarna var att alla använder sig av lässtrategier däremot var de medvetna i olika hög grad om sin användning av dessa strategier. Den genre som har störst utrymme i högläsningen är skönlitteratur. Samtliga lärare delade också med sig av att det finns gott om tid för att högläsa i förskoleklass. Det räcker inte att som lärare veta om de posisiva effekter som högläsning kan resultera i utan lärare måste också besitta kunskap kring hur högläsningsundervisningen ska genomföras.

  • 158.
    Egonson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    How to Raise Willingness to Communicate in Heterogenous Students of English: A Case Study on WTC & Investment in a Swedish Upper Secondary Land Management School2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This degree thesis is a case study of classroom behavior by students at a land management upper secondary school located in a rural environment. One issue at this school is that a lot of students are not invested in English language learning, and because they are not invested, their willingness to communicate (WTC) suffers. They do not act upon opportunities to use English as a tool for communication. The result is a reluctance to use English, in the end affecting their language acquisition (i.e. learning English) and communication skills negatively. These students might not be able to partake in the opportunities that mastering English offers, since English is a global language used for communication between people, media and online social media.

    The purpose of this study is to observe the students' micro-level communication in the classroom (the actual communication) and isolate factors that facilitate enough engagement for the students to use English in the classroom. This will be done by analyzing the generated data through previous research of WTC and investment to see if the data falls in line with it. By triangulating field notes, video recordings and interviews with the students about their classroom behavior, my interpretation of the data shows that there are various factors that might help to raise WTC and engagement. The results do fall in line with previous research. There are also factors that might reduce WTC and engagement. From the conclusion, a number of pedagogical implementations are drawn. The most important one is that teachers could find it beneficial to view the individual learners themselves as the most important factor and to be aware of what engages them to voluntarily use English in the classroom. It is also beneficial to the students to view English as a tool for communication that grant access to English-speaking communities and possible futures.

  • 159.
    Einarsson, Amelie
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Haugen, Matilda
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    På spaning efter tillitsbaserad styrning: En kvalitativ studie om chefers erfarenheter av tillitsbaserad styrning och ledning i praktiken2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In mid-2016, the Government appointed the Trust delegation, with the aim of establishing a more trust-based management of municipalities and county councils. For the public sector, this means among other things, increased trust at all levels in the operations and increased capacity of action. The present qualitative study aims to examine how managers experiences trust-based management in organizations. To investigate this, six managers from a small municipality in western Sweden where interviewed about their experiences of leading with trust.

    The questions that are asked in the study are: How do managers express trust-based management? What practical methods do managers use to work in line with credible governance and management? Collected data from the interviews were analyzed with thematic analysis and presented in the result in two themes with related sub-themes. The study presents two themes, called Trust in interpersonal relations and The steering chain must breathe trust. The first theme consists of four sub-themes, I strongly believe in people's own abilities, Dialogue and communication solves a lot, It is about including employees and We must have people who dare to do things. The other theme consists of three subthemes, My mission is part of a entirety, It is not the council’s part to do decide how we deliver something specific and We are here for the citizens.

    The study stated that it requires a major effort to succeed in implementing and maintaining trust-based management. Structures and working methods are required to enable the work, as well as the right conditions. The managers need tools and methods, such as dialogue, time and coherence at different levels in the organization.

  • 160.
    Eklann, Anders
    et al.
    University West, School of Business, Economics and IT, Division of Business Administration.
    Kjellén, Bengt
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics. University West, School of Business, Economics and IT, Division of Business Administration.
    Svensson, Lars
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Lärande med hjälp av praktikfall2010In: Lärande i och för det nya arbetslivet / [ed] Lagrosen, Stefan, Lundh Snis, Ulrika, Nehls, Eddy, Lund: Studentlitteratur , 2010, 1, p. 125-138Chapter in book (Other academic)
  • 161.
    Eklund, Annika
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences. University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Can we be prepared for the next accident or catastrophe?: Potential contributions of emergency collaboration exercises2013In: Proceedings of  The 8th International Conference in Critical Management Studies; 10 Jul 2013-12 Jul 2013; The University of Manchester. Manchester, United Kingdom: The University of Manchester Library; 2013., Manchester: University of Manchester Library , 2013, p. 1-12Conference paper (Refereed)
    Abstract [en]

    Catastrophes and accidents (natural,technological, or man-made) have been subjected to scientific research from different disciplines and perspectives for a long time. Examples of these perspectives include community risk and vulnerability, human behaviour during crisis, fire behaviour and eco-system management, decision-making, communication, and collaboration issues. This paper deals with different perspectives of preparation and prevention in terms of accidents and catastrophes. The overall aim is to present an overview of different aspects on the possibility for organisations and societies to be prepared for the next incident and to highlight emergency exercises as a part of crisis management. In the second part of the paper the project “Collaboration exercises—from parallelto synchronous”, is introduced. The project is carried out in Sweden, and aims to explore how collaboration between police, ambulance and rescue services is practiced and developed during exercises. Of particular interest is inter-organisational collaboration and learning during exercises. To develop an understanding of these processes, a range of different types of emergency collaboration exercises was observed and participants were interviewed about their experiences. Tentative findings from the studies so far are briefly introduced. Some challenges of using exercises to increase the preparedness for managing the uncertainty and the unexpected are further discussed.

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  • 162.
    Eklund, Annika
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology. University West, Department of Health Sciences, Section for nursing - graduate level.
    Introduktionsprogram i sjukhusvården för nyutexaminerade sjuksköterskor: en internationell utblick samt forskning om och utvärdering av Kliniskt basår i Västra Götalandsregionen2023Report (Other academic)
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  • 163.
    Eklund, Annika
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology. Department of Surgical and Perioperative Sciences, Surgery, Centre for Disaster Medicine, Umeå University, Umeå (SWE).
    Karlsson, Sofia
    Department of Surgical and Perioperative Sciences, Surgery, Centre for Disaster Medicine, Umeå University, Umeå (SWE).
    Hylander, Johan
    Department of Surgical and Perioperative Sciences, Surgery, Centre for Disaster Medicine, Umeå University, Umeå (SWE).
    Östlund, Henrik
    F.E, Bricon AB (SWE).
    Gyllencreutz, Lina
    Department of Surgical and Perioperative Sciences, Surgery, Centre for Disaster Medicine, Umeå University,Umeå,(SWE); Department of Nursing, Umeå University, Umeå (SWE).
    Exploring focus group discussions for building knowledge across emergency services organisations: a foundation for road tunnel incidents responses and future research?2022In: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, p. 65-67Conference paper (Other academic)
    Abstract [en]

    Introduction and aim

    Road tunnels are important parts of today’s infrastructure and society, but also with potential for many injured in case of an incident and a challenging work environment for emergency services organisations. If a mass-casualty incident (MCI) occurs in a road tunnel, specific challenges in terms of safety, heat, smoke, long distances to the injured and lack of and contradictory information will impact the response and how collaboration is established (Holgersson et al., 2020; Lockey et al., 2005). In addition, sharing information during responses is, however, often limited due to the lack of knowledge and understanding of each other’s work processes at an individual and organisational level (Sederholm et al., 2021). A key for collaboration here is a good understanding of how their own, and collaborative organisations interpret and operate in a potentially shared task (Edwards, 2012; Wolbers et al., 2017). Thus, the road tunnel environment is one area where research has pointed to the need for a shared understanding of incidents across the organisations (Casse & Caroly, 2019) and for arenas facilitating exchange of experiences and reflections upon work procedures to develop collaboration (Njå & Svela, 2018; Hylander et al., 2022). This calls for activities that could stimulate work-integrated learning. While exercises and simulations are valuable in enhancing response preparedness, the perceived effects have been reported to vary in terms of learning and usefulness (see e.g., Roud et al., 2021). In addition, exercises and simulations are expensive and time consuming, calling for alternative but still effective learning activities for developing collaboration. This abstract aim to present and critically explore an innovative learning activity for development of joint knowledge to improve MCI response in road tunnel environments.

    Design and participants 

    The learning activity analysed for this abstract was a series of four focus groups á 4 to 4,5 hours, conducted online in a region of Sweden. The overall aim of the series was to share experiences and develop joint knowledge across emergency organisations in tunnel environments. The participants in the focus groups represented the organisations that typically respond to tunnel incidents, i.e., ambulance service (EMS), police service, rescue service, Swedish Transport Administration (RTCC, Trafikverket) and emergency dispatch center (EDC, SOS Alarm) (Table 1). The study participants had extensive work experience within their organisations and are expected to have a tactical or operational management function in a major response.

    Table 1 not included in this abstract

    The researchers designed the focus group series with the intention to alternate experiences, with procedural, conceptual and practical elements. The study used a partly participatory design. For this study, rather than being co-interpreters of the results, the participants were involved to shape the sessions content and questions to be discussed in ways they found valuable (Baum et al., 2005). The researchers built the following session from what the participants had asked for, discussed, or found challenging in the prior sessions. One week in advance, the overarching theme, goal, and suggestions for discussion questions for the session, and a summary of bullet points from the previous session, was sent out to the participants. Session I was set out to be an open discussion to familiarize themselves with each other’s ways of working, and to discern the participants’ understandings of specific challenges and needs for responses in tunnels, but also to illuminate the impact of internal decisions and actions for saving lives safely. The first approximate 20 minutes was discussed as crucial for establishing a tunnel response, which is why this phase was focused on during Session II: a best-practice discussion based on the initial 20 minutes of a full-scaled exercise where several of the participants had been involved. Information gathering and sharing was highlighted as both crucial and challenging, which lead to the research group introducing and participants discussing practical implications of concepts of “situational awareness” in Session III. Session IV was a ‘digital exercise’ based on a crash and vehicle fire in a tunnel, aiming to wrap up the identified challenges and practicing information sharing and management during the initial 20 minutes of the response.The analysis was conducted as critical discussions in the research group, in-between the sessions and when the full series was conducted, set out to identify potential strengths and weaknesses/challenges of the design and content for knowledge development. The results will present the preliminary findings and contributions.

    Results 

    The analysis performed for this abstract found that the focus groups series ha s strengths and weaknesses/challenges to build knowledge across organisations regarding potential MCI road tunnel responses. 

    First, the opportunity to discuss the same questions from four “basis”/perspectives, including presenting the organisations own perspectives and exercise experiences, a theoretical concept, and a practical moment was a strength. However, rather than a progression of learning (such as becoming more effective in information sharing), the design primarily allowed analysis of a deeper and more complex understanding of the overall question of joint and timely responses. 

    Second, the iterative and participatory design was a strength in terms of that the sessions could to some extent focus on the issues the participants highlighted. By using this method, the participants also had the possibility to reflect upon prior and upcoming sessions (Baum et al., 2006). This could, however, be a limitation for comparing results across different groups if the issues of concern diverge too much.

    Third, the focus groups could contribute to the organisations’ knowledge development across practices, such as identifying specifically critical moments when establishing a response or sharing thoughts about safety. Using this design could be a complement to the typical focus on actions in exercises and training (Roud et al., 2021). In addition, the nature of focus group data provides opportunities to analyse interactions (Wilkinson, 2021). Still, how the knowledge developed could be further implemented in and across the organisations remains unknown and needs further consideration in research and practice.

    Fourth, the focus groups were effective for researchers to explore how knowledge is shared and possible contradictions in interpretations and actions. This approach is valuable for developing knowledge in cross-practice collaborations (Edwards, 2012). Including materials from a full-scale exercise and a practical digital exercise was valuable due to the obvious connection to their work tasks and potential challenges, and to contextualize their learning. Further, the amount and various types of data obtained from each session, such as discussing a theoretical concept and a practical exercise moment, could pose challenges for analysis. However, including both structured discussions and practical exercises as stimuli could strengthen the internal validity of the findings (e.g., reduce the discrepancies between what they say they do and what they actually do).

    Fifth, using online meetings was time-effective (and safe during the COVID-19 pandemic), allowing participants and researchers to work from where they choose. However, the online setting produced primarily a dialogue between moderator and participants, with less initiatives for dialogues between participants. It co uld be valuable to further evaluate the design in physical meetings. Moreover, it was easier to drop out or pop out, to simultaneously manage other work tasks, from online meetings compared to physical meetings.

    Conclusion

    In conclusion, we would here argue that using inter-organisational focus groups, that acknowledge participants needs for learning and providing various stimuli to engage in a shared problem, can contribute to knowledge development for future tunnel responses. Research and practice should further explore how various interpretations and actions can be used to improve strategies, communication and organizational changes. Further research could 67 also explore how discussion-based learning activities can be used as a platform to develop and main tain collaborative learning networks, and as a complement to exercises and simulations.

  • 164.
    Ekström, Sara
    University West, School of Business, Economics and IT, Division of Media and Design.
    Experiences Of Teaching And Learning With Social Robots2022In: ICERI2022 Proceedings, iated Digital Library , 2022, p. 1678-1685Conference paper (Refereed)
    Abstract [en]

    There is a growing interest in exploring how social robots can be used for teaching and learning and robots are now studied in a variety of subjects. When robots are used for teaching, they are often assigned a role with a social character appropriate for the intended learning activity. This study focuses on a learning activity where a child plays a digital mathematics game together with a social robot in a middle school classroom. The activity is based on the idea of learning-by-teaching, where the robot has been designed as a tutee and the child is assigned the role of tutor. Through interviews and questionnaires, the children’s, and the teacher's experiences of the learning activity were captured. How does the social robot perform as a tool for teaching and learning? How should the activity be organized and how should the teacher act?

    The study shows that the children think that the robot can express itself verbally and ask appropriate questions. They experience it as a social and fun co-player. However, the robot has several limitations, where difficulties in verbal communication are the most characteristic, such as language recognition, timing, and strange comments. In addition, children react negatively to the robot losing attention to the child and not being able to play the game properly. Moreover, the children think that the activity can be carried out both individually and in groups but consider that the teacher must be in the classroom to explain the activity and above all, to support the child-robot interaction both verbally and technically.

    In many ways, the teacher expresses similar thoughts as the children. The robot engages students and through its questions, the robot makes them reflect and communicate mathematics. As the robot gives students continuous responses, students become more persistent in their learning. The teacher also mentions problems with verbal child-robot communication. The students need to speak loud and clear with reasonably long sentences and the right timing. In addition, the teacher experiences technical problems, such as the players losing contact with each other.

    The teacher considers the activity challenging to carry out in a classroom partly because background noise interferes with the robot interaction and partly because the activity is not suitable for all students. The teacher also mentions the importance of introducing the game and declaring the purpose of the activity, since it may be hard for students to focus on the game and the robot simultaneously. If using the activity in teaching, the teacher imagines that [s]he needs to support the child-robot interaction, i.e., repeat and explain the robot's questions and help the child with what, how, and when to answer the robot. Besides, the teacher may also help with mathematics and encourage strategies and detailed explanations. Unlike the children, the teacher thinks that the activity enables opportunities for assessment of the playing students.

    Finally, the study also revealed some ethical dilemmas with using social robots in educational contexts. It was partly about renegotiating prevailing social norms and partly about the deception of assigning a tool human characteristic. Together with the technical and didactic experiences of teaching and learning with social robots, the study provided an insight into a[n] [in]possible future.

  • 165.
    Elam, Katarina
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Hansson Stenhammar, Marie-Louise
    Göteborgs universitet,Högskolan för design och konsthantverk.
    Karlsson Häikiö, Tarja
    Göteborgs universitet,Högskolan för design och konsthantverk.
    Kupferberg, Feiwel
    Nejadmehr, Rasoul
    Wallin Wictorin, Margareta
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för samhälls- och kulturvetenskap.
    Educating Responsible Citizens: Intercultural Competence and Aesthetic Education2017In: Learning Scenarios for Social and Cultural Change: Bildung Through Academic Teaching / [ed] Rodrígues Sieweke, Lara, Frankfurt am Main: Peter Lang Publishing Group, 2017, p. 61-80Chapter in book (Other academic)
    Abstract [en]

    What is aesthetic education good for in pedagogical regards and how can it be compared with the competencies that intercultural education aims at? Our main argument in the article is that the core of intercultural competencies consists of a number of overlapping modes of knowledge, skills and capabilities such as active empathy, critical approach to hidden colonial and racial heritages, dialogic relationships with the world and the other, as well as openness to experiences that are radically different from one’s own. We regard these skills, competencies and knowledge as main elements of “educating responsible citizens.” This article is a joint product of researchers working within different disciplines and with different knowledge interests. They share an interest in the question of if and how aesthetic education can lead to the particular intercultural competence of educating responsible citizens.

  • 166.
    Elam, Katarina
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Widhe, Olle
    Göteborgs universitet, Institutionen för litteratur, idéhistoria och religion.
    Högläsning som estetisk praktik: Att läsa tillsammans med äldre elever2020In: Trettonde nationella konferensen i svenska med didaktisk inriktning: Bildning, utbildning, fortbildning / [ed] Redaktörer: Maritha Johansson, Bengt-Göran Martinsson, Suzanne Parmenius Swärd, Linköping: Nationella nätverket för svenska med didaktisk inriktning , 2020, p. 81-93Conference paper (Other academic)
    Abstract [sv]

    Artikeln syftar till att undersöka situationer då lärare ägnar sig åt högläsning tillsammans med äldre elever. Materialet utgörs av ett fokusgruppssamtal med tre erfarna svensklärare i Västra Götaland, en från högstadiet och två från gymnasiet. Genom lärarnas samtal får vi kunskap om vad högläsning tillsammans med äldre elever kan innebära och vilken plats den kan tilldelas i undervisningen. Vårt resultat pekar mot att högläsning inte enbart hör hemma i undervisningen av yngre elever, ovana läsare, nyanlända elever eller elever med särskilda behov. Tvärt om visar det sig att lärarna ser många generella fördelar med högläsning och att den även tycks uppskattas av eleverna själva. Parallellt med detta visar undersökningen att högläsning inte bör reduceras till enbart en metod för att uppnå andra lärandemål. Med utgångspunkt i analysen av lärarnas samtal genereras här tre begrepp,högläsningskonvention, estetiskt delande och auditiv föreställning, vilka understryker att högläsning tillsammans med äldre elever kan tillskrivas en estetisk dimension med ett eget värde.

  • 167.
    Elam, Katarina
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Widhe, Olle
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Läslust och litterär förståelse ur ett kroppsligt perspektiv2015In: Svensk forskning om läsning och läsundervisning / [ed] Tengberg, Michael & Olin-Scheller, Christina, Gleerups , 2015, p. 171-182Chapter in book (Other academic)
  • 168.
    Elgemark, Anna
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. Lund University (SWE).
    Jansson, Petra
    Lagmansgymnasiet, Vara (SWE).
    An affordance-focused approach for working with authentic materials: A practice-research initiative2023In: Collaborative Research in Language Education: Reciprocal Benefits and Challenges / [ed] Gudrun Erickson, Camilla Bardel, David Little, Mouton de Gruyter, 2023, p. 41-56Chapter in book (Other academic)
    Abstract [en]

    In Sweden it is now recognized that while teaching should be based on research and proven experience, research-based practice is limited in scope, and classroom teaching is not always informed by findings from educational research. To address this problem, and to develop and test sustainable models of researcher- practitioner collaboration, the Swedish Government has introduced a national system of partnership between schools and universities. Here, research projects are initiated not just by academics, but also by teachers. In each school-university partnership, the aim is to develop and test a model that can support sustainable, research- based practice. The project reported on here addresses one of the major challenges currently facing teachers of English in Sweden, namely the need to create activities that go beyond the textbook, and which students can experience as relevant and meaningful. While the design of activities that enable students to connect content targeted by the curriculum with experiences from informal domains is a challenge for teachers of any subject, for teachers of English the demands multiply. This is because activities need to be modelled in ways that promote the development of linguistic competence. The authors - two language teacher educators, and an upper secondary teacher of English - carried out a project aimed at enabling primary, secondary, and upper secondary teachers of English in a rural municipality to develop design skills encompassing language awareness. Carried out during a single academic year, the project enabled teachers to work collegially, and in collaboration with the teacher educators. Drawing on experiences from the project, the chapter examines the conditions under which the collaboration took place, the challenges faced, beneficial influences on teachers’ practice, and the potential for sustainability

  • 169.
    Elgemark, Anna
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Jonsson Bakken, Ann Katrin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Nordlander, Hanna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    ’Läsning för lust och lärande’ – ULF i Vara kommun, Nästegårdsskolan, Kvänum, F-92023In: Abstracts för Decemberkonferensen, Trollhättan: Högskolan Väst , 2023, p. 1-1Conference paper (Other academic)
    Abstract [sv]

    Tillsammans med utvecklingsledare, rektorer och lärare har vi under hösten sökt finna formerna för ett ULF-projekt med start 2024. Syftet är att få elever att läsa mer i (och utanför) skolan och därigenom nå ökad läsförståelse. Resultat i bl a NP Svenska (Vara kommun) visar ett lägre resultat än riksgenomsnittet och enligt rektor sätts insatser in i slutet av år 9 för att få elever godkända i läs- och begreppstunga ämnen.Initialt arbetar vi med en grupp lärare för att öka lärares kunskap om läsning. Denna kunskap ska sedan delas med övriga lärare och översättas till klassrumspraktik.

    Mål för projektet:öka kunskapen om läsning generellt och specifikt, i alla ämnen och årskurser, i och utanför skolanskapa förutsättningar för ett kollektivt lärande, ett lärande där kollegor inte bara lär av varandra utan söker skapa gemensam förståelse och slutsatsskapa tydlighet/struktur i hur, när och var skolan arbetar med läsning.

  • 170.
    Emanuel, Sara
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Toth, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Lärande och kompetens i samband med en katastrofövning: en kvalitativ studie om övningens betydelse2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study investigates whether there is learning while performing an emergency exercise and what type of skills or experiences are used during this type of exercise. The study investigates the exercise named Liv 19, which is an exercise that works to practice the cooperation between The Swedish Armed Forces and the Swedish health care system, to ensure a contingency plan in the event of a disaster. The exercise helps to develop new guidelines for cooperation, which is also the focal point of Liv 19.

    The study examines the exercise from the perspective of learning and competence and what factors influence the result and map out areas of improvement. A qualitative approach with the starting point from the method of Critical Incident Technique has been used when gathering and analyzing the data. Participatory observations were made during the exercise and were supplemented with semi-structured interviews.

    The result reveal that the exercise constitutes a basis for learning and it clearly shows that factors such previous knowledge and experiences affect the conditions for what type of competence is used.

    A conclusion is that awareness and reflection is vital when performing the exercise to be able to make use of the knowledge in the organization and thereafter map out areas of improvement.

  • 171.
    Enarsson, Sofia
    et al.
    University West, Department of Social and Behavioural Studies.
    Larsson, Emelie
    University West, Department of Social and Behavioural Studies.
    En kvantitativ studie kring sambandet mellan stress och informellt lärande: Kan positiva stressorer samvariera med informellt lärande på arbetsplatsen?2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In our modern work-life, stress and learning are commonly used concepts. Employers wants their employees to be “stress-resilient”, meanwhile a lot of previous research in the are ausually looks at stress as something harmful to an individual’s health, both mentally and physically.

    Despite the negativity terms usually used around stress in the workplace, this study wants to investigate if certain positive stressors can be beneficial for accommodating a informal learning for individuals at work. Informal learning has previously been shown to be of great importance for example employees’ attitude towards work and it may also contribute to a healthier psychosocial health.

    Through a quantitative method containing 104 analysed questionaries, sampled by convenience from different companies all around Sweden, the relationship between informal learning and stress will be investigated.

    The study concludes that there is in fact a significant correlation between positive stressors and informal learning.

  • 172.
    Engberg, Jessica
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Carlsson, Fredrika
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Långtidsfriska mål: Personalens upplevelser av att arbeta i en hälsofrämjande organisation2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this thesis was to examine how the staff experience organizational factors in terms of long-term healthy organization. Long-term healthy goals and long-term healthy staff are becoming more and more common, but despite this, some people are suffering from illness – why is that? Research that focuses on risk and health factors is extensive, but studies that examines employees' experiences of work in such an organization are more rare. With this background, the purpose of the present study was to help fill that knowledgegap. Semi-structured interviews were conducted with ten employees working within an organization with long-term healthy goals. The focus during the interviews was on the respondents' experience of working in a health promotion organization. Collected data were analyzed using a thematic analysis, resulting in six themes; demand and control, meaningfulness, insufficient communication, presenteeism, health initiatives and inadequate 2 Confidentiality: C2 - Internal leadership. The most important result was in a general theme; communication, which characterized the results of the analysis. Communication is reflected in all the themes and seemed to have a major impact on the well-being of the respondents. Leadership also became important in the result in relation to social support. An unexpected result was the awareness of physical health, which all respondents actively worked to maintain or promote. The themes of the results consisted of concepts that could be found in the theories of salutogenesis, Karasek and Theorell's demand- control- and support model, as well as previous research on communication and leadership's importance for organizational health. The results of the study contribute to an increased understanding of how health promotion work is experienced by employees in organizations that strive for long-term healthy staff, which can be useful knowledge for organizations that have such goals. The study thus contributes to research on promoting health in organizations.

  • 173.
    Engblad, Alma
    et al.
    University West, Department of Social and Behavioural Studies.
    Handfast, Anna
    University West, Department of Social and Behavioural Studies.
    Fri lek i förskolan: En intervjustudie med pedagogers egna berättelser2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Att lek är något som barn ägnar sig åt vet de flesta. Leken är en central del hos barnen och är något som funnits med genom alla tider. Genom leken får barnen förutsättningar att utveckla nya kunskaper. Läroplanen för förskolan uppger att leken är en väsentlig del av barnens utveckling och lärande. Barnen erfar nya kunskaper genom samspelet i leken men hur resonerar pedagogerna kring den fria leken i förskolan? 

    Syfte: Syftet med studien är att undersöka pedagogens uppfattningar av den fria leken i förskolan. 

    Metod: I studien används en kvalitativ forskningsmetod i form av enskilda semistrukturerade intervjuer med sex pedagoger i en kommun i Västra Götaland. 

    Resultat: Resultatet i studien visar att den fria leken har en stor roll i de förskolor som våra respondenter arbetar i och att de dagligen använder fri lek. Samtliga respondenter påpekar att med en inspirerande miljö så utvecklas barnens fria lek. Resultatet belyser även vikten av att vara en medveten pedagog, när kräver leken en närvarande pedagog och när behärskar barnen att leka på egen hand. 

  • 174.
    Engström, Carl
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Ingen sitter på hela sanningen!: En studie kring möjligheter och hinder för lärande vid samverkan mellan professioner2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Collaboration between different professions entails a meeting between different skills and perspectives which can carry great potential for different types of learning. The purpose of the study is to contribute to better understanding of the opportunities and barriers for learning when professions collaborate. Based on the shared experiences from participants in a music project containing collaboration between professions interpretations have been made about what in this interaction between professions can be considered to have the greatest impact on learning. The results tend to emphasize the importance of social interaction between professions containing verbalised communication as a promoting factor for learning and development as it is important to create shared goals and opportunities for the various professions' observations and reflections to be communicated to or shared with the other professions.

  • 175.
    Ericsson, Anna
    University West, Department of Social and Behavioural Studies.
    Kunskapsbedömning ur elevperspektiv2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund                Jag har valt att skriva om elevers upplevelser av kunskapsbedömning. Då bedömning ökar i omfattning och sker allt tidigare i skolåren ställs höga krav på likvärdighet och rättvisa i bedömning. Hur bedömning eventuellt inverkar på elevers motivation, självkänsla och vidare lärande, blir då viktigt att skaffa kunskap om.

     

    Syfte                        Studiens syfte är att undersöka elevers upplevelser av kunskapsbedömning. Vad har elever för känslor inför att bli bedömda och hur uppfattar de syftet med bedömning? Jag vill även ta reda på hur resultat och respons uppfattas av elever.

     

    Metod                      Jag valde en kvalitativ ansats i min studie. För att få en uppfattning om den kontext eleverna upplever bedömning i, genomförde jag först ostrukturerade observationer i klassrummet. Under observationerna fördes löpande anteckningar som kompletterades direkt i anslutning till varje tillfälle. Därefter intervjuade jag tio elever om deras upplevelser av bedömning. Intervjuerna spelades in med diktafon och skrevs ut i sin helhet. Med stöd av observationsanteckningarna kategoriserades och analyserades sedan elevernas svar.

     

    Resultat                   Resultatet visade att eleverna i undersökningen kände trygghet inför lärarens egna prov, men oro inför nationella prov. Det tycktes finnas ett samband mellan förtrogenhet med innehåll och inställning till provet. Samtliga elever framförde att bedömning först och främst är till för lärande. En uppdelning fanns av elever som drevs av inre motivation och elever som drevs av yttre motivation. När det gäller elevernas uppfattningar av resultat och respons fann jag att samtliga presenterade sina resultat genom att ange antal fel. Responsen på elevernas bedömningar och arbeten verkade fungera mest som en bekräftelse på arbetsinsats.

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  • 176. Ericsson, Claes
    et al.
    Lindgren, Monica
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    En start för tänket, en bit på väg: analys av ett utvecklingsprojekt kring kultur och estetik i skolan2007Book (Other (popular science, discussion, etc.))
  • 177.
    Erikson, Rebecca
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Persson, Ronja
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Utomhuspedagogik som redskapför lärande och utveckling: En kvalitativ studie om pedagogers uppfattningar gällandeutomhuspedagogik2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Stor del av utbildningen i förskolan sker idag inomhus där barnen ofta blir stillasittande vilket medför att de inte får tillräckligt med naturlig rörelse och motion, något somi sin tur kan leda till en ökad risk för sjukdomar. För att bidra till minskat antal sjukdomstillfällen hos barn är det därför viktigt att den fysiska aktiviteten ökar för att också öka effekten av fysisk och psykisk hälsa. I samband med utevistelsen inkluderas hela kroppen och alla sinnen, vilket bör leda till ett livslångt lärande hos barnen. Därav blir pedagogernas planering av lärsituationer en viktig aspekt gällande barns utveckling av sin egen hälsa och förmåga att lära. Syfte: Syftet med denna studie är att undersöka vad pedagoger inom förskolans verksamhet har för uppfattning gällande utomhuspedagogik samt deras uppfattning gällande sin roll i samband med utevistelse. Därtill undersöks vilka ämnen pedagoger integrerar utomhus samt vilken synde har på barns möjlighet till inflytande, delaktighet och reflektion kring vad de erfarit. Metod: Studien bygger på kvalitativa aspekter där enskilda intervjuer användes som insamlingsmetod. Intervjuerna bestod av personlig intervju samt telefon- och videointervju och utfördes med tio pedagoger från förskolans verksamhet runt om i landet. Resultat: Resultatet visar att pedagogens roll och förhållningssätt skapar förutsättningar för ett väl fungerande arbete med utomhuspedagogik. Det framgår även att pedagoger utnyttjar närområdet på ett lämpligt sätt och med tydliga syften samt att de låter barnens intressen och kreativitet styra arbetet framåt. Till sist visar resultatet att pedagogers arbetslivserfarenheter inte tycks ha någon betydelse för barns utveckling och lärande i samband med utomhuspedagogik då samtliga pedagoger innehar ett liknande förhållningssätt och använder sig av liknande metoder. Konklusion: Utomhuspedagogik kan skapa förutsättningar för ett aktivt lärande med hjälp av hela kroppen och alla sinnen. Genom att som pedagog agera medforskare tillsammans med barnen skapas ett lustfyllt och intressant lärande hos dessa. Arbetet med utomhuspedagogik medför bland annat mindre könsstereotypiska lekar och material samt bättre samspel mellan könen. Barn ges i samband med utomhuspedagogik inflytande, delaktighet och möjlighet till reflektion genom att pedagoger är lyhörda och lyfter barns intressen.

  • 178.
    Eriksson, Alexandra
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    van Brakel, Ida
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Matematik och matematiksvårigheter: Hur lärare arbetar i förskola och skola för att stimulera barns lärande i matematik2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Matematik är ett ämne som har uppmärksammats de senaste åren. Skolverkets undersökning visar att var sjätte elev inte når målen i matematik i årskurs nio (Skolverket, 2008a). Vad är det som gör att vissa barn misslyckas med matematiken och hur kan man som lärare hjälpa dessa barn? Det här är några av tankarna som gjorde att vi valde ämnet matematik och matematiksvårigheter. Syfte: Syftet med studien är att undersöka hur lärare ser på matematik och matematiksvårigheter och hur de arbetar för att stimulera barns lärande i matematik. Metod: Vi har utfört kvalitativa intervjuer med nio stycken lärare, tre specialpedagoger, tre lärare mot förskolan och tre lärare mot grundskolans tidigaste år. Alla informanter arbetar i samma kommun men vid sex olika arbetsplatser. Resultat: Matematik är ett ämne som alla informanter anser vara viktigt. Lärarna beskriver sitt arbete utifrån sina olika yrkeskategorier och generellt skiljer sig inte arbetssättet mellan ordinarie undervisning och den man tillämpar vid svårigheter. Matematikundervisningen bör enligt informanterna innehålla konkret och/eller laborativt material. De flesta förespråkar att man som lärare skall kontrollera var barnet befinner sig i sin utveckling för att undervisningen skall ske på barnets nivå. Det finns dock delade meningar om hur matematiksvårigheter visar sig och vad det kan bero på.

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  • 179.
    Eriksson, Kristina M.
    et al.
    University West, Department of Engineering Science, Division of Production Systems.
    Lycke, Liselott
    University West, Department of Engineering Science.
    Changing traditional academic structures to meet new competence needs in industry Selected thematic track: Perspectives on collaboration for sustainable organisational learning2022Conference paper (Other academic)
    Abstract [en]

    Purpose New technological advancements and global societal changes continuously reshapes manufacturing industry creating increasing competence needs for professionals, as new skill needs, both up-skilling and re-skilling are evolving simultaneously (European Commission, 2021). Thus, industry is struggling with skill shortages at the same time as higher educational institutions (HEIs) traditionally are not structurally organised to design for and meet the new educational demands that are progressively surfacing. Those challenges are addressed here by depicting a case where a Swedish university in collaboration with around 50 external partners, mainly from the manufacturing industry, have co-produced an educational model with short courses, at master level, targeting competence development of professionals (Hattinger and Eriksson, 2020). Such models have evolved over the past decade (Kashyap and Agrawal, 2019) with the content of the courses consecutively adapted to the shifts in industry competence needs (Eriksson et al., 2021). Those initiatives have seen many phases, e.g., calibration of co-production activities between industry and academia (Brunel et al., 2010; Holland, 2019; Sannö et al., 2019) and finding suitable course formats for professionals (Hattinger and Eriksson, 2015). However, the aspects of corresponding and necessary organisational changes to traditional academic structures to successfully encompass such new educational models into the regular education prospects is still challenging and thus needs further understanding. The new educational models mean changes to many functions within HEIs, emphasising that knowledge between functions needs to be transferred, shared, and exchanged. Hence, the aim is to study the changes in the organisation's knowledge from the perspective of organisational learning (Argote, 2013). Following this, the research question asked is: How can academic structural changes, for creating an agile and sustainable university educational model meeting industrial competence needs in a changing society, be understood from the perspective of organisational learning? Case description and outline of the study The case focuses on an educational model developed in co-production between academia and industry, spanning the years 2013-2020. The model is designed with short courses in hybrid format of 2.5 European Credits (ECTS) given over five weeks in the field of production technology. Competence needs and co-production between university and industry has been studied over the years (Hattinger and Eriksson, 2020). However, it is realised that it is essential with joint refection among different functions at HEIs for facilitating organisational changes of traditional academic structures . . .

  • 180.
    Eriksson, Lisbeth
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Social pedagogy in a Swedish Context2009In: The diversity of social pedagogy in Europe / [ed] Kornbeck, Jacob, Rosendal Jensen, Niels, Bremen: Europ. Hochsch.-Verl , 2009, 1. Aufl, p. 46-63Chapter in book (Other academic)
  • 181.
    Eriksson, Lisbeth
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Larsson, Staffan
    Sipos-Zacrisson, Katarina
    Hur formas egentligen vuxnas undervisning?2009In: Lärande på vuxnas vis: vetenskap och beprövad erfarenhet / [ed] Abrandt Dahlgren, Madeleine, Carlsson, Irma, Lund: Studentlitteratur , 2009, 1. uppl., p. 79-100Chapter in book (Other academic)
  • 182.
    Eriksson, Lisbeth
    et al.
    Linköpings universitet.
    Nilsson, GunillaHögskolan i Jönköping.Svensson, Lars A.University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology. University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Gemenskaper: Socialpedagogiska perspektiv2013Collection (editor) (Other academic)
  • 183.
    Eriksson, Lisbeth
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Svensson, Lena
    Föreningen för folkbildning, Stockholm.
    Praktinära forskning: ett redskap för folkbilding?2021In: Folkbildning & forskning: årsbok 2021 / [ed] Abrahamsson, Kenneth, Eriksson, Lisbeth, Lundberg, Martin, Myrstener, Mats & Svensson, Lena, Stockholm: Förening för Folkbildningsforskning , 2021, p. 84-93Chapter in book (Other academic)
  • 184. Eriksson, Lisbeth
    et al.
    Winman, ThomasUniversity West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Learning to Fly: social pedagogy in a contemporary society2010Collection (editor) (Other academic)
  • 185.
    Eriksson, Michaela
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Att vara i sitt livs form: en studie om hur en ofrivillig uppsägning blir en vändpunkt i livet2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how involuntary discharge affects the identity and everyday life of an individual. Further purpose is to investigate how events like this can be understood based on the concept of a turning point in life. The premises of my questions proceeds from a human facing a discharge, an involuntary change in life, and the strategies they develop to deal with the situation.

    The choice of perspective in this study is based on the concept of life form and turning point. These concepts are placed in relation to a theoretical frame of reference and research survey. The methodological chapter follows, which explains the empirical close method approach, data collection method and 5 interviews with 7 informers. Further a presentation of selected informers, the narrative analytic method and aesthetic considerations.

    Results show that an involuntary change of life circumstances through discharge leads to a reorientation in life. The informants in this study faced an involuntary change and what happened can mainly be described as accepting change and take the necessary actions in the existing society context.

    The empirical and theoretical analysis in this study leads to the conclusion that informants developed strategies to let the discharge become a chance to make a change, a possibility. The informants share life stories that contains positive memories connected both to the life before, during and after the critical event. They describe the factory shutdown were perceived as a crucial situation, but not necessary a problematic experience. How an individual reacts to a thing like this has, among other things, to do with the current life form of the individual. What their everyday life consist of and how the individual identifies itself in their own context.

  • 186.
    Ewing, Louise
    University West, Department of Social and Behavioural Studies.
    Är överlämningar mellan låg- och mellanstadiet till någon nytta?: En kvalitativ studie om hur svensklärare i årskurs 4 planerar och anpassar skrivundervisningen utifrån överlämningen från årskurs 32023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna kvalitativa intervjustudie behandlas hur svensklärare planerar och anpassar skrivundervisningen i årskurs 4 för elever utifrån de överlämningar som sker från årskurs 3. Enligt skollagen (SFS 2010:800, 3 kap. 12 j §) ska överlämnande lärare skicka med relevanta uppgifter gällande elevernas förmågor till den mottagande läraren, för att underlätta elevernas övergångar. De uppgifter som skickas över ska enligt skolans riktlinjer skapa kontinuitet, sammanhang och progression i elevernas lärande och utveckling (Lgr22, 2022, s. 16). Syftet med den här studien är att undersöka hur överlämningar mellan låg- och mellanstadiet ser ut, och att ta reda på om de överlämningar som sker kommer till användning vid planering av skrivundervisningen i svenska. För att besvara syftet ovan har följande frågeställningar formulerats: Hur ser överlämningar ut mellan årskurs 3 och årskurs 4 gällande elevernas skrivförmåga, i ämnet svenska?, Hur arbetar de mottagande lärarna med skrivundervisning i svenska utifrån elevernas förmågor? och Hur anpassar och stöttar de mottagande lärarna de elever som har skrivsvårigheter? För att få svar på dessa frågor har semistrukturerade intervjuer genomförts med tre lärare från tre olika skolor. Materialet från dessa tre intervjuer har sedan analyserats genom en helhetsanalys. Studiens resultat visar att överlämningarna fokuserar på elever med olika slags svårigheter och att de elever som klarar sig bra i skolan “bockas av”. Vid planering av skrivundervisning använder lärarna sig inte av överlämningarna gällande elevernas skrivförmåga. De överlämningar som sker ger inte de mottagande lärarna information om var i skrivprocess eleverna befinner sig. Däremot visar resultatet att lärare, med hjälp av överlämningarna, kan anpassa sin undervisning till viss del så att eleverna kan lyckas. Resultatet visar även att möjligheten till att anpassa undervisningen till elever med skrivsvårigheter ser olika ut på de tre skolorna på grund av tillgången till specialpedagoger, speciallärare och resurser och att det därför i vissa fall är svårt att stötta eleverna så mycket som de behöver

  • 187.
    Fagerholm, Anna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Genus i bilderböcker för barn: En analys av 7 bilderböcker skrivna på 2000-talet2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Genus är något som engagerat och intresserat mig under hela utbildningen men även utanför skolan, i vardagen. Med denna undersökning vill jag synliggöra, inte minst för mig själv, vilka stereotyper dagens barn blir exponerade för i litteratur som riktar sig specifikt till dem. Frågor om genus, jämställdhet och könsroller är något som jag vill påstå är högaktuellt i dagens samhälle, vilket gör undersökningar av denna typ än mer angelägna. Dessutom finns det relativt få undersökningar som behandlar genus i barnlitteratur (Kåreland, 2005).

    Syfte: Mitt syfte är att undersöka hur genus framställs i ett urval bilderböcker skrivna på 2000-talet för barn i åldrarna 3-6 år; vilka stereotyper och normöverskridningar som blir synliga men också hur de olika karaktärerna framställs beroende på vilket kön de tillhör.

    Metod: Urvalet består av sju av de mest sålda bilderböckerna för barn i åldern 3-6 år på Adlibris. Böckerna är alla skrivna på 2000-talet. Varje bok lästes noggrant och analyserades ur ett genusperspektiv.

    Resultat: Resultatet visar att män/pojkar och flickor/kvinnor ofta framställs på ett stereotypt sätt med avseende på exempelvis karaktärsdrag och yrkesroller. Det finns dock även karaktärer som överskrider normerna på mer eller mindre tydliga sätt. Pojkar/män är överrepresenterade som huvudkaraktärer och i böckernas titlar, trots det högre antalet kvinnliga karaktärer totalt sett. Även de yrkesroller som var synliga i urvalet var nästan genomgående stereotypa, med kvinnor som omvårdare eller verksamma inom serviceyrken och med män i beskyddande yrken som vakt och polis.

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  • 188.
    Febring, Linda
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lindholm, Maj-Lis
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Thorén, Bosse
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Gross, Johan
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Pedagogisk design2020Conference paper (Other academic)
  • 189.
    Febring, Linda
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Nilsson, Sara
    Göteborgs universitet.
    Survey of Online Students’ Suggestions for Developing Distance Courses2020In: Praxis Symposium, October 5-6, 2020: Presentations and abstracts, 2020, p. 10-11Conference paper (Other academic)
  • 190.
    Febring, Linda
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Nilsson, Sara
    Göteborgs universitet.
    Ivarssson, Ingela
    Göteborgs universitet.
    Studentperspektiv på onlineundervisning2020Conference paper (Other academic)
  • 191.
    Fejes, Andreas
    et al.
    Linköpings universitet, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning .
    Johansson, Kristina
    Linköpings universitet, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning .
    Abrandt Dahlgren, Madeleine
    Linköpings universitet, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning.
    Learning to play the seminar game: Some students’ initial encounter with a basic working form in higher education2005In: Teaching in Higher Education, ISSN 1356-2517, E-ISSN 1470-1294, Vol. 10, no 1, p. 29-41Article in journal (Refereed)
  • 192.
    Flensner, Karin K
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Mångfald och sekularitet i religionskunskapsundervisning2020In: Prismet, ISSN 0032-8847, ISSN 2535-311X, Vol. 71, no 4, p. 391-404Article in journal (Refereed)
    Abstract [sv]

    I syftestexten för det svenska religionskunskapsämnet anges att undervisningen i religionskunskap ska ge eleverna «möjlighet att utveckla en beredskap att förstå och leva i ett samhälle präglat av mångfald [samt att eleverna] ska ges möjlighet att reflektera över och analysera människors värderingar och trosföreställningar och därigenom utveckla respekt och förståelse för olika sätt att tänka och leva» (Skolverket 2011). Samtidigt visar ett flertal studier att klassrumspraktiken och talet om religion i svenska skolmiljöer är starkt präglade av en sekularistisk diskurs om religion där religiösa livsåskådningar artikuleras som tillhörande en förgången tid, vara svårförenliga med ett rationellt, modernt och vetenskapligt förhållningssätt och att troende människor uppfattas som irrationella, lurade eller psykiskt sjuka (Berglund, 2017; Carlsson & Thalén, 2015; Eddebo & Magnusson, 2020; Flensner 2015; 2017; 2018; Holmqvist Lidh, 2016; Osbeck & Lied, 2011; SKR, 2020; Vikdahl, 2018; von Brömssen, 2009, 2012; 2016). Många gånger är det andra elever som uttrycker denna typ av åsikter i undervisningen, men även lärare bidrar till att denna diskurs blir hegemonisk i klassrummet. Detta sekularistiska förhållningssätt uppfattats många gånger som en neutral position av de som uttrycker den, vilket får implikationer för hur man förhåller sig till olika aspekter av mångfald. I den här texten ska jag resonera kring relationen mellan sekularitet och mångfald och diskutera några möjliga implikationer för ickekonfessionell undervisning om religion. Jag kommer att utgå från resultat från empiriska studier av religionskunskapsundervisning.

  • 193.
    Flensner, Karin K
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Peter
    University of Gothenburg, Department of Food and Nutrition, and Sports Science, Gothenburg, Sweden.
    Lindgren, Eva-Carin
    Halmstad University, School of Health and Welfare, Halmstad, Sweden.
    Integration into and through sports?: Sport-activities for migrant children and youths2021In: European Journal for Sport and Society, ISSN 1613-8171, Vol. 18, no 1, p. 64-81Article in journal (Refereed)
    Abstract [en]

     Migration over recent years has meant that issues of integration are high on the agenda. Sports clubs are considered important settings for promoting integration. This notion is reflected in national and international policy documents. This study focuses on how leaders in a non-profit sports club, operating in a community where a majority have a migrant background, work with the stated goal of promoting integration. The aim of this study is to explore how leaders interpret and negotiate their explicit assignment to promote integration and counteract segregation and how they try to implement strategies to reach these goals and also to explore how participants experience the sports club's activities related to aspects of integration. The study takes an ethnographic approach with participant observations and interviews. The results indicate that the leaders’ work in terms of integration was related to negotiating diversity, norms, rules and language. Both leaders and participants highlight how the activities enhance feelings of trust despite racism in society and how the leaders worked to create relationships and to make the activities into safe spaces. Whether this work contributes to integration is, however, debatable and the leaders emphasised inclusion as their main strategy and goal.

  • 194.
    Flensner, Karin K
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Larsson, Göran
    Institutionen för pedagogik, kommunikation och lärande, Göteborgs Universitet, Göteborg.
    Yoga är okej, men får man sjunga O helga natt?: Gränsen mellan det konfessionella och det ickekonfessionella i svensk skola2021In: Känsliga frågor, nödvändiga samtal: att lära om och av kontroverser / [ed] Kittelmann Flensner, Karin, Larsson, Göran & Säljö, Roger, Lund: Studentlitteratur AB, 2021, 1, p. 163-177Chapter in book (Other academic)
  • 195.
    Flensner, Karin K
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Larsson, Göran
    Institutionen för litteratur, idéhistoria och religion, Göteborgs universitet, Göteborg.
    Säljö, Roger
    Institutionen för pedagogik, kommunikation och lärande, Göteborgs Universitet, Göteborg.
    Inledning: att undervisa och lära om och av kontroverser2021In: Känsliga frågor, nödvändiga samtal: att lära om och av kontroverser / [ed] Kittelmann Flensner, Karin, Larsson, Göran & Säljö, Roger, Lund: Studentlitteratur AB, 2021, 1., p. 15-21Chapter in book (Other academic)
  • 196.
    Flensner, Karin K
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Larsson, Göran
    University of Gothenburg, Department of Literature, History of Ideas and Religion, Box 200, Gothenburg, S-405 30, Sweden.
    Säljö, Roger
    University West, School of Business, Economics and IT, Division of Business Administration. University of Gothenburg, Department of Education, Communication and Learning, Box 100, Gothenburg, S-405 30, Sweden.
    Jihadists and refugees at the theatre: Global conflicts in classroom practices in Sweden2019In: Education Sciences, E-ISSN 2227-7102, Vol. 9, no 2, article id 80Article in journal (Refereed)
    Abstract [en]

    In democratic societies schools have an obligation to address complex societal issues such as ethnic/religious tensions and social conflicts. The article reports an exploratory study of how theatre plays were used in upper-secondary schools to generate pedagogically relevant platforms for addressing the current Middle East conflicts and their impact on European societies in the context of religious education and civics. The schools are situated in areas with substantive migrant populations of mixed backgrounds, and this has implications for how these issues are understood as a lived experience. In the same classrooms, there were students who had refugee backgrounds, who represented different interpretations of Islam, and religion more generally, and whose families were victims of terrorism. There were also students with strong nationalist views. The study is ethnographic documenting theatre visits and classroom activities in relation to two plays about the Middle East situation. The results show that plays may open up new opportunities for addressing these issues, but that they may also be perceived as normative and generate opposition. An interesting observation is that a play may generate space for students to tell their refugee story in class, which personalized the experience of what it means to be a refugee. © 2019 by the authors. Licensee MDPI, Basel, Switzerland.

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  • 197.
    Flensner, Karin K
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Larsson, GöranInstitutionen för litteratur, idéhistoria och religion, Göteborgs universitet, Göteborg.Säljö, RogerInstitutionen för pedagogik, kommunikation och lärande, Göteborgs Universitet, Göteborg.
    Känsliga frågor, nödvändiga samtal: Att lära om och av kontroverser2021Collection (editor) (Other academic)
  • 198.
    Flensner, Karin K
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lippe, Marie Von der
    University of Bergen, Department of Archeology, History, Culture Studies and Religion, Norway.
    Being safe from what and safe for whom?: A critical discussion of the conceptual metaphor of "safe space"2019In: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Vol. 30, no 3, p. 275-288Article in journal (Refereed)
    Abstract [en]

    Safe space, used in educational settings as a metaphor,stresses the importance of the classroom being a learningenvironment characterised by respect and safety. Based onexamples from Swedish and Norwegian classroom research,this article problematises and discusses the complexity inthe discourse on safe space by asking the critical questions:Being safe from what? – and safe for whom? Related to theconcept of safe space are questions about what possibly canmake the classroom an unsafe place. In addition to varioustypes of intimidation, harassment and attacks, discussionsabout certain issues and topics can, for various reasons, beperceived as threatening. The school is part of society, andin an increasingly polarised climate, controversial issues incontemporary society will often be perceived as controversial in classroom practice. In this sense, instead of givingstudents false promises of being safe in the ReligiousEducation (RE) classroom, the concept 'classroom of disagreement' may be a useful metaphor, since it makes itexplicitly clear that disagreements exist and are part of life

  • 199.
    Flinck, Malin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Hit med lite farlighet säger Ronja": En studie med fokus på förskollärarens uppfattningar av utomhuspedagogik2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens övergripande syfte var att belysa förskollärarens uppfattningar av utomhuspedagogik. Frågeställningar som användes i studien var; Hur uppfattar förskollärare begreppet utomhuspedagogik? Vilka möjligheter och hinder uppfattar förskollärare finns med att bedriva aktiviteter inom utomhuspedagogik?

    Studien var inspirerad av den fenomenografiska ansatsen och genomfördes med fokusgruppsintervjuer för att belysa förskollärares uppfattningar av fenomenet utomhuspedagogik.

    Resultatet i studien visar att utomhuspedagogik uppfattas som en pedagogik oberoende av platsen, samtidigt som det blir ett annat slags lärande utomhus eftersom ytan ökar möjligheter för rörelse. Förutom att utomhuspedagogik uppfattas som en möjlighet till rörelse är det även ett sätt att få en ekologisk känslighet för naturen och samhället. Samma resultat visar även att det finns utmaningar med utomhuspedagogik som säkerhet, utrymmet på utegården, få in barns inflytande i verksamheten och få tid för planering. Även om det finns utmaningar med pedagogiken utomhus är utomhuspedagogik ett sätt att kombinera teori med praktik. Resultatet lyfter fram att inläsning av litteratur, kurser och föreläsningar kangynna förkunskaper och kan även stärka utomhusundervisningen, därför är det en önskan om fler lärtillfällen och mer information kring utomhuspedagogik för att förskollärare ska kunna fördjupa sina teoretiska kunskaper om utomhusundervisning. Resultatet visar även att utomhuspedagogik kan uppfattas som en didaktisk förstärkningsteknik i lärandet, men även som ett didaktiskt verktyg för lek och kreativitet, samt som en vägledning för miljömedvetenhet.

    Denna studie har betydelse för läraryrket eftersom studien lyfter fram vikten av att vistas utomhus och att vi ska se utomhusmiljön som en miljö för lärande, vilket bidrar vidare till att barnen får en medvetenhet om naturens betydelse i ett hållbart samhälle.

  • 200.
    Fog, Elsebeth
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    The Social pedagogue as boundary-crossing broker in different learning cultures2006In: European Journal of Social Education, ISSN 1810-4789, no 10/11, p. 171-184Article in journal (Refereed)
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