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  • 151.
    Svedäng, Maria
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Att utveckla scientific literacy tillsammans med hjälp av IKT2016In: Kollaborativ undervisning i digital skolmiljö / [ed] Sylvana Sofkova Hashemi & Maria Spante, Malmö: Gleerups Utbildning AB, 2016, 89-108 p.Chapter in book (Other academic)
  • 152.
    Svedäng, Maria
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Utomhuspedagogik i fritidshemmet2015In: Fritidshemmet och skolan: det gemensamma uppdraget / [ed] Pihlgren, Ann S., Lund: Studentlitteratur AB, 2015, 269-286 p.Chapter in book (Other academic)
  • 153.
    Svedäng, Maria
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Engaging students in cross-border communication and science learning using experiments and ICT2014In: The Journal of the learning sciences, ISSN 1050-8406, E-ISSN 1532-7809Article in journal (Refereed)
  • 154.
    Svensson, Hanna
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Thim, Henrietta
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Multiplikation: arbetssätt och svårigheter- en kvalitativ studie om hur lärare tänker om och anser sig arbeta med introduktion av multiplikation2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Enligt Skolverkets (2012) rapport TIMSS 2011 (Trends in International Mathematics and Science Study) har svenska elever i de lägre skolåren bristande kunskaper i matematik och då framförallt inom området aritmetik. Även den PISA-undersökning som gjordes 2012 visar att svenska elevers resultat i matematik försämrats gentemot både sig själva sedan tidigare PISA-undersökningar samt våra nordiska grannländer. Då multiplikation är en viktig del inom matematiken och elever enligt McIntosh (2008) har svårt att förstå innebörden och funktionen av operationer med multiplikation kan det påverka dessa resultat. Utifrån detta ville vi få kännedom om lärares tankar och arbetssätt samt vilka svårigheter de upplever vid introduktionen av multiplikation. Syfte: Vårt syfte med studien var att undersöka hur lärare tänker kring och anser sig arbeta med introduktionen av multiplikationsbegreppet. Vi ville även undersöka vilka svårigheter som lärare upplever samt hur de arbetar med dessa svårigheter för att eleverna ska övervinna dem.Metod: För att få kunskap om lärares tankar och arbetssätt gällande introduktionen av multiplikation valde vi att göra en kvalitativ studie där vi använde oss av semistrukturerade intervjuer. Vi intervjuade lärare verksamma i grundskolans årskurs 1-3 som alla hade erfarenhet av att introducera multiplikation. Vid intervjuerna använde vi oss av en intervjuguide som vi själva konstruerat med öppna och konkreta frågor.Resultat: Studiens resultat visade att alla lärare introducerar multiplikation på liknade sätt och då genom att visa på upprepad addition på flera olika sätt tillsammans med olika övningar så som hopp på tallinjen, räknesagor och bilder med hjälp av konkret material. De svårigheter som enligt lärarna kunde uppstå var att eleverna inte förstår att multiplikation är upprepad addition, förståelsen för multiplikationstecknet, skillnaden mellan multiplikator och multiplikand samt kommutativa lagen. För att övervinna dessa svårigheter arbetar lärarna på liknande sätt som vid introduktionen. De använder olika arbetssätt så som konkret material, bilder och tallinjen. Utifrån vårt teoretiska perspektiv kan vi se att lärarna arbetar mestadels med variationsmönstret generalisering, de arbetar även med kontrastering men i mindre utsträckning.

  • 155.
    Svensson, Lars
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Thång, Per-Olof
    Göteborgs universitet.
    Guest editorial: the inaugural Swedish conference on work-integrated learning2010In: Journal of cooperative education and internship, ISSN 1933-2130, Vol. 44, no 2, 8-8 p.Article in journal (Other academic)
    Abstract [en]

    The inaugural Swedish Conference on Work-Integrated learning was held at University West in Trollhättan in December of 2009.  University West has adopted work-integrated learning as their main profile, and have since 2001 been assigned with a national mission to coordinate and lead the development of pedagogical models for work-integrated learning by the Swedish Ministry of Education.  The conference attracted 35 contributions of which three papers were selected for the special issue.  In addition the two keynote speakers, Kristen Betts and Lars-Owe Dahlgren, of the conference were invited to contribute

  • 156.
    Svensson, Lars
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Lundin, Johan
    Gothenburg University.
    Understanding the adoption of digitalized pratices2016In: ICERI2016 Proceedings: 9th annual International Conference of Education, Research and Innovation Seville, Spain. 14-16 November, 2016 / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, IATED Academy , 2016, 1593-1593 p.Conference paper (Other academic)
    Abstract [en]

    During the last decades, digital technologies has become an increasingly important part of our private and professional life. Consequently, researchers have been occupied with understanding the conditions under witch digital technologies are accepted or rejected. Theoretical frameworks such as the Technology Acceptance Model (TAM) (ref) and the UTAUT model (ref) have tried to address these issues primarily with a factorial approach. In the beginning of societal digitalization, the objects of adoption were fairly simple and one-dimensional (e.g. digital watches, calculators and word processors) and with limited impact on the society, but gradually digitalization became more complex thereby challenging and evolving what it means to be a citizen, a professional and an individual. In this paper we argue that we need an analytical shift in order to understand contemporary digitalization of society. A shift from focusing on the adoption of digital artefacts to a focus on adoption of digitalized practices. For instance, when someone purchase a smart phone – the interesting thing to understand is not if it is perceived as useful or easy to use, but rather to understand what digital practices that develops as a consequence. Furthermore, new digital practices are not depending on singular artefacts or software. Instead, a digital practice relies on a dynamic socio-material ensemble of activities (ref).Our argumentation draws on data collected in three projects on the digitalization of higher education with complementary focus: (i) students' use of IT, (ii) teachers' use of IT, and (iii) emerging digital practices in higher education. Data consists of questionnaires, interviews and IT-use-log data.Our analysis reveals how the digitalized student, that utilize their personal IT into their "student practice" adopts practices regarding:

    • coordination and collaboration of learning.

    • administration of studies.

    • extracurricular interests.

    Similarly, teachers adopt to a range of digital practices affecting how they:

    • conduct instructional design and preparations for work.

    • collaborate with peers and experts inside and outside their university.

    • asses and evaluate students' performances.Perhaps more interesting, we also find evidence of digital practices that challenged the traditional student-teacher relationship:

    • students becoming co-creators of instructional design.

    • work-integrated learning, where professional challenges became resources for education.

    • students and teachers becoming "prosumers" of open educational resources.

    In conclusion, we argue that a theoretical shift from focusing on the adoption of digital artefacts, to a focus on the adoption of digitalized practices can further our understanding of the digitalization of society in general, and the the digitalization of education in particular.

  • 157.
    Svensson, Lars
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Nilsson, Stefan
    University West, Department of Economics and IT, Division of Media and Design.
    Re-thinking the LMS: Designing for Engaged Collaboration2014In: Proceedings of Society for Information Technology & Teacher Education International Conference 2014 / [ed] M. Searson & M. Ochoa, Chesapeake, VA: AACE , 2014, 1702-1707 p.Conference paper (Refereed)
    Abstract [en]

    While there has been extensive research done on technology supporting communication and interaction in online higher education, this research focus on the potential of new web development tools for designing educational technologies. With the recent advent and maturity of the HTML5-standard together with CSS3 and advanced javascript libraries such as jQuery andNode.js developers now have access to tools enabling them to create dynamic, web-based systemssupporting rich social interaction & collaboration between students & educators with features that were previously only available in proprietary applications. This paper reports from an ongoingresearch project utilizing a design research approach aimed at creating and evaluating such a tool.

  • 158.
    Svensson, Lars
    et al.
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Östlund, Christian
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Framing work-integrated e-learning with techno-pedagogical genres2007In: Journal of Educational Technology & Society, ISSN 1176-3647, E-ISSN 1436-4522, Vol. 10, no 4, 39-48 p.Article in journal (Refereed)
  • 159.
    Themsen, Sofia
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Wessberg, Anna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Könsroller och könsmönster på ett mansdominerat gymnasieprogram: en studie av yrkeslärare och rektorers arbete med jämställdhet2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Background: The gender segregation in the workplace can often give rise to certain types of jargon and notions that can act as both insulting and disfavours an equal society. Women in greater extent than men, attracted the attention of those who are disadvantaged. This applies especially to their more reduced ability to combine family and working life. There are traditional expectations of women as care providers and men as the breadwinners. At the same time this limits men's opportunities to take part in the custody of the children, but this is noticed less often. This is based often on the man's employer's negative attitudes towards the father as being on parental leave and especially in a male-dominated workplace, where it is common that traditional gender patterns and gender roles still exist and this is a potential disadvantage for both sexes. Purpose: In the automotive and construction driver profession, it is 93% and 96% male professionals, which places these professions among the most gender-segregated. We have therefore chosen to make our study on the Vehicle program to illustrate how principals and vocational teachers are working with gender equality and what gender roles and gender patterns that are conveyed to the students. Method: To our help we had a questionnaire for the vocational teachers and semi-structured interviews for the principals. Amongst the surveyed teachers and principals at the three schools that we contacted, nine teachers and two principals chose to participate in the survey. Results: The interest for gender equality work on the vehicle program has increased in pace with the vocational teachers completing their degree. More and more teachers see the need to include gender equality in their teaching, not least because of the jargons amongst the students and the male norm that the students try to achieve. There is no clear awareness of the construction of masculinity's and the male norm's consequences in this line of business. Especially not when it comes to a man's risk of abuse or discriminatory treatment. The situation of women in a male-dominated workplaces, however, has more awareness according to our results.

  • 160.
    Thorsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Dimensionality and Predictive validity of school grades: the relative influence of cognitive and social-behavioral aspects2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The purpose of the thesis is to investigate the relative influence of cognitive and social-behavioral aspects on compulsory school grades and the importance of the different dimensions for the predictive validity of grades. Data is retrieved from the Gothenburg Educational Longitudinal Database (GOLD) and the Evaluation Through Follow-up (ETF) database. The sample in Study I consisted of three cohorts each of about 100 000 students in Grade 9, in Study II of about 4000 students in Grade 9, and in Study III of about 9000 students who were followed-up through compulsory school. All analyses were conducted using structural equation modelling (SEM). Both criterion-referenced and norm-referenced compulsory school grades were found to be multidimensional, reflecting both subject-specific dimensions and a common-grade dimension, cutting across grades and teachers. The common-grade dimension, which in previous research has been found to be related to social-behavioral aspects, contributed to predict study success in upper secondary school, indicating that social-behavioral aspects partly contribute to explain the predictive power of school grades. The influence of cognitive aspects was substantial. Fluid abilities had a continuous direct influence on the development of knowledge and skills throughout compulsory school, which is in line with the predictions from Cattell's (1987) Investment theory. Substantial indirect effects of fluid abilities on school grades were found, although no direct effects. In sum the results in the present thesis show that both cognitive and social-behavioral aspects contribute to explain the predictive validity of school grades.

  • 161.
    Vallo Hult, Helena
    University West, Department of Economics and IT, Divison of Informatics. University West, Department of Economics and IT, Divison of Law, Economics, Statistics and Politics. NU Hospital Group.
    THE EMERGENCE OF SHARING AND GAINING KNOWLEDGE: TOWARDS SMARTWORK IN HEALTHCARE2017In: Proceedings of the 25th European Conference on Information Systems (ECIS),, 2017, 2578-2586 p.Conference paper (Other academic)
  • 162.
    Vallo Hult, Helena
    et al.
    University West, Department of Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Hansson, A
    University Health Care Research Center (UFC), Region Örebro län (SWEDEN).
    Svensson, Lars
    University West, Department of Economics and IT, Divison of Informatics.
    Gellerstedt, Martin
    University West, Department of Economics and IT, Divison of Law, Economics, Statistics and Politics.
    ICT as support for learning: demanding new competence among phycians2017In: INTED2017 Proceedings, 2017, 4629-4636 p.Conference paper (Refereed)
    Abstract [en]

    The subject of this paper is on emerging challenges and opportunities related to digitalization of work and learning in healthcare. Physicians are a typical specialized profession with a lot of formal education and demands for training and lifelong learning. Due to patient-centric care and advances in medicine and technology (e.g. apps for self-care) patients are now becoming active participants in healthcare, challenging the profession and patient-physician relationship. Another key challenge relate to evidence based medicine (EBM) that demand of physicians to keep updated and follow guidelines, while also balance this with own knowledge and best practice. Although the medical profession is based on communication, and social media have such major impact today, digital literacy is lacking in medical curriculum. While previous research suggest that social media have potential to support learning the impact of eHealth in relation to workplace learning has not yet been extensively studied. The research question is: How do physicians view their role in relation to informed patients and patient participation, and what are the implications for workplace learning and medical education in the information society of today?The methodology is a qualitative follow-up study. Thematic analysis was conducted on empirical data from 15 initial semi-structured interviews, and follow-up focus group (6 participants) based on patient scenarios. Our findings indicate that despite quite unionist call for change in the past decade medical education and training still seems to be based on traditional learning, formal lectures and learning by heart. We argue that this may be a key reason behind why the physicians find it hard to navigate the vast amount of medical information and digital tools available. Due to an underlying assumption that being a doctor is about treating patients, focus is placed on how to build up medical knowledge in terms of diagnoses, symptoms and treatments. While when they start to work are facing a much more complex situation, with informed, participating patients, increasingly digitalized workplace and extended networks of collegial and professional expertise. Findings from this study further support recent initiatives to increase health related ICT skills in the healthcare workforce but also highlights that what is needed is primarily related to literacy, as opposed to prior focuses on digital technology, computer skills and specific systems or databases. Thus, in addition to medical knowledge, this study indicate that a key skill is to have design knowledge, that is the ability to understand how the design of one's digital environment can make everyday life and work more effective. The physicians also addressed ethical concerns on the future digital healthcare in relation to patient participation, such as issues of equal care and responsibility. In conclusion, our findings call for a change in education and practice, further stressing a need for new educational models that emphasize on analytic and critical thinking skills (cf. the Bologna declaration) to meet the needs of modern medical learners along with meeting the demand for digital competence for lifelong learning in general.

  • 163.
    Varga, Anita
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Metacognitive perspectives on the development of reading comprehension: a classroom study of literary text-talks2017In: Literacy, ISSN 1741-4350, E-ISSN 1741-4369, Vol. 51, no 1, 19-25 p.Article in journal (Refereed)
    Abstract [en]

    The current study is a contribution to reading research dealing with tuition in reading comprehension and specifically with the issue of arranging tuition to support the development of metacognition. The empirical findings referred to in this study are from textual discussions of works of fiction in grades 6 and 7. The specific focus of the study is the correlation between the linguistic strategies used by the teacher and the pupils' opportunities to develop metacognitive perspectives as a consequence of these strategies. The study shows how the teachers, by use of a series of linguistic strategies, can offer pupils support in order to (1) identify and visualise the premises of their personal queries; (2) observe and verbalise their processes of interpretation together with their emotional reactions when reading; (3) survey, adjust and communicate their use of reading comprehension strategies and (4)recognise the text as an aesthetic construction and the interaction/transaction between texts and the reader.

  • 164.
    Varga, Anita
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Om lässtrategier och textrörlighet: En studie av elevers textsamtal kring skönlitteratur i årskurs 92017In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2, 103-129 p.Article in journal (Refereed)
    Abstract [en]

    This article presents findings from a school project of which the focus has been to help pupils develop their reading abilities through text-talks about fiction. The article is the last in a study of four. The three preceding articles have fo- cused on how the teachers involved in the project have supported their pupils in order to help them improve their reading skills. The purpose of the study is to analyse and describe the abilities the pupils have developed in relation to the support they have been given during their education. The empirical findings referred to in the study are from text-talks in grade 9. The reading skills have been measured through analysis of video recordings of text talks among pupils discussing in small groups without a teacher present. The analytical tool used is the concept of text movability. The study displays to what extent the pupils have acquired strategies to read the lines, between the lines and beyond them. Also, how a metalanguage can be applied to talk about texts and the processes of interpretation. The results give evidence of the connection between the teaching offered to the students and the abilities they have developed.

  • 165.
    Vesterlind, Marie
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Adapting standardised teaching material to suitlocal learning conditionsManuscript (preprint) (Other (popular science, discussion, etc.))
    Abstract [en]

    Standards have become generic elements in welfare practices and are expected to facilitate procedures and secure a uniform service to all citizens. This study investigates the knowledge involved in making practical use of a standardized teaching material to meet a diversity of knowledge needs in an integration activity aiming to support newly arrived immigrants' participation in society.Through video observations, interviews and document studies, the sequential structuring of information is reorganized into narrative patterns that presuppose knowledge about how different pieces of information relate to one another, andhow they work together in relation to different cultural expressions. It is argued that the procedural knowledge and scope of action intrinsic in bridging between different boundaries is decisive for understanding the basic conditions necessary for how a standardized teaching material can support processes of meaning making in integration work.

  • 166.
    Vesterlind, Marie
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Knowing at work: A study of professional knowledge in integration work directed to newly arrived immigrants2016Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Currently, new knowledge domains and professions emerge as a consequence of societal changes that transform that conditions for work and work integrated learning. Integration work directed to newly arrived immigrants is one example of such a new professional knowledge domain. In civic orientation, which is the empirical case in this study, quality, standardization and dialogue are explicit strategies that impact the planning, organization and decision-making in everyday work. The interest in this thesis concerns the professional knowledge that is developed in activities aiming to provide heterogeneous groups of immigrants an orientation in the Swedish society. By making activity systems the prime unit ofanalysis and scrutinizing the ways in which integration workers make use of a stipulated course material and interactions in a specific context, the aim is to contribute to the understanding of the pedagogical and communicative knowledge that is developed in practice. The analytical approach takes its point of departure in a socio-cultural perspective on workplace studies. Three separate studies have been carried out in which the empirical data consist of observations,interviews, video recordings, field notes and documents from various integration offices.The results show that different perspectives on knowledge and culture becomes relevant in local discourses on quality in integration work. What distinguishes the integration workers professional knowledge concern seeing and understanding the heterogeneity of immigrants' cultural backgrounds and bridging boundaries.Culture function as an organizing element in work that makes it possible to make distinctions and organize a contextually relevant content that can be elaborated together with the members in the groups. Such work imply transformation of procedures and it is shown that the integration workers develop their knowledge from specific situations to understand the significance of textually mediate dimeanings in other situations. Knowledge is developed as the integration workers move between different situations and activities. It is concluded that the meaning-making involved in bridging between different cultural contexts relies on extensive knowledge in and about the recognition of the other and of interactions based on equal grounds. Negotiating agreements with the members of the groups about how common possibilities and responsibilities can be understood is central for respecting heterogeneity in the process and is at the core of the integration workers professional knowledge. Considering the future development of integration work, cumulative structures are needed that recognize and support the development of the integration workers professional knowledge within as well as between organizations and other related fields of practice and in relation to higher education.

  • 167.
    Vesterlind, Marie
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Dimensions and perspectives of quality in integration work2016Article in journal (Refereed)
    Abstract [en]

    Social work organizations are faced with rapid changes that increase demands on quality and quality assessment. Before deciding how to assess quality, it is necessary to define what quality means with regard to a specific activity.Defining what is meant by quality is especially important before assessing the quality of integration activities developed for new immigrants. To address these issues, this study focuses on the concept of quality with respect to the efforts made to support immigrant integration in Sweden, through an activity called civic orientation. The data consist of interviews, observations, and video recordings of personnel working in an integration office. The results show how quality is manifested: firstly, in organizational structures for supporting and developing practitioners' knowledge; secondly, in standardized methods and material, and thirdly, in recognizing and attending to individual differences andthe sense of cultural belonging in daily interactions. One conclusion is that the knowledge of the integration workers – seeing and understanding the heterogeneity of immigrants' cultural backgrounds and bridging boundaries – isvital to the quality of civic orientation. That knowledge is central to the future organization of integration work, but could become invisible with a one-sided emphasis on standardization in quality work.

  • 168.
    von Brömssen, Kerstin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. Karlstad University, Karlstad, Sweden.
    Religious education at schools in Europe. part 3, Northern Europe: Rothgangel, Martin, Skeie, Geir & Jäggle, Martin (eds.).Göttingen: V & R Unipress, 20142015In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 38, no 1, 104-106 p.Article, book review (Refereed)
  • 169.
    von Brömssen, Kerstin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Young students memory and reflections on the 22/7, 2011 terror attacks in Norway2016In: The 2nd Biennial JustEd Conference: a pre-conference to the 44th NERA congress 'Social Justice, Equality and Solidarity in Education', Abstract-book, Helsinki: University of Helsinki , 2016, 2-3 p.Conference paper (Refereed)
    Abstract [en]

    Right before the critical events in Oslo and on Utøya in Norway 22/7, 2011 Anders Behring Breivik electronically distributed a compendium comprising his far-right militant ideology encompassing Islamophobia, support for far-right Zionism and opposition to multiculturalism and feminism. The text can be found on the Internet, as well as thousands of others texts profiling the same right-wing ideology. Hence some researchers talk about “the dark Internet”. This paper discusses findings based on focus-groups interviews with young people (age 18-23) in Sweden and Norway. Focus of the interviews are on the remembrance of the terror attacks, but also with a special focus on the young peoples’ knowledge and possible reactions when confronting messages like those Anders B Breivik expressed. Where do young people meet such messages today and how do they react when meeting them? Moreover, do the young people remember teaching and discussions in school concerning the terror attacks in Norway, and ultimately teaching concerning Islamophobia and right-wing contemporary ideologies? This research will have implications for understanding young peoples’ reflections on the use of the Internet and on education in a broad sense concerning right wing ideologies in the Nordic society. 

  • 170.
    Wallman, Hanna
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Gogic, Irena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "De hade tagit bort fiskbullarna fast nu har jag fått det igen": en kvalitativ studie om elevinflytande vid klassråd2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund Elevinflytande belyses i styrdokumenten och ska inkluderas i samtliga skolkontexter. I skollagen skrivs det explicit att elever under skoltid ska få tillfälle att diskutera gemensamma frågor som är av relevans för dem, kursplanen för samhällskunskap föreslår att klassråd kan vara ett sådant tillfälle. Samtal vid klassråd kan genomföras utifrån den deliberativa samtalsmetodiken, vilken består av olika kriterier för hur ett gemensamt beslut mellan elever kan uppnås. Vid ett klassråd kan maktrelationen mellan deltagarna se olika ut. Olika former av makt såsom expertmakt, makt över agendan, tvång och kontroll kan förekomma.   Syfte Syftet med studien är att undersöka hur lärare och elever, verksamma i årskurs ett till tre, uppfattar elevinflytande vid klassråd. Vi vill även undersöka hur elevinflytande framträder under klassrådsbeslut, samt huruvida det finns en samsyn mellan lärare och elevers syn på elevinflytande vid klassråd. Vi avser mer specifikt att granska elevinflytandet utifrån teorin om deliberativa samtal samt maktteori. Metod Metoden som använts var kvalitativ forskning i form av enskilda intervjuer där fem lärare verksamma i årskurs 1-3 deltog. Vidare gjordes sedan fem fokusgruppsintervjuer med tre-fem elever från respektive lärares klass. Studien intog både ett elev- och lärarperspektiv vid undersökningen. Resultat I studien förekommer en samstämmig åsikt bland lärare och elever gällande att elever ska ges möjlighet till inflytande via klassråd. Lärare uttrycker att elevernas ålder och mognad har betydelse för hur stort inflytande de ska ha och vad de får påverka, även elever uttrycker att det finns frågor där de anser att läraren borde bestämma men de vill överlag ha mer inflytande. Både lärare och elever uttrycker att eleverna inte alltid är medvetna om vad de får och kan påverka utifrån sin nuvarande ålder. Vidare poängterar båda parter att det är viktigt att varje elevs enskilda åsikter får presenteras och respekteras, lärare uttrycker dock att de själva ibland avgör vilka diskussioner som de anser är relevanta under klassrådet. Lärare och elever i studien är eniga om att majoriteten av besluten fattas genom röstning via handuppräckning. Enligt elevers utsagor förekommer det tillfällen då lärare fattar enväldiga beslut eller att lottning genomförs, medan lärare påtalar att beslut också kan ske genom kompromisser.

  • 171.
    Wernersson, Inga
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Hansen Orwehag, Monica
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Scholarly skills as everyday practice: implications for education2016In: Higher Education, Skills and Work-based Learning, ISSN 2042-3896, E-ISSN 2042-390X, Vol. 6, no 3, 224-236 p.Article in journal (Refereed)
    Abstract [en]

    Purpose - The purpose of this paper is to understand how teachers, nurses and engineers view the use of scholarly skills, such as research and critical thinking, in occupational practice and what implications this understanding may have for (especially) teacher education. Design/methodology/approach - Engineers, nurses and teachers who had worked for at least one year after their education was interviewed (telephone interviews). Four interviews from each category were made in this exploratory study. Findings - Few of the interviewees spontaneously connect their research methods training or other elements of scientific thinking in their education to everyday work practice, but all give examples of systematic, reflective and critical elements as features present in the occupational context. Almost all also view the final thesis work done in their respective programmes as a gratifying experience. Further, they describe the freedom and independence they have in their choice of research question and form of work as appealing and encouraging. Research limitations/implications - The study is exploratory and the results should be used to develop ideas about how to improve scholarly/scientific training in profession-oriented higher education programmes. Practical implications - This paper explore ways to understand and further develop the teaching of scholarly/scientific attitudes and ways of thinking in profession-oriented university programmes. Social implications - Scholarly skills such as critical thinking, analytical skills and awareness of different perspectives are important in all professions. How to design education to optimize such skills is important for people and society. Originality/value - The value of the study is that it is a try to use experiences from different fields to improve the generic scholarly aspects of professional education (especially teacher education).

  • 172.
    Willermark, Sara
    et al.
    University West, Department of Economics and IT, Division of Media and Design.
    Pareto, Lena
    University West, Department of Economics and IT, Division of Media and Design.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Didactical designs in use: exploring technological, pedagogical and content knowledge2016In: Proceedings of the 5th International Conference on Designs for Learning / [ed] Nortvig, A-M., Sørensen, B. H., Misfeldt, M., Ørngreen, R., Allsopp, B. B., Henningsen, B., & Hautopp, H., Aalborg: Aalborg Universitetsforlag, 2016, 253-268 p.Conference paper (Refereed)
    Abstract [en]

    In this article we operationalize the Technological Pedagogical And Content Knowledge (TPACK) model as an analytic lens to trace progression in teaching practice. We explore teacher development by studying didactical designs. Didactical design refers to the design of teaching sequences within a particular subject, and includes a pre-planned sequence of lessons, with a detailed teaching plan of how to implement the task in the classrooms. We report from a three-year school development project which involved 48 teachers and over 1000 students in elementary school. An in-depth analysis of 14 didactical designs in the subject of mathematics respectively 13 didactical designs in mother tongue was conducted. The analysis was based on classroom observations, video recordings, chat logs, online forums, interviews and participation in teachers'daily work. Our position is that our approach can serve as an effective way to categorize, analyzeand evaluate didactical designs

  • 173.
    Willgard, Eva
    et al.
    University West, Department of Social and Behavioural Studies.
    Johansson, Gunilla
    University West, Department of Social and Behavioural Studies.
    ”Det handlar ju om vad jag tror att andra tänker om mig”: professionellas syn på hur barns livssituation kan se ut vid en förälders fängelsevistelse2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    BAKGRUND: En dold kategori av barn i dagens samhälle är de barn vars föräldrar avtjänar straff på anstalter. Dessa barn mår ofta mycket dåligt då de tar på sig skulden för att föräldern är frånvarande (Barnombudsmannen, 2004). Som pedagog i skola och förskola kommer vi förmodligen att träffa något av dessa barn. Vi söker kunskap för att kunna bemöta barnet på ett tillfredsställande sätt och ha beredskap för att kunna förstå barnets reaktioner. SYFTE: Syftet med vår studie är att vi vill få kunskap om hur barns livssituation kan se ut vid en förälders fängelsevistelse. METOD: Vi har i vår studie valt att använda oss av kvalitativ forskningsmetodik och använder oss då av intervjuer med öppna svar. Kvale (1997) menar att syftet med intervjuer är att få information om den intervjuades erfarenheter och människors livsvärld. Vi har valt att intervjua personer som har nära anknytning till barn till fängslade föräldrar genom sin profession. Vår förhoppning är att de med sina erfarenheter kan ge oss en bild av hur barns livssituation ser ut vid föräldrars frånvaro på grund av ett fängelsestraff. RESULTAT: Många av de här barnen har en kaotisk hemsituation. Ett dåligt nätverk och en pressad situation för den hemmavarande föräldern bidrar till att barnet tar på sig vuxnas ansvar. Barnet känner stor skuld och skam över sin intagna förälder vilket kan leda till utanförskap och dåligt självförtroende. Många av de här barnen har fått lära sig att det inte är lönt att ge uttryck för sina känslor. Barnen har fått lära sig att de har familjer som inte är som andras och den bör man inte prata om. Hemligheten som dessa barn bär på leder till att många blir ensamma och barnen känner sig missuppfattade. Barnet känner ofta rädsla för att andra vuxna och barn skall fördöma föräldern och att det skall smitta av sig på barnet, en rädsla som ofta infrias.

  • 174.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Artifacts at work: Internship, learning and technology2013Conference paper (Other academic)
  • 175.
    Winman, Thomas
    University West, Department of Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Learning integration-work through transnational digitalized courses2017In: INTED2017 Proceedings, 2017, 8018-8018 p.Conference paper (Refereed)
    Abstract [en]

    In both political discussions and integration assessments questions are often raised about social services role in inclusion for people of foreign descent. Such questions are highly relevant in a contemporary society that is characterized by growing social and cultural differentiation. The overall aim of this presentation is to contribute to our understanding of how knowledge about integration work is developed by students who takes part in a webbased, transnational course where they use digital learning platforms for communication, coordination and organisation of learning activities. Analytically, such a focus is pursued employing a socio-cultural perspective on learning where practical actions and the design of the course have been scrutinized. The motive for introducing a webbased transnational course in the area of integration was that there were an increasing amount of refugees migrating to Europe. Integration became a part of everyday work for a lot of professions, teachers, nurses and more. However, working with integration was not something that their professional education supported but they all expressed a need for more knowledge. But integration workers are assumed to have specific knowledge that is necessary to realize their work tasks. In the work with creating an integration-course one conclusion was that all welfare work is generic, which means we cannot only look at the content of the work, instead one must put it into more multifaceted perspective that includes several professionals knowledge domains, service-organization assignment, legislations and cultures related. Simultaneously, another university had the same ideas, which resulted in a transnational webbased course with students from different professional fields. All students, as well as the teachers, where interviewed in the beginning and in the end of the course about their expectations about the content and the form. The results demonstrate that using learning platforms to make sense in transnational education settings presupposes extensive knowledge of the indexicality of categories and concepts, something that could be assumed if the participants' had a shared professional history. Instead, as the students have different backgrounds the teachers have to account for the local hermeneutics needed, and for the knowledge embedded in information and categories. It is in the process of reliving, creating and exposing the meaning of information, that students and teachers actually bring information in education to life. In further development of transnational webbased courses it is important to not see this development as solely technical or organizational questions. To develop courses that increase the possibilities for students in different faculties with different routines etc. to make sense of information may be a much more demanding task than it seems to be. Such boundary-crossing teaching are nevertheless of great importance for the development of integration work as well as pedagogical competence in higher education.

  • 176.
    Winman, Thomas
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Svensson, Lars
    University West, Department of Economics and IT, Divison of Informatics.
    Framtidens digitala klassrum2015Conference paper (Refereed)
  • 177.
    Winman, Thomas
    et al.
    University West, Department of Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Svensson, Lars
    University West, Department of Economics and IT, Divison of Informatics.
    The development of mobilizing pedagogical strategies2016In: ICERI2016 Proceedings: 9th annual International Conference of Education, Research and InnovationSeville, Spain. 14-16 November, 2016. / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, IATED Academy , 2016, 6923-6923 p.Conference paper (Other academic)
    Abstract [en]

    In contemporary society, questions are often raised about the relation between education and integration of immigrants and people with a foreign background. In that context, pedagogical efforts have been made to combine educational and social interventions, emphasizing issues of inclusion, mobilization and learning processes. The overall aim in this study is to identify and explain how pedagogical strategies with respect to inclusion processes has evolved at a school for adult Roma students. Such pedagogical strategies are seen as crucial for improving immigrant conditions and opportunities and the data collection took place at a school with an outspoken Roma-profile in Sweden. In all, eight teachers and one principal were interviewed and the following research questions are addressed: What are the relevant aspects of social pedagogy in inclusion processes? How are these social pedagogical strategies distributed individually and jointly in a school context? The results show how the historical roots and theoretical foundations of pedagogical thinking and action take place as a "facilitator" and guides the teachers actions. To recognize the students cultural belonging and having a dialogical approach works as cultural bridging which actually to some extent transformed the teachers daily work from teaching to also embrace cultural broking-strategies to enforce learning processes.

  • 178.
    Winman, Thomas
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Vesterlind, Marie
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Knowing Practice2012Conference paper (Other academic)
  • 179.
    Winman, Thomas
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Vesterlind, Marie
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Tynkkinen, Mona
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Nunstedt, Håkan
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Eriksson, Marita
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Lärande inom och mellan verksamhetsfält2015Conference paper (Other academic)
  • 180.
    Zell Heder, Jennie
    et al.
    University West, Department of Social and Behavioural Studies.
    Höglund, Sofia
    University West, Department of Social and Behavioural Studies.
    Främlingsfientlighet i skolan: en kvalitativ intervjustudie om hur rektorer hanterar främlingsfientliga idéer2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Främlingsfientlighet är ett ständigt debatterat ämne i media där det påstås att främlingsfientligheten hos barn och ungdomar ökar. Skolan har blivit en arena där främlingsfientliga organisationer kan rekrytera medlemmar. Vi är intresserade av att ta reda på hur rektorer hanterar detta. Den svenska yttrandefrihetsgrundlagen kan hamna i kollision med de demokratiska värderingar skolan skall arbeta med. Detta är ett intressant problem som behöver forskas i. I Ytterby vägrades en elev godkänt betyg i samhällskunskap då han vägrat arbeta med en elev av utländsk härkomst. Främlingsfientligheten sprider ut sig i de svenska skolorna och många elever kränks på grund av sitt ursprung.

    Syfte: Syftet med vår studie är att undersöka hur rektorer hanterar främlingsfientliga idéer och yttringar i skolan.

    Metod: Vi har valt att använda oss av en kvalitativ metod för att få så detaljerade intervjuer och resultat som möjligt. Vi har intervjuat åtta rektorer i fyra olika kommuner.

    Resultat: Rektorerna är överens om att främlingsfientlighet handlar om kränkningar. De säger att det inte förekommer främlingsfientliga kränkningar i större utsträckning på deras skolor, men att främlingsfientligt klotter uppmärksammats på skolor med högre antal invandrare. Det är ovanligt att elever bär främlingsfientliga kläder eller symboler. Främlingsfientliga organisationer som försöker ta kontakt med elever eller personal på skolan är också ovanligt. Gränsen för vad man får säga och göra i skolan går vid när en person känner sig kränkt, detta är samtliga skolledare överens om.

    Rektorerna anser att främlingsfientlighet yttrar sig på en mängd olika sätt. Alla rektorerna tror att hemmet kan vara en källa där främlingsfientligheten gror. De tror även att kompisar, organisationer och media kan påverka. Skolledarna har svårt att bestämma vem som är det största problemet, elever med främlingsfientliga åsikter eller främlingsfientliga organisationer. De tror att det är en blandning av dessa. På de skolorna som har mycket invandrare tror rektorerna att främlingsfientligheten har ökat medan rektorerna på skolor med lite invandrare tror att det inte har ökat. Rektorerna tycker att man ska framhålla värdegrundsarbetet för att motverka främlingsfientlighet. De anser att man ska reda ut främlingsfientliga problem på individnivå. Skolledarna är helt överens om att yttrandefrihetslagen väger tyngre än skolans demokratiska värderingar. Samtliga skolor har en likabehandlingsplan som används men orden främlingsfientlighet eller rasism omnämns inte. Rektorerna tycker att de är väl insatta i de styrdokument som finns.

  • 181.
    Zobel, Wendelin
    University West, Department of Social and Behavioural Studies.
    Ämnet svenska, till vilken nytta?: En jämförelse mellan gymnasieelevers och gymnasielärares uppfattning2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund

    Trots att dagens läroplan ger möjligheten att individualisera undervisningen, uppstår ändå skillnader mellan lärares och elevers syn på vad ämnet svenska innebär. Ett nyttoperspektiv ger större möjligheter att finna vilka skillnaderna är. Vid inhämtande av kunskap är motivationen en viktig faktor, där intresset är en viktig beståndsdel. Nyttan kan här ses som en motivationsfaktor.

     Syftet

     Att få en djupare förståelse och jämföra lärares och elevers uppfattning kring nyttan med ämnet svenska, vad de anser är viktigt och oviktigt, eller vad man lägger tyngdpunkten på i förhållande till läro- och kursplanen.

     

    Metod

     

    Undersökningsmetoden har varit kvalitativ med ett bekvämlighetsurval som grund. För att kunna få svar på frågeställningarna har fyra behöriga gymnasielärare och fyra gymnasieelever intervjuats. Metoden är vald för att ge en djupare förståelse av lärarnas och elevernas uppfattningar kring ämnet.

    Resultat

    Resultatet visar att uppfattningarna kring läroämnet svenska är individuella, både bland lärare och elever. Vissa skillnader mellan elevers och lärares syn kan urskiljas. Lärarna har en allmänt sett mer bred och djup definition av kunskap, eleverna har en mer ytlig, färdighetspräglad kunskapssyn. Lärarna lägger tyngd på färdighets- och bildningskunskaper, där läsandet och skrivandet är en viktig beståndsdel, medan eleverna efterfrågar en större betoning på muntliga kommunikationsfärdigheter som har anknytning till deras individuella intressen.

  • 182.
    Åström, Else
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Galle, Josefin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    En kvalitativ studie om boksamtal i syfte att förebygga och motverka mobbning2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrunden till denna studie har grundats i vårt intresse för hur man som lärare arbetar för att aktivt förebygga och motverka mobbning. Vi har uppmärksammat att boksamtal är en bra ingång till de flesta samtal kring social problematik så som mobbning. Intresset för ämnet har grundats i att skolverket lyft fram att antimobbningsprogram inte är effektiva i arbetet mot mobbning och att det finns studier som lyfter boksamtal som ett sätt att som lärare arbeta effektivt för att lyfta problematiken. Syftet med studien var att undersöka hur boksamtal används av svensklärare i syfte att förebygga och motverka mobbning samt att ta reda på vilka möjligheter och utmaningar som finns med arbetssättet. Vi valde att använda oss av semistrukturerade enskilda intervjuer med svensklärare som metod för vår undersökning. Vårt resultat presenteras som en sammanhängande text med citat från olika lärare vi intervjuat. Resultatet påvisar att lärare använder boksamtal i olika syften, både kunskapsmässigt och socialt utvecklande. Läraren i förskoleklass poängterade det sociala arbetet mer än lärarna i de högre årskurserna och de menade alla på att boksamtal kring ämnen så som mobbning inte bör undvikas utan gärna börja användas så tidigt som möjligt i skolan.

  • 183.
    Öman, Anne
    et al.
    University of Gothenburg, Department of Applied IT.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Design and redesign of a multimodal classroom task: implications for teaching and learning2015In: Journal of Information Technology Education, ISSN 1547-9714, E-ISSN 1539-3585, Vol. 14, no 1, 139-159 p.Article in journal (Refereed)
    Abstract [en]

    Digital technologies are increasingly implemented in Swedish schools, which impact on education in the contemporary classroom. Screen-based practice opens up for new forms and multiplicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils’ redesigning of advertising films based on teacher’s instructions and available digital resources. Sequences of a learning trajectory were video recorded and analysed from a multimodal perspective with a focus on the designed task and the processes of how pupils orchestrate meaning through their selection and configuration of available designs. The findings show a distinction between the selection of design elements in the teacher’s orchestration of the laptop resources during instruction and the pupils’ redesigning of the task. Pupils’ work developed from the linguistic design provided by the teacher towards visual design and the use of images as the central mode of expression in the process of creating advertising films. The findings also indicate a lack of orientation towards subject content due to the teacher’s primary focus on introducing the software.

  • 184.
    Österberg, Marika
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Statistisk regressionsanalys i matematisk och didaktisk kontext: En studie av hur matematikböcker i Sverige, Norge och Finlandstödjer gymnasieelevers förståelse av regressionsanalysens matematiska natur och dess tillämpningsmöjligheter2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 185.
    Östlund, Christian
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Jobe, William
    University West, Department of Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, Department of Economics and IT, Divison of Informatics.
    E-training through web lectures2014In: Proceedings of Society for Information Technology & Teacher Education International Conference 2014 / [ed] M. Searson & M. Ochoa, Chesapeake, VA: AACE , 2014, 397-402 p.Conference paper (Refereed)
    Abstract [en]

    This paper sets out to inform how technology can be designed to support formal workplace training by acknowledging the context of every day work. The research in this paper follows the approach of design science research and a design theory for e-training through web lectures emerged in collaboration with members of the county administration through four designcycles of problem awareness: conceptual suggestion, system development, and evaluation. Aframework called authentic e-learning with nine design principles was chosen as a kernel theory.The design principles were then evaluated in the context of workplace learning and after four design cycles some of the original design principles was still unaltered, some was adapted to the conditions of workplace learning and new principles emerged from the evaluation process.

  • 186.
    Östman, Ann
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Forsberg Ahlcrona, Mirella
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Mathematic in preschool and teacher education2016In: Abstract book The VII Conference on Childhood Studies: Childhood in everyday life June 6th–8th 2016, Turku, Finland, Turku: Painosalama Oy , 2016, 101-101 p.Conference paper (Refereed)
    Abstract [en]

    Preschool task in Sweden include the teaching of mathematics as a subject and as a way to develop children's skills and ability to apply mathematical thinking in different situations. This through an approach that, according to curriculum, should include different aesthetic activities and creative methods. In all training institutions for teachers, mathematics in preschool are taught in different ways - which means that the teaching about the aesthetic possibilities and mathematics in preschool varies. Our experience shows that many students express a negative self-image when it comes to being interested in mathematics, which in some way, even affect their conception of mathematics in preschool education and personal adjustment to accept "unusual" ways of learning mathematic.The study explore students' attitudes and beliefs about mathematics as a subject and how they use different aesthetic potentials in their own mathematics teaching in preschool, more specifically with puppet play as a method. What kind of attitudes do they express before their activities with the children? What kind of expression and conclusion presents when they describe their communication with children through aesthetic experiences? The study includes 70 students.Students will receive lessons on several aesthetic dimensions and the puppet as a mediating tool. They will choose a specific learning object to develop children's mathematical knowledge and experience, andthey will make their own robot, a rod puppet. The will plan their teaching before two-week practice in preschool. During and afterwards they will document, analyze and discuss their mathematical activities.The study will be conduct in February 2016 and analysis of collected data in March - April. The study results can help to develop and create teaching methods and content in how teachers can work with mathematics in a more inspiring and creative way. That means better approaches and conditions for children's mathematical education and development in preschool.

  • 187. Øksnes, Maria
    et al.
    Samuelsson, MarcusUniversity West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Motstand2017Collection (editor) (Other academic)
  • 188. Øksnes, Maria
    et al.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Nei, jeg gjør det på min måte!": Motstand i barnhagen2017In: Motstand / [ed] M Øksnes & M Samuelsson, Oslo: Cappelen Akademisk Forlag, 2017, 11-41 p.Chapter in book (Other academic)
  • 189. Øksnes, Maria
    et al.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "The encounter with resistance is an existential matter": Interview with Gert Biesta2017In: Motstand / [ed] M. Øksnes, & M. Samuelsson, Oslo: Cappelen Akademisk Forlag, 2017, 164-182 p.Chapter in book (Other academic)
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