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  • 151.
    Rendahl, Jenny
    et al.
    Göteborgs universitet, Göteborg, Sverige.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Peter
    Göteborgs universitet, Göteborg, Sverige.
    Pipping Ekström, Marianne
    Göteborgs universitet, Göteborg, Sverige.
    Berg, Christina
    Göteborgs Universitet, Göteborg, Sverige.
    Forskarinitierat rollspel med efterföljande fokusgruppintervju: en metod för att främja delaktighet och reflektion2017In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, p. 31-55Article in journal (Refereed)
  • 152.
    Risenfors, Signild
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Almér, Elin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Teacher Students' Voices On Why To Embark Teacher Training Program2017Conference paper (Refereed)
  • 153.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Att bli och uppfattas som ledare i klassrummet2018In: Att bli lärare / [ed] Eva Insulander & Staffan Selander, Stockholm: Liber, 2018, 1, p. 28-31Chapter in book (Other academic)
  • 154.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Avtryck som synliggör2018In: Venue, ISSN 2001-788X, Vol. Oktober, no 1, p. 1-4Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

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

  • 155.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Förstår, följer och har elever nytta avlärares instruktioner? lärares instruktioner?2017In: Venue : tanke- och kunskapsutbyte av erfarenheter och forskning om förskola och skola, ISSN 2001-788X, p. 1-4Article in journal (Other academic)
  • 156.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Pathfinders or Explorers: Student teachers' ways of handling the challenges of classroom management in a simulation2018In: Education in the North, ISSN 0424-5512Article in journal (Refereed)
    Abstract [en]

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

  • 157.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Real time movies versus frozen snapshots: Audits of everyday life in classrooms2017In: Confero, E-ISSN 2001-4562, Vol. 5, no 1, p. 171-191Article in journal (Refereed)
    Abstract [en]

    This essay aims to analyse two different forms of contemporary stories: pupils' and adults' audits of what goes on in classroom life. This was done by making a distinction between unofficial and official inspections. In the essay, I show that unofficial inspections are carried out by pupils, most likely with the aim of providing those of us outside the classrooms with real time movies to inform us about what takes place during life in classrooms. I go on to show that pupils highlight aspects of the complex everyday life in classrooms in a different way than the official inspections, which are performed by adult officials from agencies such as the Swedish Schools Inspectorate and are more likely to be understood as frozen snapshots. In analysing this issue, the stories of everyday classroom life, this essay highlights sixteen differences between unofficial and official inspections. These differences relate to who is carrying out the inspection, how the inspection was conducted, what the inspection focused on, when the inspection took place, and why. The analysis also highlight eight similarities between unofficial and official inspections. These relate to what was being observed, the benefit of the inspections and the motives behind the observation. The essay concludes with arguments regarding observations by unofficial audits supplementing and adding other qualities than the official one, by indicating secondary and tertiary qualities of a different intentional depth.

  • 158.
    Samuelsson, Marcus
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Arvola, Mattias
    Linköpings universitet.
    Nordvall, Mathias
    Stenliden, Linnea
    Linköpings universitet.
    Simuleringsbaserad undervisning som ett kompletterande inslag i lärarutbildningen vid Linköpings universitet2017Report (Other academic)
  • 159.
    Samuelsson, Marcus
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sigsgaard, Erik
    Barns nej: ett viktigt steg mot ett hållbart samhälle2017In: Motstand / [ed] Maria Øksnes & Marcus Samuelsson, Oslo: Cappelen Akademisk Forlag, 2017, p. 62-89Chapter in book (Other academic)
  • 160.
    Sandström, Kristina
    et al.
    University West, Department of Engineering Science, Division of Mechanical Engineering and Natural Sciences.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Psychology and organization studies.
    A small scaled study on pro and cons with the educational design of Co-operative Education2016In: Engineering 4 Society 2016 Raising awareness for the societal role of engineering. Leuven, Belgium 15 - 16 September 2016: Proceedings,, Leuven, 2016, p. 87-90Conference paper (Refereed)
    Abstract [en]

    For 25 years University West has been the leading university in Sweden when it comes to Work Integrated Learning (WIL) and Co-operative Education (Co-op). This paper describes mainly the sustainable and mutual benefit between the companies and the students. How ever, Co-operative education is a model that does not only benefit the students – it's described as a win-win situation for all partners. This study will provide some explanatory examples from using Co-operative Education as a networking and bridging model between the students, the universities and industry. This model aims to enhance life long learning in the work place. It also provides an opportunity for the university staff to catch up the needs from the industry in their ongoing work – such as new competency development modules, research and development etc. The paper uses an educational design that describes the benefits for participants, as well as it provides an opportunity to scrutinise the possible obstacles that lie within this model. A questionnaire has been distributed to the persons that have the overall responsibility for introducing the student at the company, students that were in their first Co-op placement and students that had finished their second Co-op placement. The results were analysed with a content analysis focusing on text material.

  • 161.
    Seitl, Camilla
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Implementation as a matter of learning and activity in a complex organization of work2018Conference paper (Other academic)
  • 162.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Bedömning av matematikkunskaper genom individuella utvecklingsplaner2017In: "Alla människors möte borde vara så": texter om bedömning : vänbok till Astrid Pettersson / [ed] Lisa Björklund Boistrup, Maria Nordlund & Eva Norén, Stockholm: Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, Stockholm universitet , 2017, p. 80-93Chapter in book (Other academic)
  • 163.
    Sjöling, Joakim
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Folkhögskollärarnas praxisgemenskap: Samtal och möten stärker känslan av kompetens2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this study I have studied the learning of folk high school teachers in a project at folk high schools in Västra Götaland. The purpose of the study is to contribute to understanding and explaining the learning of a project and the knowledge that the teacher's participation in the project has contributed to in the practice they are members of. The research questions the study tries to answer is: What knowledge has the project generated that are relevant to the daily practice of teachers and the importance of knowledge for the practice. In the study I take inspiration from hermeneutics mainly in the interpretation and analysis work. The theory upon which the study is based is the theory Communities of Practice. It is a qualitative study where data was collected using eight semistructured interviews. What this study has shown is that: the practice of teachers was developed through conversation and a critical approach, conversations revealed value differences in health and practice, knowledge of health made practices more meaningful and teachers' meetings with colleagues and other actors have strengthened their sense of competence

  • 164.
    Snibb, Sofia
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Ekwall, Moa
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Klassråd ur ett deliberativt demokratiskt ideal: en kvalitativ studie om elevinflytande vid klassråd2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: I Läroplanen för grundskolan, förskoleklassen och fritidshemmet 2011 beskrivs vikten av ett demokratiskt förhållningssätt för att ge elever möjligheter och förmågor till att bli demokratiska samhällsmedborgare. Det beskrivs vidare att elever har rätt till inflytande och beslutsfattande kring sin utbildning. En metod som både främjar kunskaper och färdigheter inom demokrati är deliberativ demokrati. Det framgår att via samtal mellan eleverna ökar möjlighet till demokratiska värden och kunskaper. Samtalet bygger på fem kriterier som eleverna ska uppnå och vid uppfyllelse kommer elevernas kunskaper och färdigheter att uppnås.  Syfte: Syftet med vår studie är att ur ett elevperspektiv ta reda på hur elever i årskurs 6 upplever sitt elevinflytande genom klassråd. Vi vill mer precist undersöka om elevernas uppfattningar om demokratiskt inflytande stämmer överens med teorin om den deliberativa demokratin i klassråden. Metod: Genom metoderna intervju och observation har vi intervjuat åtta elever i årskurs 6 och observerat två olika klassråd. Den insamlade empirin från undersökningen har analyserats och tolkats utifrån de fem kriterierna för deliberativt samtal. Resultat: Resultatet visar att det förekommer både positiva och negativa upplevelser kring elevinflytande. Eleverna upplever att det är roligt med inflytande i skolan, men att de samtidigt vill ha mer elevinflytande och att några av eleverna upplever att deras inflytande har minskat. Överlag känner eleverna att de genom klassråd får möjlighet till elevinflytande i skolan. Både intervjuerna och observationerna visar att det deliberativa samtalet existerar under klassråden. Utifrån de fem deliberativa kriterierna kan man se att klassråden i stort sett lever upp till dessa. Samtliga av eleverna menar att allas åsikter räknas, vilket även framkom i både intervjuer och observationer. Däremot visade resultatet att eleverna inte alltid vågar säga vad de tycker, eftersom det kan uppstå elaka kommentarer från klasskamraterna. Det visade sig även att läraren kan gå in och styra upp elevernas samtal under klassråden och att eleverna upplever att läraren tar över deras klassråd.

  • 165.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Meaning-making and Communication in Virtual Nordic Classrooms: transmediation in cross-border understanding.2014In: EDULEARN14 Proceedings, 6th International Conference on Education and New Learning Technologies, Barcelona, 2014, p. 1820-1830Conference paper (Refereed)
    Abstract [en]

    The increasing digitalization of print engages students in multiple modalities of communication raising questions about the ways students are socialised in textual practices. This study explores the design and development of cross-border meaning-making practices in the context of inter-Scandinavian comprehension between Danish, Norwegian and Swedish students collaborating in virtual classrooms. Subject content and students’ interpretation and shifts across signs systems (words, images, sound) were studied combining ethnographic methods with multimodal semiotic analysis of transmediation.

    The cross-border Nordic education proved to provide space for students to engage in motivating, technology-enhanced composing and communication developing linguistic, cultural, critical and digital competences through multimodal productions, collaborative sharing of knowledge and real-time meetings. In the inter-Scandinavian comprehension practices, semiotic signs became tools for thinking through parallel designing and transmediation of linguistic and semiotic choices. Students discovered meaning potentials in conscious decision of gains and losses in print and screen representations, translating in degrees between semiotic systems, dividing responsibilities and applying their own informal media competences. 

  • 166.
    Sofkova Hashemi, Sylvana
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Bunting, Leona
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    En elev en dator i grundskolans tidigare år: En analys av didaktiska förhållningssätt utifrån perspektiv pålärarens ledarskap, texter och textpraktiker, samt språklärande2013Report (Other academic)
    Abstract [en]

    The project presented in this report concerns teaching and practices in one-to-one computer projects in primary school from the perspectives of teacher leadership, texts and text practices, and language learning. The aim of this project was not to study the implementation of the computers as investigated by many before. The focus was rather on classes where the technology had been used for some time. The teaching in four classes in year 3 and 5 at a school in western Sweden was observed by three researchers with the purpose of finding out what role the teacher assumes and what space the students get, whether the text repertoire widens and the text practices become more varied or different, whether the computer becomes a communication or production instrument for language learning. Recurring participant observations in the classes were made during one term in years 3 and 5. The students in year 3 were also followed during one term in year 4. Semi-structured interviews were conducted about the informants’ experiences of the work with computers. The analyses concern the daily access to a computer in the classes in conjunction with the traditional learning activities, resources and forms of representation in the teaching, as well as the forms of collaboration visible in the classroom. We summarize the conclusions from years 3 and 5 as: Motivated students and teachers – it was fun to work with computers. Development of digital competencies – the teachers stimulated the students to learn skills that gradually built up their knowledge regarding their IT competency. Enriched working methods – the students were offered both digital and more traditional resources and produced presentations, films and animations in which pure text was accompanied by modalities such as pictures and sound. Printed sources dominated – online text sources were not regarded as being as good or easy to find, the students mainly sought and fetched pictures from the Internet. Somewhat widened text repertoire – communicative texts appeared alongside narrative and expository texts in year 3. Narrative and expository texts dominated in year 5. The students used other text types and modalities – activities initiated by students offtask involved other texts and presentation forms, often based on pictures, film or sound, communication and took place more online. Individual and collaborative work in year 3, while having your own computer in year 5 meant individual work. More teacher-controlled than student-controlled classroom work – the teacher decided what to do and how to do it and the majority of tasks presupposed that all students did the same thing. Unclear balance between teaching content and technology – the technology was in focus and the teaching objectives were less clear. The transition for the year 3 students to year 4 resulted in an implementation of a more individualized instruction with less challenges for development and creativity. The activities mainly concerned writing, gathering of facts or practicing English. The teachers owned the technology and the students did not get to express their digital experience.

  • 167.
    Sofkova Hashemi, Sylvana
    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.
    Den didaktiska designens betydelse: IT-didaktiska modeller och ramvillkor2016In: Kollaborativ undervisning i digital skolmiljö / [ed] Sylvana Sofkova Hashemi & Maria Spante, Malmö: Gleerups Utbildning AB, 2016, p. 125-136Chapter in book (Other academic)
  • 168.
    Sofkova Hashemi, Sylvana
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Spante, MariaUniversity West, Department of Economics and IT, Divison of Informatics.
    Kollaborativ undervisning i digital skolmiljö2016Collection (editor) (Other academic)
  • 169.
    Sofkova Hashemi, Sylvana
    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.
    Lärarprofessionens nya villkor i samhällets digitalisering2016In: Kollaborativ undervisning i digital skolmiljö / [ed] Sylvana Sofkova Hashemi & Maria Spante, Malmö: Gleerups Utbildning AB, 2016, p. 9-20Chapter in book (Other academic)
  • 170.
    Sofkova Hashemi, Sylvana
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Tynkkinen, Mona
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Textuell design, språkliga upptäckter och metasamtal i digitala sammanhang2016In: Kollaborativ undervisning i digital skolmiljö / [ed] Sylvana Sofkova Hashemi & Maria Spante, Malmö: Gleerups Utbildning AB, 2016, p. 47-66Chapter in book (Other academic)
  • 171.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Dialog och digital teknik som stöd för att förstå människans levnadsvillkor2016In: Kollaborativ undervisning i digital skolmiljö / [ed] Sylvana Sofkova Hashemi & Maria Spante, Malmö: Gleerups Utbildning AB, 2016, p. 67-88Chapter in book (Other academic)
  • 172.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Open up for open seminars!2016Conference paper (Other academic)
  • 173.
    Spante, Maria
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Alfredsson, Karl
    Lin Education , Göteborg.
    Cross Competence Collaboration to Design for Inclusion2016In: NordiCHI '16 Proceedings of the 9th Nordic Conference on Human-Computer Interaction: Gothenburg, Sweden — October 23 - 27, 2016, New York: ACM Press, 2016, p. 1-3, article id a132Conference paper (Refereed)
    Abstract [en]

    The aim of the workshop is to co-create different types of collaborative elements, models and strategies for inclusionin schools and for learning in other settings. Participants from a variety of organizations are invited: game designers; drama, history, and social science teachers; principals; school developers; writers; theater professionals'; and researchers in interaction, design and digital literacy. Our ambition is to share place-bounded experiences and ideas among various competence groups focusing on design for inclusion. All schools and all settings have their own possibilities and challenges. These possibilities and challenges need to be addressed in a game design that builds upon students' interaction with society, other students and different digital technologies. The expected results from the workshops will include heightened sensitivity to the need for cross-competence collaboration in design processes to support student-driven content creation with digital media.

  • 174.
    Spante, Maria
    et al.
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Ericsson, Thommy
    Department of Applied IT, Chalmers University of Technology, Gothenburg.
    Sunnerstam, Maria
    University of Gothenburg, Gothenburg.
    Huang De-Voss, Cammy
    Virtual Labs, Stanford University, Stanford.
    Axelsson, Michael
    Department of Zoology, Gothenburg University, Gothenburg.
    Unlock the rigidity and design for flexibility2010In: US-China Education Review, ISSN 1548-6613, Vol. 7, no 11, p. 44-52Article in journal (Refereed)
    Abstract [en]

    This paper reports findings from a project implementing the VL (virtual labs) site featuring

    flash-based animations developed at Stanford University. The main conclusion in this paper stresses the need to

    design for flexibility and adaptability of interactive media to better suit the specific situation teachers encounter in

    their everyday work, in order to allow them to build their own audiovisual presentation kits based on various

    available resources. Ambitious but rigid visualization products might otherwise end up not being used at all. 

  • 175.
    Spante, Maria
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Mauléon, Christina
    University of Gothenburg.
    When digital support systems in school risk to fail: on the investigation of intended and unintended consequences on individual, organizational and societal levels.2016In: SRA Europe 2nd Nordic Chapter Meeting in Gothenburg 14-15 November, 2016: Book of abstracts, Gothenburg Research Institute , 2016, p. 13-13Conference paper (Other academic)
    Abstract [en]

    The aim of the suggested project is to study the enactment of digitalized management and control systems in Swedish schools. There is a risk that the increased influx of digitalized management and control systems (MCS) takes time away from actual educational practice and interaction with students, thus hinderingthe development of IT didactic competence,  IT enhanced learning,  students well‐being and school performance in general. Therefore, it is essential to investigate the consequences of the implementation and use of digital MCS in schools to provide support for relevant use of these systems. The Swedish schoolsystem is at the center of an intense public debate due to the dramatic decline of students' PISA results. Consequently, the Swedish government commissioned the OECD to analyze the Swedish school system and provide recommendations. The recommendations given are to increase control, accountability and evaluations through implementation and use of digital management control systems (MCS) in which indicators (KPI:s) play a key role. However, Swedish schools already use digital MCS and KPI but little is known about their relevance, effects and consequences. In a pilot study we investigated the use of a digital incident reporting system (a type of MCS) at one school. The results show that the enactment of the system risked to harm students subjected to being reported in the system. Therefore we need to learn more about consequences of digital MCS and KPI in schools. It is therefore important investigate intended and unintended consequences, both short‐term and long‐term, on individual (students/teachers/school leaders)‐, organizational (school)‐ and societal levels.  Three case studies will be conducted over three years, including three schools in different municipalities. Data will be collected through readings of regulatory‐ and policy documents,studies of existing digital MCS's and KPI's, interviews and shadowing. 

  • 176.
    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, p. 89-108Chapter in book (Other academic)
  • 177.
    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, p. 269-286Chapter in book (Other academic)
  • 178.
    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)
  • 179.
    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.

  • 180.
    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, p. 8-8Article 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

  • 181.
    Svensson, Lars
    et al.
    University West, School of Business, 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, p. 1593-1593Conference 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.

  • 182.
    Svensson, Lars
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Nilsson, Stefan
    University West, School of Business, 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, p. 1702-1707Conference 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.

  • 183.
    Svensson, Lars
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Utriainen, C.
    Göteborgs Universitet, Göteborg, Sverige.
    Winman, Thomas
    University West, School of Business, Economics and IT, Divison of Informatics.
    E-quality in infrastructures for learning in higher education2017In: ICERI2017 Proceedings, Sevilla, 2017, p. 408-413Conference paper (Refereed)
    Abstract [en]

    Higher Education has through the last decades been increasingly dependent on digital infrastructures (e.g. Svensson, 2002a; Guribye, 2005). The first generations of learning management systems (LMS) was originally designed to support distance education but quickly became the de-facto standard for supporting and developing also the practices of campus-based higher education. In this development we have noticed a tension between the desire to design closed LMS's that aims at providing "all-inclusive-support" for university education and more open and flexible solutions that support open infrastructures for personal learning. Consequently, it is time to re-visit the questions on what constitute the central values of a contemporary LMS seamlessly integrated with open digital infrastructures for learning. In an exploratory study in a Scandinavian University, a series of workshops and focus-group interviews with central informants from faculty as well as representatives from administrative support has addressed the issue of "E-Quality" in higher education. The result indicate that a set of inter-related core values should be stressed. These are briefly outlined below as principles for a framework of e-quality in higher education. (i) The principle of open participationAn LMS should support flexible integration of Open Educational resources (OERs) provided by an open community. Furthermore, the system should invite open access for participants from the surrounding society (i.e. practitioners, students from other universities, and relevant special interest groups) (Berhardsson et al., 2017)(ii) The principle of collaborative creation An LMS should embrace the notion of students as co-producers of instruction, content and learning outcomes. In particular, it should support collaborative authoring and peer-to-peer sharing.(iii) The principle of data-driven developmentA central aspect is the ability to personalize the support for each individual participant, which could be addresses quantitatively through learning analytics (Vallo Hult et al., 2017) and qualitatively through the use of e-portfolios and study diaries.(iv) The principle of work-integrated learningFinally, all priciples should be aligned to support an overarching goal of reducing the borders between studies in higher education, the introduction to a professional career, and the lifelong learning required to develop professionally (Svensson 2004).Further research will shed further light on the validity and the reliability of these principles, and set the path towards a nascent design theory for E-Quality in Digital Infrastructures for learning in Higher Education.

  • 184.
    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, p. 39-48Article in journal (Refereed)
  • 185.
    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.

  • 186.
    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.

  • 187.
    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, p. 2578-2586Conference paper (Other academic)
  • 188.
    Vallo Hult, Helena
    et al.
    University West, School of Business, 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, School of Business, Economics and IT, Divison of Informatics.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    ICT as support for learning: demanding new competence among phycians2017In: INTED2017 Proceedings, 2017, p. 4629-4636Conference 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.

  • 189.
    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, p. 19-25Article 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.

  • 190.
    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, p. 103-129Article 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.

  • 191.
    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.

  • 192.
    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.

  • 193.
    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.

  • 194.
    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, p. 104-106Article, book review (Refereed)
  • 195.
    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, p. 2-3Conference 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. 

  • 196.
    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.

  • 197.
    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, p. 224-236Article 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).

  • 198.
    Wesselhoff, Felicia
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Liljeblad, Ida
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Förskollärares matematiska subjektivitet och barns matematiklärande.2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: I läroplanen för förskolan (Skolverket 2016) är matematik ett av förskollärarens uppdrag att kunna stimulera och utmana barnen i. Genom studien vill vi fördjupa kunskapen kring förskollärares inställning till matematik och vad den kan påverka.

    Syfte: Syftet med studien är att undersöka förskollärares förhållningssätt till matematik och barns matematiklärande. Samt att undersöka förskollärare tankar kring sin kompetens inom matematik, inställning till matematik i förskolan samt vad den påverkar.

    Metod: Vi har utfört en kvalitativ intervjustudie med nio stycken förskollärare i två olika kommuner. Vi valde att analysera utifrån några utvalda begrepp från tidigare forskning. Dessa var matematisk subjektivitet, utvidgat traditionellt undervisningsbegrepp samt förskollärarinriktat och barninriktat förhållningssätt. Utvidgat traditionellt undervisningsbegrepp delas upp i två delar "här och nu" situationer samt undervisning.

    Resultat: Resultatet visar att förskollärare känner sig trygga i sin kompetens, har positiv inställning till matematik och vill att barns matematiklärande samt erfarenhet ska bli positiv. Uppfattningen av sig själv som matematisk är baserad på erfarenhet, skillnaden mellan informanterna kan utläsas i erfarenheter från exempelvis grundskolan.

  • 199.
    Willermark, Sara
    University West, School of Business, Economics and IT, Division of Media and Design.
    Digital Didaktisk Design: Att utveckla undervisning i och för en digitaliserad skola2018Doctoral thesis, comprehensive summary (Other academic)
    Abstract [sv]

    I denna avhandling undersöks grundskollärares arbete med att utveckla sin undervisningspraktik med digital teknik. Mer precist undersöks hur en sådan utveckling kan identifieras, förstås och stödjas. Empirin härstammar primärt från ett treårigt aktionsorienterat skolutvecklingsprojekt i nordisk grundskola. Inom projektet samarbetade lärare från Sverige, Norge och Danmark för att utveckla nya undervisningsaktiviteter över nationsgränserna med stöd av digital teknik. Lärare organiserades inom olika ämnesspecifika designteam för att planera, implementera och utvärdera undervisningsaktiviteter, så kallad digital didaktisk design, vilket avser utformandet av en undervisningssekvens, som adresserar ett specifikt ämne inom ett visst ämnesområde. Det empiriska underlaget utgörs av dokumentation över den digitala didaktiska designen, deltagande observationer, intervjuer och innehållsanalyser samt en enkätundersökning. Två teoretiska ramverk används, TPACK (akronym för Technological Pedagogical And Content Knowledge) och verksamhetsteori. Resultaten påvisar en utveckling av lärares undervisningspraktik. Med stöd av digital teknik skapar lärare digital didaktisk design över nationsgränser, som ger upphov till nya aktiviteter, situationer och möten. Det krävdes dock både omfattande arbetsinsatser och ett praktiskt experimenterande under lång tid, för att lärarna skulle kunna utveckla digital didaktisk design som upplevdes meningsfull i den nya kontexten. Motsättningar och organisatoriska gränser mellan de samverkande lärarna identifierades som avgörande för utvecklingen, genom att ge upphov till förhandlingar, kompromisser och reflektion. Avhandlingen bidrar med ett verktyg för att identifiera och stödja lärares arbetemed att utveckla sin undervisningspraktik med digital teknik. Vidare föreslås en strategi för att identifiera och analysera lärares utveckling över tid. Avhandlingen bidrar också med kunskap om hur olika typer av spänningar och gränser vid samarbete kan stimulera till lärande för en digitaliserad undervisningspraktik, liksom rekommendationer för hur utbildningsinsatser för lärare kan utformas i syfte att stödja lärares utveckling av undervisningspraktiken.

  • 200.
    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, p. 253-268Conference 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

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