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  • 201.
    Hattinger, Monika
    et al.
    University West, Department of Engineering Science, Division of Production Systems.
    Eriksson, Kristina M.
    University West, Department of Engineering Science, Division of Production Systems.
    Aspects of Knowledge Transformation in Industry-Union-University Collaborations: A study of Work-integrated e-Learning courses target Norwegian industry2018In: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, p. 10-10Conference paper (Other academic)
    Abstract [en]

    The focus in this study is on knowledge transformation in the workplace following substantial competence initiatives through blended e-learning at the university level. Competence development on academic level is a key factor for industries in times of increased digitalization of manufacturing work. To develop competitive manufacturing requires employees with expert knowledge, which professional organisations need to strengthening. Even if individual employees' motivation for learning is essential, management need to put efforts on competence development and encourage education that, combine theory and practice in forms of work integrated learning. Blended e-learning courses on university level has been successful for supporting such competence development needs, which here is described as work-integrated e-learning, e-WIL. In this study, we explore practitioners' knowledge transformation after their participation in blended e-WIL courses that are designed with industry target content aiming for workplace transformations. Specifically, we focus on the learning efforts versus the management strategies after e-learning initiatives that have an effect on workplace transformations.

    The industry target courses in the case study, are designed in collaboration between an industry-union-university venture of a Norwegian industry network, the Addiscounion and a Swedish university. Six courses are included comprising three knowledge subjects; Logistics and Supply Chain Management, Engineering Tools, and Robotics and Automation. Addisco was the facilitator for engaging industry university collaboration, and stimulated co-creation between industry companies. Data was collected through a longitudinal action research project, comprising six focus group sessions with 113 industry participants during 2015 and 2018. We analysed the company management support of knowledge transformation through the course participants' manifestations of experiences in focus groups, conducted after each course intervention. Overall results show that most participants experience a low management support of knowledge transformation as an engine for workplace transformation, after conducting e-WIL courses. Stimulation of individual motivation and new skills gained were not promoted within the workplace structures. There seem to be a lack of individual competence plans, time for studies, business models and routines, networking and recognition of the individuals' knowledge transformation. Rather, participants claimed their individual responsibilities, and motivation that drives them to further competence development. We therefore argue for stronger management awareness and designed learning models, to develop company strategies that fully appreciate the benefits and new knowledge that industry participants bring back into the workplace after course participation.

  • 202.
    Hattinger, Monika
    et al.
    University West, Department of Engineering Science, Division of Production Systems.
    Eriksson, Kristina M.
    University West, Department of Engineering Science, Division of Production Systems.
    Learning negotiations skills on-line by a case-based methodology through co-construction of knowledge between industry and academy2018In: 12th International Technology, Education and Development Conference (INTED), Valencia, Spain: IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT , 2018, p. 6651-6658Conference paper (Refereed)
    Abstract [en]

    University e-learning education aims to support lifelong learning for practitioners in the manufacturing industry and strengthen their competence development integrated in work practice. However, traditional higher education courses are usually designed for individuals on campus and do not support work practitioners working full time. Hence, they are not usually designed for time independence, flexibility or collaborative learning. Traditionally, campus courses do not include practitioners’ knowledge from their work experiences as a valuable source to be negotiated in knowledge construction with other peers and teachers. However, to integrate practitioners’ workplace experiences, as a valuable knowledge source, is a demanding process when designing e-learning courses that includes pedagogical strategies, case-based methodologies and choices of learning technologies. The aim of this study was to explore how engineering practitioners and research teachers mutually co-construct knowledge in a case-based methodology, specifically within the subject Negotiation Skills. Studies took part within a longitudinal and joint industry-university competence development project between a network of manufacturing industries and one university in the Western part of Sweden. The courses comprise 2.5 European Credits (ECTS) and include cases as a Harvard Case designed with a predefined role-play negotiation game, video production and essay. The case methodology was developing during three design cycles (2014-2015), as a part of the whole course design inspired by an Action Design Research (ADR) approach. Analysis from three focus group session discussions from the three courses including 34 practitioners, and through observations of web-conferencing show that that practitioners’strengthened their knowledge of handling negotiations within work practice. There were problems of using web-conferencing, producing own videos and fulfil written essays stringently, however these problems decreased throughout the three design cycles of the course, due to explicated instructions and a higher practitioner involvement. Generally, results show that practitioners; 1) strengthened their knowledge on how cultural differences affected negotiations, 2) improved their decision making skills in problematic business situations, and 3) developed personal skills on how to visualize conflict situations through reflections on their own actions and communications within practical work situations. The e-learning technology failures also decreased.

  • 203.
    Hattinger, Monika
    et al.
    University West, Department of Informatics and Mathematics.
    Lundh Snis, Ulrika
    University West, Department of Informatics and Mathematics.
    The Role of the Learning Centers for Web-based Distance Education2004In: Proceedings of the IASTED International Conference(WBE-2004) Web-Based Education, 2004, p. 350-355Conference paper (Refereed)
    Abstract [en]

    Distance Education (DE) is not a new phenomenon butinformation technology has increased the use and accessibility to education anywhere and anytime. In Sweden, it is possible to study online courses on university level, using locally placed learning centres (LC). Focus of the study was to get a better understanding of what role locally learning environment, has on students performance. 14 interviews were conducted on Arvika LC, with both students and LC staff. The result show that a LC promote socialisation, technical and administrative support. Communication on organisationaland pedagogical levels between LC, universities and students are though not satisfactory. Thus, we argue for the importance of learning centres as mediators to facilitate a locally constructed learning context.

  • 204.
    Hattinger, Monika
    et al.
    University West, Department of Engineering Science, Division of Production System.
    Norström, Livia
    University West, School of Business, Economics and IT, Division of Media and Design.
    Unpacking Social Media to explore professionals work practice2016In: Proceedings of IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016 / [ed] Pareto, Lena, Svensson, Lars, Lundin, Johan, Lundh Snis, Ulrika Lundh Snis, 2016, p. 1-14Conference paper (Other academic)
    Abstract [en]

    Organizations are inspired by the massive social media use in the private domain and try to filter interactions and knowledge sharing in socialmedia also for professional purposes. Even if the interest in social media isstrong in the private domain, the use is far less widespread in organizations. The trajectory of traditional information spread through web platforms into use of new and open social media platforms stresses organization's and professionals to enrich user-generated content and take part in and enhance social networking. This study explore how social media is used in organizations and how professionals´ practice is challenged by use of social media of reaching out, sharing knowledge and interaction with target groups. Through illustration of two research cases; municipality-citizens' interactions and university-industry collaborations, three affordances of social media practice are emerging; incentives, perceptions and openness, where social media is constituted as the boundary object

  • 205.
    Hattinger, Monika
    et al.
    University West, Department of Engineering Science, Division of Manufacturing Processes.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Ruijan, Du
    Mediated and Situated Engineering Education2014In: Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014, Cheasapeake, VA: Association for the Advancement of Computing in Education, 2014, p. 810-817Conference paper (Refereed)
    Abstract [en]

    This small-scale interview study explore engineering expert teachers’ experiences and ideas of e-learning within engineering education. The aim is to capture teachers`experiences entering educational situations that forces them towards new modes of teaching as well as towards a closer collaboration with the industry engineering professional practice. The study addresses challenges crucial for engineering teachers to master when designing e-learning courses that manufacturing industry needs. In the paper we highlight how teachers’perspectives effect the design of work-integrated e-learning courses. In particular we investigate how teacher express their ideas regarding the transition of campus courses into work-integrated e-learning courses as a new teaching situation. Findings show that teachers are content experts in the engineering knowledge field but lack experiences and support for design of e-learning courses.

  • 206.
    Hedrén, Sanna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Children's Responsibility in School Age Educare: Enabled and Limited Through Adult's Discourses2019Conference paper (Other academic)
    Abstract [en]

    Children have the right to develop their ability to act responsibly in school age educare. This right is due to both curriculum and the Convention on the Rights of the Child. But how is that done and how are the school age educare-staff enabling and limiting childrens possibilities? In this paper, the theoretical view is that School age educare-staff are constructing and reproducing discourses of children's responsibility in talking and actingin every-day practice. Their talk and actions articulate discourses and enables possibilities for children to develop responsibility.

    This paper aims to explore the following questions: What discourses on children, school age educare and children's responsibility constructs in school age educare-staff's collegial talk and actions in every-day practice? How does these discourses contribute to opportunities and limitations for children to develop responsibility in school age educare-settings?

    Results shows that the staff's speech constructs the educare-setting constructs in two different ways: a) the child in need of school age educare b) the society in need of school age educare. Within the former discourse, the child's opportunities for responsibility are limited to meet expectations of adults. These expectations include keeping track of one's things, engaging and finding someone to play with. The latter discourse, emphasize that responsibility is an inner ability developed through reflection. Responsibility enforced in this discourse is making informed and reflected choices based on the best interests of the child, the group and the family.

  • 207.
    Hedrén, Sanna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Leisure Time Center-Teachers Changing Landscapes Through Constructing Concept of Responsibility2019Conference paper (Other academic)
    Abstract [en]

    Children's possibilities to act responsible at Swedish leisure time centers (LTC) are influenced by LTC-teachers discourses of responsibility. However, LTC:s are in a constant flux caused by societal changes e.g enlarging groups of children and decreasing rate of educated LTC-teachers. That results in increasing focus on control and regulations (Saar, Löfdahl & Hjalmarsson, 2012), making LTC a complex practice. Contextual changes is affecting collegial talks and teachers work integrated learning (Billett & Choy, 2013).

    This study focuses on how LTC-teachers construct the concept of responsibility during collegial talks. A point of departure is that the LTC-staff are a learning community (Wood, 2016), imbued by collegial interactions and joint learning and therefore mutually participating in constructing possibilities for children's responsibility. Observations and interviews made at two LTC:s are analyzed with a discourse analytic approach (Fairclough, 1992), with the guiding questions: What boundaries and possibilities concerning responsibility are LTC-staff participating in constructing in the everyday practice? How are those boundaries and possibilities constructed and reconstructed? Results indicate a complexity in LTC-staffs interactional constructions of responsibility, including embedded possibilities and boundaries in organizing activities, positioning on the schoolyard and talking with colleagues. These embedded constructions constitutes prerequisites for children to act responsible.

  • 208.
    Heikkinen, Sami
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Värdegrundsarbete i offentlig verksamhet: En kvantitativ studie kring medarbetares upplevelser av implementering av en gemensam värdegrund2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper examines the implementation of a set of values in public service with the study circle as a central part of the implementation process. Furthermore it examines employees' perception about the value base material, and how knowledge from education applied in everyday activities. Implementation, study circle and collective workplace learning form the theoretical basis.

    Quantitative methods were applied and data collection consisted of 100 employees from the care administration who completed a survey with statements.

    The results show that several employees have changed some of their practices since the implementation process started and that values material is an important part of employees' work. A somewhat overwhelming majority of employees feel that education is utilized and applied in operations.

  • 209.
    Henning Loeb, Ingrid
    et al.
    Göteborgs universitet Utbildningsvetenskapliga fakulteten. Institutionen för pedagogik och specialpedagogik.
    Korp, HelenaUniversity West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lärare och lärande i yrkesprogram och introduktionsprogram2012Collection (editor) (Other academic)
  • 210.
    Henriksson, Julia
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Bengtsson, Sandra
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Sjuksköterskors upplevelse av återhämtning i arbetet: En kvalitativ studie på 1177 Vårdguiden på telefon Västra Götalandsregionen2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    There are only a few published studies about recovery at work. More research would be necessary to investigate the importance of recovery and the potential recovery strategies in an working environment. The purpose of this study was to examine the nurses' experience of recovery at work by studying scheduled recovery time at 1177 Healthcare Service over the phone. The study focus on finding and to understand the importance of recovery at work by investigating the workload and working climate, these factors was looked at on how well the nurses managed their work tasks and social interaction in the workgroup. Semi-structured interviews were conducted with ten nurses at the 1177 Healthcare Service over the phone. Gathered data was looked at using thematic analysis which resulted in five themes; energy levels at work, the presence in the conversation with the caller, the legitimate acceptance to recover at work, ability to detach from work during breaks and the nurses solidarity in the workgroup. The result show the importance of each individuals need to feel like they are in demand of their own recovery as well as being able to detach themselves from work during their breaks. Recovery at work has a significant impact on the workload as it is perceived to provide the nurses with higher levels of energy, better focused, become more efficient and the ability to enter a more professional role when handling their work tasks. Recovery is also important for the nurses working climate, it provides the feeling of getting a closer relationship with colleagues, higher level of support and the time to reflect with each other and the opportunity to develop work related relationships, results shown after the insight of studying the interaction of the work group. The study contributes to understand the importance of recovery as a resource for the person to feelin control and solidarity at work which can benefit the organisational and social work environment.

  • 211.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    A drama of selves: Investigating teacher identity development from dialogical and complexity perspectives2019In: Studies in Second Language Learning and Teaching, ISSN 2083-5205, Vol. 9, no 2, p. 263-285Article in journal (Refereed)
    Abstract [en]

    Identity is of increasing interest in teacher education. Crucial for resilience, the development of a coherent professional identity has been characterized as emerging from tensions between multiple and sometimes conflicting conceptions of what it means to be someone who teaches (Akkerman & Meijer, 2011). While light is being shed on these often antagonistic relations, less is known about the dynamics of identity formation and transformation. Providing a contribution to work on language teacher identity, in this single case study Hermans’ (2008) concept of the dialogical self is combined with complexity principles in an investigation of changes in the emerging professional identity of a pre-service English teacher during a practicum. Drawing on intra- and inter-personal data, experiences of learning to become a person who teaches English are conceptualized as a drama that is played out between different and sometimes unaligned selves. Analyses show how this inner drama maps onto the landscape of an emerging teacher identity, how tensions can be understood systemically, and how a teacher identity system can have a signature dynamic.

  • 212.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Att vara ett global medborgare: skapandet av språkliga identiteter i och utanför skolan2014In: Att förstå ungdomars identitetsskapande: en inspirations- och metodbok / [ed] Sorbring, Emma, Andersson, Åsa & Molin, Martin, Stockholm: Liber, 2014, 1, p. 276-305Chapter in book (Other academic)
    Abstract [sv]

    I kapitlet beskrivs språk som en kontext, och fokus är på identitetsskapande som kan kopplas till inlärning av främmande språk och språkanvändning.

  • 213.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    ‘I wouldn’t want to travel to France either. Not even for fun’: The impact on L3 self-concepts of non-self-determined motivation2014Conference paper (Refereed)
  • 214.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Motivational teaching as a relational practice: Three concepts, three connections2019In: Lingua, no 2, p. 28-33Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    Language teaching is all about relationships. As Earl Stevick famously put it, success in learning a language “depends less on materials, techniques and linguistic analyses, and more on what goes on inside and between the people in the classroom” (1980 p. 4). For the teacher, getting students engaged in learning activities, and involved in developing communicative competence, requires interpersonal skills. It requires the ability to create connections. In a systematic overview of the motivational dimension of language teaching, Lamb (2017) argues that it is “responsiveness”, a capacity founded on empathy and developed over years of practice, that “defines the successful motivator” (p. 312). Increasingly, researchers are coming to realize that language teaching may be best be understood as a relational practice, and that students’ motivation is shaped not just by the things teachers do in the classroom, but also how they are as people (Mercer, 2016).

  • 215.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    På väg mot en reflekterande praktik2011In: Läraryrket: ett mångfacetterat uppdrag / [ed] Henry, Alastair, Gurdal, Sevtap, Asplund Carlsson, Maj, Lund: Studentlitteratur , 2011, 1, p. 229-243Chapter in book (Other academic)
  • 216.
    Henry, Alastair
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Apelgren, Britt Marie
    Göteborg University, Department of Education.
    Young learners and multilingualism: A study of learner attitudes before and after the introduction of a second foreign language to the curriculum2008In: System (Linköping), ISSN 0346-251X, E-ISSN 1879-3282, Vol. 36, no 4, p. 607-623Article in journal (Refereed)
    Abstract [en]

    Whilst adults in Sweden place great importance on communicative competence in English, interest in learning other FLs and support for multilingualism are low. This is mirrored in the attitudes of pupils in compulsory and post-compulsory education, where English is a popular subject but opt-out and drop-out rates for FLs are high. Whilst international research has shown that initial enthusiasm for FLs often declines after instruction begins, and that girls are more positive to FLs than boys, little is known about the language attitudes of pupils at the time when a new FL is introduced into the curriculum. The aim of this study is thus to investigate Swedish girls’ and boys’ FL attitudes prior and subsequent to the introduction of a new FL into the curriculum, to compare these with attitudes to their first FL, English, and to investigate gender variances. The results reveal that although pupils’ enthusiasm for their new FL declines after a year of instruction, it is nevertheless stronger than for English. Girls and boys approach their studies of a new FL with different attitudes, girls having more positive self-concepts as FL speakers and a greater interest in the communicative potential of FLs.

  • 217.
    Henry, Alastair
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Motivation, Gender, and Possible Selves2013In: Language learning, ISSN 0023-8333, E-ISSN 1467-9922, Vol. 63, no 2, p. 271-295Article in journal (Refereed)
    Abstract [en]

    Despite the consistency with which gender differences have been found in second language motivation, little systematic research has taken place on motivation and gender to date. Permeating self-concept development, gender impacts not only current selves but also future-oriented possible selves. In construing possible selves, females tend to emphasize interdependence, meaning they invest more in interpersonal relationships and self-other interaction. Based on instruments measuring ideal language-speaking/using selves and an interdependent self-construal in a sample of 140 female and 129 male adolescents enrolled in the final year of secondary education in Sweden, and using confirmatory factor analysis, support was found for the hypothesis that gender-related variance on a measure of the ideal language-speaking/using self could be accounted for by an interdependent self-construal. In discussing the results, further avenues for exploring the impact of gender on possible selves using more contextually sensitive research designs are presented. © 2013 Language Learning Research Club, University of Michigan.

  • 218.
    Henry, Alastair
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Gurdal, Sevtap
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Inledning2011In: Läraryrket: ett mångfacetterat uppdrag / [ed] Henry, Alastair, Gurdal, Sevtap, Asplund Carlsson, Maj, Lund: Studentlitteratur , 2011, 1, p. 11-17Chapter in book (Other academic)
  • 219.
    Henry, Alastair
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Gurdal, SevtapUniversity West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.Asplund Carlsson, MajUniversity West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Läraryrket: ett mångfacetterat uppdrag2011Collection (editor) (Other academic)
  • 220.
    Hermansson, Hans-Erik
    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.
    En inspirationskälla för dagens svenska romaforskning2007In: i&m Invandrare & minoriteter, ISSN 1404-6857, no 2, p. 40-43Article in journal (Other academic)
  • 221.
    Herrman, Kristine
    et al.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Leandersson, Sandra
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Delaktighet i skolmiljön: en studie som utifrån elevintervjuer tolkar uppfattningen av delaktighet och dess påverkan2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is based on a qualitative approach and analyzed using phenomenology as inspiration. Various schools around Mellanstors kommun is the basis for the study in which students' perceptions of inclusion is what the study is about. Participation as a concept involves about different advocacy opportunities for the individual to be able to express their opinions as well as have the opportunity to change their situation. Group interviews and observations, the two data collection methods used in which the observations have served as a complement to the students in the group interviews has given us, where we have used semi-structured interviews. The observations were conducted in the natural environment for the students, in this case the school area, during various lessons where we observed what was happening, when it happened, where it happened, whom expressing something and how and why it happens. We have developed common themes for this study and these are: "democracy and motivation", "teacher impact", "interest and peer pressure" and "surrounding environment". Finally, in our discussion we have summarized a conclusion and then made a division of it, where one part is about the study's analysis and linkages to other studies and the other for related to purpose and questions and ethics

  • 222.
    Herrman, Margaretha
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Med klassrummet som produktionskontor: att lära för arbetsliv och marknad?2011In: Att göras till filmarbetare / [ed] Herrman, Margaretha, Nora: Nya Doxa , 2011, p. 210-232Chapter in book (Other academic)
  • 223.
    Herrman, Margaretha
    et al.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Nilsson, Lena A
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    "Det är upp till er hur det ska bli...": att följa en renoveringsprocess i skolmiljö2009Report (Other academic)
    Abstract [sv]

    Denna studie sätter fokus på elevers delaktighet i dialogplanering vid renovering av skolmiljö. Vårt projektintresse har vuxit fram i en växelverkan mellan fastighetsförvaltares intentioner att utveckla nya modeller för planering: delaktighet och dialog, och det intresse för lärande i arbetslivet som inryms i Högskolans Västs profil Arbetsintegrerat lärande, AIL. En övergripande frågeställning i denna rapport handlar om vilka möjligheter till ömsesidigt lärande som finns i dialogplanering. I vår analys har vi betonat en kritisk granskning av delaktighet som en styrningspraktik som gränsar till manipulation och där ansvaret läggs på de som varit delaktiga för eventuella felval. En mer positiv analys kan göras t ex med hjälp av Healey et al (2003) som menar att i deliberativ styrning finns möjligheter till ökad institutionell kapacitet via resurser i form av kunskaper och relationer. Resurserna kan utvecklas på olika nivåer från att all tillgänglig kunskap används och nya relationer skapas till att maktrelationer påverkas och ny kunskap skapas vilket kan leda till en ökning i den institutionella kapaciteten vilket kanske kan behövas för att ge elever ett större inflytande och en utveckling av professionella verksamheter. I detta projekt har man ändå kommit en bit på väg mot bättre relationer för de elever som deltog och dessa elevers kunskaper och erfarenheter har synliggjorts och till viss del kunnat utnyttjas. För att öka den institutionella kapaciteten menar vi att man måste tillåta att processen får mer tid och är mer öppen. Healey et el (2003) poängterar komplexiteten i planeringsprocesser och menar att trots att man inte når ända fram är det värt besväret att skapa dessa horisontella relationer genom att göra så många som möjligt delaktiga och det finns dessutom ingen återvändo.

  • 224.
    Herrman, Margaretha
    et al.
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Nilsson, Lena
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Flensburg, Per
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Interprofessionellt samarbete2010In: Lärande i och för det nya arbetslivet / [ed] Lagrosen, Stefan, Lundh Snis, Ulrika & Nehls, Eddy, Lund: Studentlitteratur , 2010, 1, p. 191-220Chapter in book (Other academic)
  • 225.
    Hjalmarsson, Marie
    University West, Department of Nursing, Health and Culture, Division of Health and Culture. University West, Department of Nursing, Health and Culture.
    Everyday resistance in home help services in Sweden*: Selective loyalty, consent and irony2010In: Waves of Globalization: Lisbon July 1-3, 2010, Lisbon: Egos , 2010, p. 1-26Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is to gain further understanding of the complexity and dynamic of resistance in organizations. This is done by describing and analyzing how a team of workers in municipal home help services in Sweden interpret and make use of their possibilities to act at work. The point of departure for the theoretical framework is power and resistance in accordance with Michel Foucault (1991) and Jon McKenzie (2001). But to grasp the multi-faceted characteristic of resistance, Stephen Ackroyd and Paul Thompson’s (1999) line of thought on organizational

    mis behaviour as well as the concept of self-organization is fruitful. James C. Scott’s (1985) work on everyday resistance is particularly important for an understanding of everyday actions and responses as forms of resistance.

    The employees in this study are being subjected to a process of change initiated by the management. They are dissatisfied with the process as well as with the intentions behind it. In spite of this they do not make collective and planned resistance; rather their actions and responses can be understood as informal resistance. They act with consent but not cooperation, with irony and other symbolic sanctions as well as a lighter form of sabotage. Above all they have a loyal attitude and loyal way of acting apparent in work situations and it has limiting effects on their resistance strategies.

    They also use their loyalty in a selective manner as a way of making resistance. The home helps identity formation and interpretation of meaning as well as scope of action is in this paper seen as intertwined with doing resistance. In the line of Scott(1985) I argue for the use of ethnography in general and participant observation in particular as a fruitful way of grasping this kind of everyday resistance.

  • 226.
    Hjalmarsson, Marie
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Lojalitet och motstånd: anställdas agerande i ett föränderligt hemtjänstarbete2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis aims to shed light on the dynamics and the complexity in the relationship between power and resistance in labour, from an employee-perspective. This is done by describing and analyzing how a group of employees in municipal home help services interpret and make use of their possibilities to act in relation to a process of change, initiated by the management, involving new technology. Hand-held computers were implemented by the management and the home helps were supposed to use them to register their daily work performance. A theoretical framework based on power and resistance in accordance with Michel Foucault and Jon McKenzie, together with Ackroyd & Thompson’s concept of self-organization, is used. The study has an ethnographic approach. The empirical material is based on a combination of participant observation, interviews and document analysis. Two major periods of observations were conducted. The first period focused on understanding the work performance and its routines. During the second period, the use of (or rather attempts to use) the hand-held computers was in focus. The interviews with 11 home helps focused on the meaning and content of their work with regards to work performance, skills and knowledge, possibilities and limitations and their opinions of the ICT project. Five management representatives, a local councillor, a software consultant and a union representative were also interviewed in order to grasp a management perspective. The results show a pattern in the actions of the home helps. It is a rational way of acting where adaptability, responsibility and reliability permeate thoughts and actions. It functions as a premise for how the home helps interpret their possibilities to act at work. They address their loyalty in several directions: to the care recipients, but also to their colleagues, to the management and to the organization as such. This rationality of loyalty is reproduced by the home helps but also by the management. The home helps are to a certain extent aware of the loyalties in their actions and every so often they use them in a conscious way. They reflect on how strong the loyalty should be and towards whom or what it should be directed. The actions of the home helps at work in general and in relation to the ICT project in particular is characterised by loyalty and consent rather than by formal resistance. The home helps don’t show any formal resistance but they do self-organization. They strive towards a relative autonomy and to maintain their dignity. This way of acting is however related to the rationality of loyalty that has a regulating influence on their informal resistance. Despite the limited and informal character of the self-organization of the home helps, it can be considered subversive. It has a possibility of undermining the exercise of power and it creates an alternative professional identity to the one offered by the management

  • 227.
    Hjalmarsson, Marie
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    New technology in home help services - A tool for support or an instrument of subordination?2009Conference paper (Refereed)
  • 228.
    Hjalmarsson, Marie
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    New technology in home help services: A tool for support or an instrument of subordination?2009In: Gender, Work and Organization, Vol. 16, no 3, p. 368-384Article in journal (Refereed)
    Abstract [en]

    The implementation of information and communication technologies (ICT) is in line with a general transformation of the work of home help services in Sweden. One strong motivation behind the introduction of new technology was to change the ways of working towards greater efficiency in order to reduce costs and at the same time raise the value of care-giving work. This article discusses the introduction of ICT in home help services as a part of the increasing rationalization of care-giving work and its consequences for the workers. The results of an ethnographic study of the introduction of hand-held computers in a working team in home help services in Sweden shows that the motives for the implementation of ICT run counter to the basic norms that are supposed to govern care-giving work. The technology participates in reproducing the subordinate position of care-giving work as well as that of the front-line workers. The workers act according to personal decision-making ability and show a form of limited resistance to the technology while, at the same time, taking part in their own subordination. © 2009 Blackwell Publishing Ltd.

  • 229.
    Hofgaard Lycke, Kirsten
    et al.
    University of Oslo, Norway.
    Bayer, Manfred
    University of Duisburg-Essen, Germany.
    Cackowska, Malgorzata
    University of Gdansk, Poland.
    Hård af Segerstad, Helene
    Linköping University.
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture.
    Kopciewicz, Lycyna
    University of Gdansk, Poland.
    The transition from higher education to work life2010In: Students as journeymen between cultures of higher education and work: A longitudinal European study of the transition from higher education to work life / [ed] Dahlgren, Lars Owe, Saarbrücken: Lambert Academic Publishers , 2010, p. 89-114Chapter in book (Other academic)
  • 230.
    Holmberg, Linnéa
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Nordmark, Sofia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Normer och stereotyper i förskolans applikationer: En granskning av två förskolors applikationer ur ett normkritiskt perspektiv2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: De flesta barn kommer i tidig ålder i kontakt med digitala medier (Statens medieråd, 2015, s. 4). Eftersom många barn använder surfplattor på förskolan menar vi att det är av intresse att utforska det innehåll som barnen tar del av. Få studier har gjorts som behandlar de normer och stereotypa skildringar som förmedlas i digitala program som används i förskolans verksamhet. Förskolan har ett uppdrag att förmedla demokratiska värden där alla människor har lika värde (Skolverket, 2016, s. 4). Därför är det viktigt att granska om de digitala program som används i förskolan är förenliga med och främjar förskolans värdegrund.

    Syfte: Syftet med studien är att utifrån ett normkritiskt perspektiv granska karaktärer i digitala program som förekommer i förskolan.

    Metod: Studien har en kvalitativ ansats där datamaterialet består av nio applikationer som används på två förskolor vi varit i kontakt med. Materialet har granskats genom en textanalys, där vi betraktar text som ett meningsbärande system som innefattar bild, film och kulturella uttryck. I vår studie analyseras bild och rörlig bild för att synliggöra de strukturer och normer som förekommer i applikationerna.

    Resultat: I studien framkommer att det finns en överrepresentation av vita karaktärer i de applikationer vi granskat. Manliga och kvinnliga karaktärer förekommer i ungefär lika hög grad, med en viss dominans av manliga karaktärer. Normer som blir synliga i applikationerna är heteronormativitet, vithetsnorm, normer om könsroller, kropps- och funktionsnormer och socioekonomiska. Flera karaktärer är skildrade på stereotypa sätt och förmedlar stereotypa uppfattningar om hur individer av olika kön och ålder ser ut och agerar. Vi hittar även exempel på karaktärer som bryter mot normer, exempelvis karaktärer som på olika sätt handlar gränsöverskridande i förhållande till de förväntningar som finns om kön. Det finns också flera karaktärer som inte förmedlar normativa och stereotypa uppfattningar.

  • 231. Häggström, Eva
    Sjuksköterskans pedagogiska funktion och skolning i ett historiskt perspektiv2012In: Pedagogik inom vård och handledning / [ed] Pilhammar Andersson, Ewa, Lund: Studentlitteratur, 2012, 2., [rev.] uppl., p. 17-33Chapter in book (Other academic)
  • 232.
    Ivehag, Petronella
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Lans, Sofia
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Förmågor i lärarhandledningar till skönlitterära böcker?: En innehållsanalys av tre handledningar2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Ämnet högläsning är en stor del av elevernas vardag under deras första skolår, de får då lyssna på flertalet sagor under fruktstunden och nedvarvningen. Men hur meningsfull är den läsningen för elevernas läsutveckling? Forskningen visar att det finns många positiva effekter av högläsning, både i hemmet och i skolan. Syftet med uppsatsen är att se hur tre stycken lärarhandledningar kan bidra till att göra högläsningsstunden i skolan meningsfull. Vi har undersökt vilka förmågor ur den svenska läroplanen som framkommer i lärarhandledningarna. Genom att undersöka både det latenta och manifesta budskapet fick vi fram vårt resultat. Vi har granskat våra två frågeställningar genom en kvalitativ innehållsanalys där vi fått fram ett resultat samt en efterföljande analys av resultatet. I färgkodningen framkom det att förmågan att formulera sig och kommunicera i tal och skrift var den mest frekventa förmågan i alla tre handledningar. Resultatet har kopplats till det sociokulturella perspektivet, som är uppsatsens teoretiska utgångspunkt.

  • 233.
    Jansson, Mathias
    et al.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Sjöling, Joakim
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    "Vi sjunger och spelar tillsammans": En kvalitativ studie om tillfälliga nätverk och professioners lärande inom äldreomsorgen2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study examined professions learning in elderly care, kindergarten and music school in the temporary network "song- and music time" as part of the project "Children and the elderly are singing together" The study is inspired by actor-network theory. The study is qualitative and the data was collected through interviews and observations. The study has studied the interaction between human and non-human actants and how these affected the temporary network. The results show that the actants are important for how communication occurs in the temporary network. The study has also shown the temporary network contributed to the learning needs of the profession who participated.

  • 234.
    Jarawan, Nour
    University West, Department of Social and Behavioural Studies, Psychology and organization studies.
    Utbildning för mig är allt: En kvalitativ studie om syriska föräldrars förhållningssätt till utbildning2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka syriska föräldrars förhållningssätt till utbildning och få en förståelse för hur de resonerar kring sina barns utbildning. Detta blir intressant då en stor del av invandringen under de senaste åren dominerats av syrier. Då Syrien är ett av arabländerna med utbyggt utbildningssystem och som till stor del fokuserar på disciplin, skapar därför brist på skolplatser en frustration bland den syriska gruppen migranter. Avsikten med studien är att skapa en förståelse för och förtydliga tankar och resonemang som ligger bakom denna frustration men även synliggöra de underliggande strukturerna för dem.

    För att besvara studiens frågeställningar, användes kvalitativa intervjuer med en semistrukturerad intervjuguide. Utifrån ett systematiskt urval intervjuas fyra par föräldrar som varit bosatta i Sverige mellan ett och fyra år, som växt upp och varit bosatta i Syrien innan de kommit till Sverige. Efter bearbetning av data framkommer tre huvudteman som ger uttryck för föräldrarnas förhållningssätt till utbildning, vilka är följande: Tvång kontra frihet, Då och nu, Multinationalism.

    Studiens resultat visar att föräldrarna oavsett utbildningsbakgrund har samma mål, det vill säga att deras barn ska utbilda sig. För att lyckas med sina studier och bli framgångsrika skiljer sig däremot resonemangen åt beroende på vilken utbildningsbakgrund föräldrarna har. Föräldrarna med högre utbildningsbakgrund lägger vikt vid sociala nätverk och en aktiv föräldraroll, medan de med lägre utbildningsbakgrund fokuserar på att ta tillvara på möjligheten att utbilda sig i ett land som möjliggör skolgång oavsett socioekonomisk bakgrund. Normer och traditioner visar sig vara två faktorer som påverkar möjligheten till och val av utbildning. Gemensamt för alla föräldrar är slutligen att utbildning främjar delaktighet och ger möjligheten att bidra med kunskap i samhället. Även självständighet, trygghet och valmöjligheter i livet kunde vara ett resultat av en bra utbildning.

  • 235.
    Jarl, Maria
    et al.
    Göteborgs Universitet, Statsvetenskapliga instutitionen.
    Kjellgren, Hanna
    University West, School of Business, Economics and IT, Division of Law, Politics and Economics.
    Quennerstedt, Ann
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Förändringar i skolans organisation och styrning2007In: Skolan som politisk organisation / [ed] Pierre, Jon, Malmö: Gleerup , 2007, p. 23-48Chapter in book (Other academic)
  • 236.
    Jarmander, Malin
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Kompetensutveckling i förskolan: en fallstudie utifrån flera perspektiv2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This master theses is about how pre-school teachers, pre-school managers and directors of Education, in a case study, sees on idea development and developing people's skills in preschool. There has been throughout the last decade a new systematic quality work in school and preschool and how this is used in today's preschool to see which areas that needs learning and idea development and developing people's skills is presented in this following master theses. The aim of this study is to examine the development of skills in pre-school teachers and pre-school managers opportunities for skills development on the basis of three different perspectives. This study was carried out through computer-assisted interviews whit pre-school teachers and pre-school managers and some directors of Education were interviewed. It was found, most centrally, there was work done to develop people skills and idea development in pre-school but the opinion on how well this work is done differs between the various professional categories. However, it transpires that the systematic work whit collection of materials and a focus on the development skills in the pre-school and for pre-school managers works from the director of Educations side. However, it was shown that contact with both pre-school managers and pre-school teachers were very sporadic. The outcome has been set in relation to research on pre-school teachers opinions on primarily the work with people development skills in pre-school which has elaborated to some criticism of the lack of contact whit the activities in the respective area.

  • 237.
    Jezierska, Katarzyna
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    With Habermas against Habermas: Deliberation without Consensus2019In: Journal of Public Deliberation, ISSN 1937-2841, Vol. 15, no 1, article id 13Article in journal (Refereed)
    Abstract [en]

    Habermas's conception of deliberative democracy combines two concepts—deliberation and consensus—which, I argue, draw his theory in two opposite directions. While deliberation and the focus on communication can be read as a predominantly open element of his theory, consensus stands for closure. The process of deliberation contrasts Habermas's normative aim of deliberation, i.e., consensus. In other words, a realized consensus (in the strong, monologic formulation that Habermas favors) would put an end to the idea of continuous public justification of validity claims, i.e., deliberation. The article argues that in order to fully use the potential of deliberation in politics, we should leave behind the notion of consensus through deliberation. Instead, understanding should be the telos of deliberation, and voting after deliberation is put forth as the optimal institutional design for decision-making settings.

  • 238.
    Johansson, Angelica
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Bergstrand, Christel
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Stereotypa normer och normöverskridningar i bilderboken: En bilderboksanalys av sex bilderböcker i förskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Bilderboken är något som finns närvarande för många barn under deras uppväxt. Simonsson (2006) hävdar att det finns ett stort behov att producera ny kunskap kring bilderboksanvändandet i förskolan. Odenbring (2015) förklarar i sin forskning att bilderböcker med karaktärer som överskrider normer har blivit allt mer framträdande. Det var därför intresseväckande att analysera bilderböcker i dagens förskola utifrån stereotypa normer och normöverskridningar.

    Syfte: Syfte med studien är att undersöka stereotypa normer och normöverskridningar i bilderböcker i relation till förskollärarens bokurval.

    Frågeställningar: Våra frågeställningar är: På vilka sätt framställs normer och normöverskridningar i de bilderböcker som läses på förskolan? Hur förklarar förskollärarna sitt bokurval utifrån stereotypa normer och normöverskridningar?

    Metod: Bilderboksobservation utfördes för att fastställa tre förskolors bokutbud. Bilderboksanalys utfördes på sex bilderböcker. Nikolajevas (2004) abstrakta schema för manligt och kvinnligt användes för att synliggöra stereotypa normer och normöverskridningar i bilderboken. Intervju med fyra förskollärare genomfördes för att fastställa medvetenheten om stereotypa normer och normöverskridningar i förskolan.

    Resultat: Bilderböckerna i deltagande förskolor för studien erbjöd barnen både stereotyp och normöverskridande barnlitteratur. Intervjuerna visade att förskollärarnas bokurval styrdes av barnens behov, tematiskt arbete och eget intresse. Normöverskridningar var ingen faktor som styrde bokurvalet. Samtliga förskollärare bekräftade att bokbussen fanns tillgänglig att ta kontakt med för att specificera sitt bokurval.

  • 239.
    Johansson, Bosse
    et al.
    Mälardalen University.
    Skyvell Nilsson, Maria
    University West, Department of Nursing, Health and Culture, Division of Nursing.
    Pennbrant, Sandra
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Praxis and Work Integrated Learning as Pedagogical Approach in Nursing Education2014Conference paper (Other academic)
    Abstract [en]

    The move from student to nurse has been described as difficult and tough for new nurses. New nurses' feeling of lacking competence can reduce the opportunity to develop professional competence.They also reported fears of being "exposed" as clinically incompetent, and failing to provide safe care.Entering the nursing profession requires a high degree of adaptation where graduates are shown what skills are needed.There is a qualitative difference between the professional competence conveyed during education and the competence demanded in working life.The aim of this paper is to discuss and propose hown urses ́praxis can be developed by means of Work Integrated Learning as a pedagogical approach.The study departs from a model which shows processes newly registered nurses must manage to achieve a sense of competence. These processes will behighlighted by discussing the model's processes related to praxis in the Aristotelian tradition, situated learning, social construction and WIL.One idea behind this paper is to,by using the concept of praxis, hold up the potential of WIL It is concluded that WIL may provide an analytical perspective using reflection where the student is given the opportunity to develop metacognitive skills to reflectt heir experiences in orde rto create understanding and manifest praxis by learning in and by clinical practice, the move from being a student to becoming a nurse. The intent of praxis and WIL is to integrate scientific knowledge with practical knowledge as a pedagogical approach that provide an analytical perspective where the student is given the opportunity to develop metacognitive skills and to test their experiences in order to create understanding and manifest their praxis by learning in and by clinical practice, the move from being a student to becoming a nurse.One way to do it is by using praxis as a component in WIL and to identify knowledge that is generated in practical knowledge, professional nursing activities and endeavors by nurses on the one hand and scientific knowledge that is generated in the academy on the other hand, in order to elaborate ways to mixt hem and create a certain kind of knowledge that is neither theoretical nor purely practical.The result of this study will be proposed as a complement to nursing program curriculum in clinical practice, to identify special challenges facing students when managing and developing their professional competence

  • 240.
    Johansson, Carina
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Skoogh-Olsson, Therese
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Serietidningar i pedagogiskt syfte: Lärarens syn på serietidningen som pedagogiskt redskap2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Under vår utbildning har vi uppmärksammat att serietidningar knappt ges något utrymme alls på Lärarprogrammet. Vår erfarenhet är att elever läser serietidningar och vi undrar om och i så fall hur serietidningar används i svenskundervisningen. Mot denna bakgrund ville vi forska kring hur arbetande lärare ser på serietidningar som pedagogiskt arbetsmaterial och hur lärare arbetar med serier i skolan. Syfte: Huvudsyftet med studien var att undersöka om serietidningar används i grundskolan och vilka attityder lärare har till serietidningar som arbetsmaterial. Vidare ville vi granska hur serietidningar används i svenskundervisningen praktiskt och undersöka vilka serier som anses lämpliga respektive olämpliga att använda i undervisningen. Metod: Vi valde att göra en enkätundersökning med delvis öppna frågor, vilket gav oss möjligheten att granska de insamlade svaren kvalitativt och kvantitativt. Vi vände oss till 10 grundskolor med hopp om att samla in 80-100 enkäter. 80 enkäter delades ut och 50 enkäter samlades in. Svaren bearbetades kvalitativt och kvantitativt med hjälp av SPSS. Resultat: Vår undersökning visar att många lärare är negativa till serier som kunskapsbärare, men att de anser att serietidningar är alternativ litteratur. Så många som 37 av 50 säger sig inte använda serier i sin undervisning på grund av eget bristande intresse, dålig kunskap och/eller tidsbrist. Lärarnas uppfattning om seriers innehåll visar att många lärare tycker att serier innehåller mycket våld och dåligt språk, vilket är anledningar till att de inte kan arbeta med serier i skolan. De lärare som arbetar med serier i skolan låter i huvudsak eleverna rita, skriva och läsa serier. Bamse utpekas av lärarna som en serie möjlig att använda i pedagogiska sammanhang, medan Kalle Anka och Fantomen anses vara både lämpliga och olämpliga. Några av lärarna låter sina elever läsa serier, men använder inte själva serietidningar i sin undervisning. Forskning visar att läsandet av serier inte är skadligt och att språket inte är sämre än i annan litteratur. Dessutom läser serieläsande elever mer än andra elever. Läsandet av serier kan underlätta för vissa elever, men läsandet av serier ersätter inte läsandet av skönlitteratur. Vår undersökning visar att lärare saknar gemensam kunskap om hur man kan arbeta med serier i skolan och vilka serier som lämpar sig för pedagogiskt arbete.

  • 241.
    Johansson, Cecilia
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Kompetensutvecklingens betydelse för psykosociala hälsan hos lärare i grundskolan2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Due to the psychosocial health illness among teachers in society of today, the purpose of this study is to examine the importance of competence development for the perceived health of teachers working in elementary school, as well as the conditions for competence development that exist for teachers. A qualitative method has been used and the data were collected by eight semi-structured interviews with teachers at one single school. The data have been analyszed using qualitative content analysis. The results show that competence development has positive as well as negative effects on the psychosocial health for the teachers included in the study. The competence development contributes to the teachers getting more energy and motivation to teach, and that the skills development they make together contribute to getting to know each other better, which is found to be satisfactory. The negative effects of competence development on teachers include frustration and stress due to the fact that courses provided was not relevant for their everyday work and took time from other work tasks.

  • 242.
    Johansson, Elin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Thuresson Alverstedt, Anna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Högläsning: En studie om elevers upplevelser kring högläsning av skönlitterära böcker2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Högläsning är en viktig del för barn att ta del av. Bortnem (2008) menar att högläsning inte sker så frekvent som det borde göra i skolan. Chambers (2001) och Fast (2015) påpekar att högläsning är viktigt under hela skoltiden men att högläsningen ofta uteblir när barnen själva lärt sig läsa. När vi varit ute på verksamhetsförlagda utbildning har vi sett att det ser väldigt olika ut hur regelbundet högläsning av skönlitterära böcker sker i olika skolor. Därför ville vi ta reda på hur eleverna upplever undervisningen kring högläsning i skolan. Syfte: Syftet med studien var att undersöka och analysera hur elever i årskurs 1–3 upplever undervisningen kring högläsning av skönlitterära böcker. De frågeställningar vi valt ut berör olika aspekter av syftet, hur ofta högläsning sker, hur man arbetar med högläsningsboken samt vad eleverna upplever att de lär sig när de lyssnar på högläsning. Fokus i studien ligger på högläsning men vi kommer även att beröra elevernas individuella läsning. Metod: För att besvara frågeställningarna valde vi att utgå från en kvalitativ metod genom att utföra tolv semistrukturerade parintervjuer med totalt 24 elever, i elva olika klasser, i årskurserna 1–3. Resultat: Resultatet belyser hur eleverna upplever att högläsning av skönlitterära böcker går till i skolan, hur de arbetar med böckerna, vilka effekter att lyssna till högläsning kan bidra till, hur högläsning i hemmet ser ut samt elevernas individuella läsning. Det som framkom i resultatet var att högläsning i de flesta klasser skedde regelbundet. Men något arbete kring högläsningsboken upplevde eleverna inte att det var något som förekom. Det som alla elever var överens om att de lär sig under högläsning är ord. I övrigt var det svårt för eleverna att komma på vad de kan lära sig av högläsningen.

  • 243.
    Johansson, Eva
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    What about becoming a professional teacher?: A study on education and experience2009In: Literacy as Worldmaking, 2009Conference paper (Other academic)
    Abstract [en]

    In Sweden, as in the other Nordic countries, teacher education programmes have in recent

    years become increasingly scientific. The importance of scientific knowledge and

    understanding has been emphasised and the professional teacher is seen not only as a ‘doer’

    but also, and more importantly so, as ‘a reflective practitioner’. In the education of all new

    teachers - from preschool to upper secondary school – the emphasis is currently on the fact

    that teaching is to be seen as an outcome of a scientific approach and scientifically-grounded

    working methods. Simultaneously, the status of workplace-based learning (VFU) has become

    elevated to form an integral part of the programme of education, on an equal footing with the

    more theoretical content. In preschool settings, educated teachers work side-by-side with staff

    who, although they lack any formal education, nevertheless can sometimes have long

    experience from work in these settings.

    My aim here is to present an exploratory study of a recently started teacher education

    programme in which all of the participants, although they have a long experience from work

    in pedagogical settings in preschools and recreational centres, have no formal teacher

    education. It is a characteristic of this educational programme that, to be accepted, students

    have to work at least 50% of a full-time post in their ordinary workplaces. The aim of the

    study is twofold. One part is to describe and analyse the students’ experiential knowledge as

    well as whether, and if so how, that knowledge is transformed in the interaction with

    theoretical knowledge during the education programme. The other aim is to describe and

    analyse the process of change in professional identity that takes place in the shift from one

    profession to another in the same workplace.

    In this paper I present the results of an initial discourse analysis of the ways in which

    prospective teacher students talk about their pedagogical field of action, the ideas they have

    concerning their forthcoming profession and the forms of experiential knowledge that they

    possess and express. The analysis was performed on texts and recorded discussions produced

    during an introductory course the aim of which was to validate the participants’ knowledge

    using the first year courses studied by students on the university’s regular teacher education

    programme as a benchmark. The study can be regarded as a longitudinal exploratory casestudy

    and I will, in this presentation, also introduce a number of tentative results relating to

    the students’ experiential and theoretically-based knowledge at the end of the two initial

    programme courses. Further, I will also discuss the students’ professional identities and,

    finally, I will present and explore a research design that is intended to comprise participant

    observations, interviews and document-analysis, planned for the next three and a half years.

     

  • 244.
    Johansson, Eva M.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Assessment in Swedish preschool2015Conference paper (Other academic)
    Abstract [en]

    Preschool teachers observe children’s behaviors and assess their abilities in relation to explicit or implicit expectations and norms daily. In Sweden as in the OECD generally, the pressure to assess children’s development has increased immensely over the last decade, even in the preschool.

    This ethnographic study investigates assessment as a part of the daily routine of Swedish preschools. The setting is two preschools: a multi-ethnic preschool in a disadvantaged area, and a preschool that teaches children with predominately Swedish middle class background. The study includes data from participatory observations, recorded conversations and interviews with teachers as well as written documentation about the children.

    Using Giddens’ constructs of structuration, rules and resources, I found that preschool teachers (re)structured the institutional practice in everyday activities. In everyday practice they used available resources in order to comply with the curriculum, within the institutional frames of rules. Recently imposed assessments were assimilated to the ordinary routines of the preschool.

    Furthermore, new demands of documenting the development and learning of individual children contradict an earlier statutes that preschool children should not be subjected to assessments. To resolve this conflict, teachers adopt modes of writing and talking about the children, which seemingly focus on the performance of the preschool, but construct the children “between the lines”. The stories of individual children are thus hidden in stories about the institution. This can be understood as soft governance (Foucault) or symbolic violence (Bourdieu).

    Finally, the socializing messages were different in the two preschools: adaptation to given linguistic and social norms predominated at the culturally diverse preschool; whereas creativity and pliability towards children’s wishes prevailed at the culturally homogenous preschool. This suggests that assessment practices both indicate and reinforce different institutional habitus in different preschools which may be seen as a threat to the role of education in promoting equity.

  • 245.
    Johansson, Eva M.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Den avvikande individen i gruppen: specialpedagogik och inkluderande perspektiv2011In: Konsten att navigera mellan individ och grupp: lärares uppdrag i skola, förskola och fritidshem / [ed] Nielsen, Cecilia, Malmö: Gleerups , 2011, 1. uppl., p. 111-132Chapter in book (Other academic)
  • 246.
    Johansson, Ingemar
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Theory, practice and synthesized knowledge: Students' learning  and reflections during internship-periods2014Conference paper (Other academic)
    Abstract [en]

    Courses with elements of internship are expected to bridge between different forms of knowledge domains and thereby contribute to synthesizing knowledge can easily be taken for granted. This requires a clear and systematic integration of theory and empirical knowledge, which can be seen as complementary opportunities. However, we still need more knowledge about how the relationship between different forms of work and knowledge domains can be understood. We have scrutinized the organisations, aims and approaches to knowledge and learning on internship­‐periods at two programs at a university where they outspokenly says that they see workplace settlement as a point of departure to reflect and synthesise knowledge in science and theory. The data consists of policy documents, curricula, student assessment work and written reflections of internship periods. Our results show that there are somewhat different conceptions of scientific knowledge, practice, knowledge, and the relationship between them. While some documents are based on theoretical perspectives other emanate from practical perspectives. In some texts internship is viewed as means to develop professional skills and other focuses theoretical analysis of practice, which have implications for pedagogical design. Ambiguous agendas are also reflected in students' assessments work where perspectives, focuses and reflections in and about situations differ depending on how students have perceived the aim with internship. Our conclusions are that ambiguity and different perspectives formulations may confuse students. To further develop internships pedagogically, an increased clarity and transparency is needed on both ontological and epistemological starting points and perspectives

  • 247.
    Johansson, Karin
    et al.
    University West, Department of Social and Behavioural Studies.
    Knutson, Linda
    University West, Department of Social and Behavioural Studies.
    Utomhuspedagogik i förskolan: en intervjustudie om olika faktorers betydelse vid utomhuspedagogisk undervisning2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Utomhuspedagogik kan vara all slags verksamhet som sker utanför förskolans lokaler. Synen i skolan och förskolan på vad utomhuspedagogiken innebär är bred och förskolor och skolor har inrättat verksamheter med olika inriktningar utifrån de förutsättningar och behov som finns. Utomhuspedagogik har blivit både ett ämnesområde och ett arbetssätt. Utomhuspedagogik har även blivit fokuserat i diskussionen teori – praktik och blivit ett populärt inslag inom didaktik och pedagogik som anses vara gynnande för kunskapsutvecklingen. Att lära sig med hjälp av naturmiljö bidrar inte bara till ren kunskap utan det medverkar även till hälsogynnande effekter. Det kan även ge ett miljöengagemang när barnen blir vuxna. Det finns många faktorer som påverkar hur och i vilken omfattning pedagoger bedriver utomhuspedagogik.

     

    Syfte: Syftet med denna studie är att ge en inblick i hur pedagoger i förskolan genomför utomhuspedagogiska aktiviteter ur ett lärarperspektiv samt ta reda på anledningar till varför man bedriver den form av utomhuspedagogik som man gör.

     

    Metod: Vi har genomfört 18 intervjuer på tre olika förskolor. Två av förskolorna är traditionella förskolor som inte har utomhusundervisning som profilering medan den tredje förskolan har en tydlig utomhuspedagogisk inriktning.

     

    Resultat: Resultatet har visat att pedagogerna på de två traditionella förskolorna som vi studerade har få planerade utomhuspedagogiska aktiviteter. Det mest förekommande på dessa förskolor är fri lek när de vistas utomhus. Alla faktorer som hindrar pedagogerna från att bedriva utomhuspedagogik verkar leda till att den fria leken används i så stor utsträckning. På de traditionella förskolorna förekommer vistelse i naturen sporadiskt och man talar mest om vad som utförs på gården som utomhuspedagogik. Pedagogerna på naturförskolan skiljer sig åt i sitt arbetssätt eftersom den största delen av utomhuspedagogiken är planerad. Nästan alla pedagoger på de tre förskolorna anger att den viktigaste faktorn för att kunna bedriva kvalitativ utomhuspedagogik är engagemang och intresse.

  • 248.
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Broad Entrance - Vague Exit: The trajectory of Political Science students through higher education into work life2007Doctoral thesis, comprehensive summary (Other academic)
  • 249.
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture.
    Moving from academia och work life2011In: Higher Education: Teaching, Internationalization and Student Issues / [ed] Poulsen, Magnus E., New York: Nova Science Publishers , 2011, p. 265-275Chapter in book (Other academic)
  • 250.
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    The transition from Higher Education to work life: the outcomes of a PBL programme and a conventional programme2005In: PBL in Context / [ed] Poikela, E & Poikela S, Tampere: Tampere University Press, 2005, p. 23-45Chapter in book (Other academic)
2345678 201 - 250 of 517
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