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Fröjdendahl, B. & Sandberg, Y. (2024). Facing the validity gap. Perspectives on the final degree project. Educational Research and Evaluation, 29(1-2), 50-68
Open this publication in new window or tab >>Facing the validity gap. Perspectives on the final degree project
2024 (English)In: Educational Research and Evaluation, ISSN 1380-3611, Vol. 29, no 1-2, p. 50-68Article in journal, Editorial material (Refereed) Published
Abstract [en]

This study detected patterns in teacher educators’ and pre-service teachers’ beliefs and practices regarding the degree project. Requirements in policy documents were also considered. The analysis centred on validity, teacher cognition and grounded theory. Conversations were conducted with instructors and students at three departments for teacher education in Sweden. Findings showed inadequacies with regard to construct- and consequential validity for instruction and learning, timing, pre-service teachers’ prior knowledge and attitudes to educational research. Recommendations for improvement involved having teaching practice and the project run parallel and part-time during a term. Further proposals tallied with national regulations about autonomy and academic literacy for teachers. For example, the pre-service teachers responded positively to introducing crash courses and providing opportunities for supervision prior to the course. Improved validity was deemed imperative for developing long-term literacy and motivation towards incorporating science and empirical data in the teaching profession.

Keywords
validity, teacher cognition, grounded theory, document analysis, degree project
National Category
Pedagogy
Research subject
Educational Sciences in Arts and Professions
Identifiers
urn:nbn:se:su:diva-226260 (URN)10.1080/13803611.2024.2310859 (DOI)001155968500001 ()2-s2.0-85184734096 (Scopus ID)
Available from: 2024-02-05 Created: 2024-02-05 Last updated: 2024-04-29Bibliographically approved
Kilger, M., Flick, A. & Sandberg, Y. (2024). Samverkan mellan professioner. In: : . Paper presented at SU:s Lärarkonferens2024 - meningsfullt lärande i tiden, Stockholm, Sverige, mars 14, 2024.
Open this publication in new window or tab >>Samverkan mellan professioner
2024 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Inom lärarutbildningarna är samverkan en viktig fråga som också ofta återkommer i studenternas utvärderingar. Frågan handlar om hur vi under utbildningen kan skapa och stärka samverkan mellan lärarprogrammen redan under utbildningen för en fortsatt samverkan i studenternas kommande yrkesprofession som lärare i förskoleklass, skola eller fritidshem. Det är centralt inte minst mot bakgrund av läroplanens mål att stödja elevernas utveckling och lärande i ett långsiktigt perspektiv (Skolverket, 2022).

Syftet är att studera hur samverkan mellan de olika lärarkategorierna i grundskolan initieras och systematiseras med fokus på samarbete mellan fritidshem och grundskolans tidigare år. Avsikten är att utveckla samverkansformer mellan de olika institutionerna som bedriver lärarutbildnig och tillsammans med några utvalda grundskolor belysa hur samverkansformerna ser ut, samt att utveckla och fördjupa detta arbete.

National Category
Pedagogical Work
Identifiers
urn:nbn:se:su:diva-227621 (URN)
Conference
SU:s Lärarkonferens2024 - meningsfullt lärande i tiden, Stockholm, Sverige, mars 14, 2024
Available from: 2024-03-21 Created: 2024-03-21 Last updated: 2024-03-25Bibliographically approved
Sandberg, Y. (2023). Björklund, S. & Björklund, M. (eds.) (2023). Policy and practice for Multilingual Educational Settings. Comparisons across contexts. Bilingual Education & Bilingualism. Multilingual matters [Review]. Language Policy, 22, 371-373
Open this publication in new window or tab >>Björklund, S. & Björklund, M. (eds.) (2023). Policy and practice for Multilingual Educational Settings. Comparisons across contexts. Bilingual Education & Bilingualism. Multilingual matters
2023 (English)In: Language Policy, ISSN 1568-4555, E-ISSN 1573-1863, Vol. 22, p. 371-373Article, book review (Other academic) Published
National Category
General Language Studies and Linguistics
Research subject
Language Education
Identifiers
urn:nbn:se:su:diva-219031 (URN)10.1007/s10993-023-09663-6 (DOI)001022073300001 ()
Available from: 2023-07-02 Created: 2023-07-02 Last updated: 2023-12-07Bibliographically approved
Sandberg, Y. & Fröjdendahl, B. (2023). Perspectives of the degree project: Small-scale action research in Swedish higher education. Social sciences and humanities open, 7(1), Article ID 100429.
Open this publication in new window or tab >>Perspectives of the degree project: Small-scale action research in Swedish higher education
2023 (English)In: Social sciences and humanities open, ISSN 2590-2911, Vol. 7, no 1, article id 100429Article in journal (Refereed) Published
Abstract [en]

The degree project in educational sciences constitutes the pre-service teacher students' final academic achievement in the Bridging Teacher Education Programme at a university in Sweden. The degree project is complicated or a possibility because this university thesis constitutes only one part of the professional degree. The other part of the thesis project, a BA/BSc or MA/MSc, has been acknowledged as previous academic achievement, a required academic qualification for enrolment in the programme. A further difficulty or opportunity is that students' previous theses were achieved in academic disciplines not typically related to teacher education, sometimes several decades ago. This study aimed to visualise the notion of degree project in bridging teacher education. Our initial questions were: Could the transition between academic disciplines be facilitated? Could knowledge of degree project genres be visualised to enhance academic achievement? What is professional development for student teachers? In the actual study, the scope was limited to perspectives of the degree project and suggestions for improvement of degree project design. Thus, in participatory inquiry conversations, small groups of students and lecturers shared their perspectives of the degree project, and provided suggestions for improvement of the project design. Findings from qualitative analysis of the audio recorded data revealed students’ difficulties in conceptualising the writing assignment, mainly due to unpreparedness. Means of addressing the unpreparedness emerged as task-sequencing throughout the study programme, applying an academic literacies approach. Implications for further action research and teaching are participatory inquiry conversations as continual components in the study programme. A further area of potential investigation is application of instructional design theory to degree project supervision.

Keywords
Degree project, Inquiry, Task design, Academic literacies, Action research
National Category
Educational Sciences
Research subject
Subject Learning and Teaching; Language Education
Identifiers
urn:nbn:se:su:diva-214671 (URN)10.1016/j.ssaho.2023.100429 (DOI)2-s2.0-85150815776 (Scopus ID)
Available from: 2023-02-09 Created: 2023-02-09 Last updated: 2023-06-12Bibliographically approved
Haslam, M., Smith, O. & Sandberg, Y. (2022). Walking the Off- and On-line: Perceptions of Interaction and Development of Teaching and Learning Strategies. In: Emily Baumgartner; Regina Kaplan-Rakowski; Richard E. Ferdig; Richard Hartshorne; Chrystalla Mouza (Ed.), A Retrospective of Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: (pp. 133-136). AACE-Association for the Advancement of Computing in Education
Open this publication in new window or tab >>Walking the Off- and On-line: Perceptions of Interaction and Development of Teaching and Learning Strategies
2022 (English)In: A Retrospective of Teaching, Technology, and Teacher Education During the COVID-19 Pandemic / [ed] Emily Baumgartner; Regina Kaplan-Rakowski; Richard E. Ferdig; Richard Hartshorne; Chrystalla Mouza, AACE-Association for the Advancement of Computing in Education , 2022, p. 133-136Chapter in book (Refereed)
Abstract [en]

After the rapid shift in environment from in-person to online classes in 2020, and the shift back to the in-person environment in 2022, the authors reflect on their existing teaching and learning strategies in pre-serviceteacher education. Moving forward, the authors aimed to find out students’ and teachers’ experiences of these changes and what lessons have been learnt. To find out about these experiences a student survey was conducted to further investigate the teachers’ observations. Results from the survey suggested that students interacted with their teachers and peers differently in the two environments, and that different teaching and learning strategies were required in the two environments. Implications of the study are that forms of interactionfrom online environments may be useful in in-person environments, that learners may benefit from explicitteaching of strategies, and that there appears to be no one-size-fits-all solution; regardless of environment, teaching needs to include a wide variety of approaches.

Place, publisher, year, edition, pages
AACE-Association for the Advancement of Computing in Education, 2022
National Category
Pedagogy
Research subject
Language Education
Identifiers
urn:nbn:se:su:diva-209529 (URN)978-1-939797-63-6 (ISBN)
Available from: 2022-09-19 Created: 2022-09-19 Last updated: 2022-09-26Bibliographically approved
Haslam, M., Smith, O. & Sandberg, Y. (2020). Flipping the Classroom with Routine and Innovation. In: Richard E. Ferdig, Emily Baumgartner, Richard Hartshorne, Regina Kaplan-Rakowski, Chrystalla Mouza (Ed.), Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field (pp. 465-472). Association for the Advancement of Computing in Education
Open this publication in new window or tab >>Flipping the Classroom with Routine and Innovation
2020 (English)In: Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field / [ed] Richard E. Ferdig, Emily Baumgartner, Richard Hartshorne, Regina Kaplan-Rakowski, Chrystalla Mouza, Association for the Advancement of Computing in Education, 2020, p. 465-472Chapter in book (Refereed)
Abstract [en]

This chapter discusses experiences with online teaching in pre-service teacher education. During a ten-week course for future primary school teachers of English in February-May 2020 a flipped classroom course design with seminars on campus was suddenly shifted to distance education. Our teacher response to the situation encompassed three main areas: increased flexibility, increased student autonomy, and development of innovative repertoires of formative assessment. Our recommendations include that teachers should look for ways to build on proven physical classroom strategies in the digital environment.

Place, publisher, year, edition, pages
Association for the Advancement of Computing in Education, 2020
Keywords
Flipped classroom, flexibility, student autonomy, formative assessment, think-pair-share, no hands up, mini-task, English language primary teacher education
National Category
General Language Studies and Linguistics
Research subject
Language Education
Identifiers
urn:nbn:se:su:diva-182667 (URN)978-1-939797-49-0 (ISBN)
Available from: 2020-06-17 Created: 2020-06-17 Last updated: 2022-02-26Bibliographically approved
Sandberg, Y. (2020). Identification of linguistic spaces: Content teacher fluency in bilingual classrooms. In: : . Paper presented at Languaging and Language Awareness in the Global Age. 15th International Conference of the Association for Language Awareness, Virtual Conference, Deakin University Melbourne and Geelong, Australia, 30 and 31 October, 2020.
Open this publication in new window or tab >>Identification of linguistic spaces: Content teacher fluency in bilingual classrooms
2020 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The present paper investigates content-teacher fluency in bilingual classrooms. Adopting a CLIL teaching literacy perspective (Sandberg, 2019), building on the Noticing Hypothesis (Schmidt, 1990) and the concept of grammatical metaphor (Magnusson, 2011), the aim of the study is to describe, explain and reflect on content-teachers’ conceptualisation of school-related, academic language (Lindberg, 2009) in bilingual classrooms. In the investigation, content teachers working in bilingual high school study programmes were observed and interviewed. In the emerging data, the professionals demonstrated notions of content teaching through two languages at times as gap-filling activities. As experts in their field, they expressed no anxiety as to the content areas to be taught. Rather, the linguistic wrapping was found to be an obstacle. From time to time, the teachers had to search for words to describe and explain pronomena. They found elaborations on topics difficult because they did not to a great extent know what school-related, academic language to use. Moreover, the teachers could not teach their students to use this language because they were not aware when and how to approach this language. It became clear that they did not have enough knowledge, or terminology, to address the linguistic side of the phenomena they were focusing on in their teaching. With the Nocting Hypohtesis in mind, the content teachers could be alerted to the linguistic spaces that mediate the learning and teaching of content areas in the school subjects. Learning to identify words and phrases as grammatical metaphors that be unpacked before continuing, the fluency of teacher language could be enhanced, and thus the learning potential for the students could increase. For teachers and learners in classrooms where several languages are at work, language awareness is likely to evolve implicitly. For significant improvement in CLIL teacher fluency, however, and for potential success in student learning, explicit attention to linguistic features is necessary, As shown in the study, the Noticing Hypotheis is to be noticed in the development of CLIL teaching literacy, and grammatical metaphor could be a helpful mediator in this process.

National Category
Didactics
Research subject
Language Education
Identifiers
urn:nbn:se:su:diva-186565 (URN)
Conference
Languaging and Language Awareness in the Global Age. 15th International Conference of the Association for Language Awareness, Virtual Conference, Deakin University Melbourne and Geelong, Australia, 30 and 31 October, 2020
Available from: 2020-11-07 Created: 2020-11-07 Last updated: 2022-04-13Bibliographically approved
Flodin, V., Palm, O., Jatko Kraft, V., Österling, L., Granath Zillén, G. & Sandberg, Y. (2020). Utveckling av trepartssamtal inom kompletterande pedagogisk utveckling (KPU). In: Lärarkonferens2020- möjligheter med akademisk lärarskap: En utvecklingsdag för dig som undervisar vid Stockholms universitet. Paper presented at Virtuell Lärarkonferens2020 - möjligheter med akademiskt lärarskap (online), Stockholm, Sverige, november 19-20, 2020 (pp. 25-25).
Open this publication in new window or tab >>Utveckling av trepartssamtal inom kompletterande pedagogisk utveckling (KPU)
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2020 (Swedish)In: Lärarkonferens2020- möjligheter med akademisk lärarskap: En utvecklingsdag för dig som undervisar vid Stockholms universitet, 2020, p. 25-25Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

Trepartssamtalet, dvs ett samtal mellan kurslärare, student och VFU-handledare, är en central del i den verksamhetsförlagda utbildningen (VFU), och dessutom ett av få tillfällen i hela lärarutbildningen där campus, student och skola möts. Studenterna lyfter fram trepartssamtalet i kursutvärderingar som ett av de viktigaste inslagen under utbildningen. Men trepartssamtalet är också kostsamt på olika sätt. Det kostar i tid att resa ut till skolorna och det behövs också många lärare att bemanna dem. Det är därför viktigt att utveckla och utforska olika former för samtal i VFU som inte är en ren minskning av kvalitet, utan kan vara en form som gynnar studenternas lärande.

Projektet omfattar två delstudier där I) studerar digitala trepartssamtal och II) studerar trepartssamtal i grupp. Delprojekt I) är en erfarenhetsbaserad studie där vi jämför våra resultat med till exempel Karlstads universitet som har lärarutbildning (och därmed trepartssamtal) på distans (Johansson och Johansson, 2018). Delprojekt II) innebär trepartssamtal med studentpar, och genomförs som en möjlig aktivitet inom klustren i den nya VFU-organisationen. Studier har visat att studenter som gör VFU i par eller grupp har möjlighet att genom gemensam planering och gemensamma reflektioner hitta kopplingar mellan den egna undervisningen och innehållet i de lästa kurserna (Cavanagh & McMaster, 2015; Manuchechrie, 2002). Delprojekt II sker också i samverkan med VFU-kursansvariga vid institutionerna HSD och ISD.

Under paneldiskussionen kommer vi presentera resultaten i de olika delprojekten, vad vi har lärt oss och vilka utmaningar som vi kan ställas inför, till exempel:

•Tekniska krav och hantering av GDPR

•Krav på stödstrukturer, till exempel digitala verktyg, gott samarbete med VFU-sekretariatet för placeringar och med lärare i övriga kurser

•Pedagogiska anpassningar av kursuppgifter och rutiner för samtalet

•Studenters och lärares engagemang och medverkan i projektet

•Att både få komma tillbaka till engagerade handledare, och att skala upp erfarenheter till att omfatta fler utbildningar

National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:su:diva-187038 (URN)
Conference
Virtuell Lärarkonferens2020 - möjligheter med akademiskt lärarskap (online), Stockholm, Sverige, november 19-20, 2020
Available from: 2020-12-01 Created: 2020-12-01 Last updated: 2022-02-25Bibliographically approved
Sandberg, Y. (2019). Chapter 16. Teaching Content through Two Languages: The Biology and History Teacher Perspective: Summary of results. In: : . Paper presented at Content and Language Integration in Swedish Schools (CLISS) Symposium, Gothenburg, Sweden, 3 October, 2019.
Open this publication in new window or tab >>Chapter 16. Teaching Content through Two Languages: The Biology and History Teacher Perspective: Summary of results
2019 (English)Conference paper, Oral presentation only (Other academic)
National Category
Languages and Literature
Research subject
Language Education
Identifiers
urn:nbn:se:su:diva-175157 (URN)
Conference
Content and Language Integration in Swedish Schools (CLISS) Symposium, Gothenburg, Sweden, 3 October, 2019
Available from: 2019-10-14 Created: 2019-10-14 Last updated: 2022-02-26Bibliographically approved
Sandberg, Y. (2019). Teaching and Learning Content through Two Languages: The Biology and History Teacher Perspective. In: Liss Kerstin Sylvén (Ed.), Investigating Content and Language Integrated Learning: Insights from Swedish High Schools (pp. 298-314). Bristol: Multilingual Matters
Open this publication in new window or tab >>Teaching and Learning Content through Two Languages: The Biology and History Teacher Perspective
2019 (English)In: Investigating Content and Language Integrated Learning: Insights from Swedish High Schools / [ed] Liss Kerstin Sylvén, Bristol: Multilingual Matters, 2019, p. 298-314Chapter in book (Refereed)
Abstract [en]

The present qualitative study focuses content teachers’ reflections on language practices in CLIL biology and history. Building on theory from teacher cognition and bilingual education, the study aims to document and interpret the teachers’ descriptions of, and motivations to, bilingual practices in the CLIL strand at their school. The study encompasses semi-structured interviews with eight teachers at three different upper secondary schools, four biology and four history teachers, and the data were collected over a two-year period. The analyses were thematic and adopted a constant comparative approach. Overall, findings show that English and Swedish co-exist as resources for teaching and learning in CLIL biology and history. More specifically, teachers’ motivations to language use could be related to two themes: access to study material and adaptation to student group. Following a discussion of the results, the study concludes with recommendations for teaching and implications for further research.  

Place, publisher, year, edition, pages
Bristol: Multilingual Matters, 2019
Series
Bilingual Education and Bilingualism ; 116
Keywords
Teacher cognition, bilingual education, reflective practitioner, language practices, subject-specific literacies, CLIL teaching literacy, Lärarkognition, tvåspråkig undervisning, reflekterande praktiker, språkpraktiker, ämnesspecifik litteracitet, CLIL lärarlitteracitet
National Category
Languages and Literature
Research subject
Language Education
Identifiers
urn:nbn:se:su:diva-166686 (URN)978-1-78892-240-1 (ISBN)
Funder
Swedish Research Council, 721-2010-5376
Available from: 2019-03-05 Created: 2019-03-05 Last updated: 2022-02-26Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9081-0810

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