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  • 1.
    Ahlstrand, Pernilla
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies.
    Att kunna lyssna med kroppen: En studie av gestaltande förmåga inom gymnasieskolans estetiska program, inriktning teater2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Theatre has been a school subject in the Swedish upper secondary school's national arts program since 1992 and has its own syllabus and grading criteria. The National Curriculum in theatre emphasises the development of performative capability, which is the focus of this dissertation. This study aims to contribute to the improvement of teachers’ subject-specific language, and concerns certain aspects of student ways of knowing.

    Theatre encompasses tacit knowledge (Lagerström 2003) and as an art form belongs to a tradition of practical knowledge. Knowledge in theatre has traditionally been acquired within a master-apprentice tradition (Johansson 2012, Järleby 2003). When theatre as an art form becomes a school subject the conditions of the art form change through a didactic transposition (Chevallard 2005). The previous two curriculum reforms in Sweden have developed competency-based syllabuses. To meet the school's requirements for planning teaching activities with colleagues as well as assessing and giving feedback to students, theatre knowledge needs to be articulated. Research is therefore needed to develop a professional language among teachers within the subject of theatre.

    I have chosen to work with Learning study, which is a collaborative and iterative research approach which enables the articulation of teachers and students knowing. Data is analysed using foremost phenomenographic analyses. The results generated in this study could be useful for teachers in the process of planning lessons, giving feedback to students, for assessments and grades, for discussing the content of lessons with other teachers, and ultimately for us to begin to recognize different levels of knowing.

  • 2.
    Ahlstrand, Pernilla
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies.
    "Inte ett öga torrt" - en studie rörande ämnesdidaktiska val i teaterundervisning2015In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 3, no 15, p. 38-60Article in journal (Refereed)
    Abstract [sv]

    I artikeln lyfts resultat från ett pågående arbete fram, där en ny metod prövas. Syftet är att visa hur studier av lärarens didaktiska val kan bidra med kunskap om hur ett kroppsligt kunnande inom skolämnet teater på gymnasienivå utvecklas. Metoden om används är ett exempel på hur man kan studera lärarens didaktiska val och därigenom utveckla kunskap om innehållsliga aspekter av ämnet. Resultatet från studien, där interaktionsanalys har använts, pekar på hur lärares professionella omdöme delvis är inbegripet som del av en praxis. De slutsatser som dras avser att visa hur kunskap i ett estetiskt ämne kan visualiseras och artikuleras. Artikeln syftar till att problematisera och diskutera hur man kan prata om och i undervisningen hantera utvecklandet av ämnesspecifika förmågor.

  • 3.
    Björkholm, Eva
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Ahlstrand, Pernilla
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Frohagen, Jenny
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Nyberg, Gunn
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Learning study as a way to inquire the meaning of knowing what is to be known2013In: Lesson and learning study as teacher research: conference programme & abstracts of papers / [ed] M. Holmqvist Olander, C. Kullberg Borgstrand, A. Kullberg, Gothenburg: Faculty of Education, University of Gothenburg , 2013, p. 82-82Conference paper (Refereed)
  • 4.
    Björkholm, Eva
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Carlgren, Ingrid
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Ahlstrand, Pernilla
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Nyberg, Gunn
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    The meaning of knowing what is to be known2015In: Éducation & Didactique, ISSN 1956-3485, Vol. 9, no 1, p. 143-160Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to contribute to an articulated language of knowing, which we consider as a key aspect of teachers' professional work. We describe three examples of how the meaning of knowing some specific learning objects can be studied and described. The three learning objects are: to be able to evaluate technical solutions, to be able to perform a house-hop and to be able to act with presence.Phenomenographic analyses of data from the pre-tests carried out within the frame of so called Learning Studies resulted in descriptions of different ways of knowing as well as different aspects of the specific knowns that must be discerned in order to develop the knowing.

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