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  • 1. Sandberg, Anette
    et al.
    Broström, Stig
    Johansson, Inge
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Frøkjær, Thorleif
    Kieferle, Christa
    Seifert, Anja
    Roth, Angela
    Tuul, Maire
    Ugaste, Aino
    Laan, Meeli
    Children's Perspective on Learning: An International Study in Denmark, Estonia, Germany and Sweden2017Ingår i: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707, Vol. 45, nr 1, s. 71-81Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article explores how some children in Denmark, Estonia, Germany and Sweden describe their perspective on learning. The aim of the international study is to gain knowledge of how preschool children in Sweden, Denmark, Estonia and Germany reflect and perceive their learning in preschool and other surrounding social contexts. The results are based on 51 focus group interviews from 181 children. The results indicate that, in general, children from all four countries seem to be aware of their own learning. One can conclude that encouraging children to think about what they are doing and why they are doing it makes the activities more goal-oriented from the children's perspective and thus more conscious. Children are able to describe their own perspectives on learning.

  • 2. Peterson, Tiina
    et al.
    Veisson, Marika
    Hujala, Eeva
    Härkönen, Ulla
    Sandberg, Anette
    Johansson, Inge
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Kovacsne Bakosi, Eva
    Professionalism of preschool teachers in Estonia, Finland, Sweden and Hungary2016Ingår i: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 24, nr 1, s. 136-156Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The current study investigated the ratings of Estonian, Finnish, Swedish and Hungarian preschool teachers and principals regarding the professionalism of preschool teachers within a cross-cultural context. According to reports commissioned by the European Commission and OECD, the professionalism of preschool teachers is a key factor in ensuring the quality of early childhood education. The study is based on the contextual approach in the bio-ecological theory and critical ecology theory of early childhood professionalism. The research question was: what are ratings of principals and teachers regarding the professionalism of preschool teachers in interaction and family involvement, the planning of education and the evaluation of children's development, using teaching strategies and support for professional development, creating a growth environment and the development of values. Structured questionnaires were conducted, the sample consisted of teachers and principals in Estonian (174/118), Finnish (82/84), Swedish (117/96) and Hungarian (111/99) preschools. In the comparison of the results from the four countries, there were similarities between the views of Finnish and Swedish teachers and principals and between Estonian and Hungarian teachers and principals. Differences between the countries were significant and depended on the context of the individual countries. Highest mean ratings were given by Estonian and Hungarian principals and Estonian teachers to creating growth environment. Development of values was evaluated highest by Finnish principals and teachers. Swedish teachers evaluated teaching strategies highly. The statements that got the lowest evaluation rate by all interest groups were family involvement and professional development.

  • 3. Broström, Stig
    et al.
    Johansson, Inge
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Sandberg, Anette
    Frokjaer, Thorleif
    Preschool teachers' view on learning in preschool in Sweden and Denmark2014Ingår i: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 22, nr 5, s. 590-603Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study was to examine how preschool teachers in Sweden and Denmark perceive children's learning in preschool. The study aimed to answer the following questions: What is 'learning'? How do children learn? What are the best conditions for children's learning? What is the role of participation in children's learning? The results show that from the teacher's perspectives, children's learning is connected to children's social interaction and development in which the children's initiatives are crucial. Learning, to a great extent, results from children's active involvement. There are many similarities between how Danish and Swedish preschool teachers think of learning and participation. This supports earlier assumption about the coherence of Nordic preschool beliefs which unites education and care.

  • 4.
    Johansson, Inge
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Sandberg, Anette
    Kritiska händelser för lärande i förskolan: CIT - en metod för att analysera professionellt arbete2012Ingår i: Kritiska händelser för lärande i förskolan / [ed] Anette Sandberg, Margareta Sandström, Lund, 2012Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 5.
    Johansson, Inge
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Sandberg, Anette
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Learning and knowledge development in preschool teacher education and practicum2012Ingår i: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 182, nr 7, s. 907-920Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In Swedish teacher education, all preschool teacher students have to include a school-based element and to take part in a local educational practice, in a preschool or in another form of educational setting, such as a preschool class or after-school recreation centre. In this study, we have asked a group of supervisors about their perception of the content in learning, knowledge development and supervision and also what is going on in learning and knowledge development situations in practice. The theoretical bases for our analysis are theories of interaction and intersubjectivity. The results show that the content of learning and knowledge development is highly integrated with the situation and practice. A preschool teacher student's learning is understood by the supervisors as something that occurs in interaction, where children and preschool teachers are of great importance. The content of learning is related to practical exercise, observation and reflection together with other preschool teachers. Trying new theories and being curious are also associated with learning.

  • 6.
    Johansson, Inge
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Sandberg, Anette
    Lärande och delaktighet i förskolan2012Ingår i: Kritiska händelser för lärande i förskolan / [ed] Anette sandberg & Margareta Sandström, Lund: Studentlitteratur, 2012, 1, s. 93-Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 7.
    Johansson, Inge
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Moss, Peter
    Re-Forming the School: Taking Swedish Lessons2012Ingår i: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 26, nr 1, s. 25-36Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the context of government decentralisation and integration of services, over the last 15 years Sweden has been developing an all-day school based on inter-professional teamworking and adopting a holistic approach to working with children. The article describes these recent educational reforms in Sweden, which have sought to re-structure the school and develop new ways of working, offers some evaluative comments on this process and considers possible implications of these reforms for other countries. It compares Swedish school reforms with recent English policy developments intended to make extended schools a universal provision by 2010.

  • 8.
    Johansson, Inge
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Fritidshemspedagogik: idé, ideal, realitet2011 (uppl. 1)Bok (Refereegranskat)
  • 9.
    Johansson, Inge
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för didaktik och pedagogiskt arbete.
    Sandberg, Anette
    Learning and participation: two interrelated key-concepts in the preschool2010Ingår i: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 18, nr 2, s. 229-242Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    At the European Early Childhood Education Research Association (EECERA) conference in Prague in autumn 2007, an international network of teacher trainers and researchers was formed to discuss and investigate what learning and participation meant for preschool teacher students and staff who work with young children. In Sweden, the first of these exploratory studies was conducted at Malardalen University and Stockholm University, and 56 preschool teachers and 56 preschool teacher students participated. The study was carried out with the critical-incident method. The participants were asked in a critical-incident questionnaire about how they understood the concepts of and relationship between learning and participation. Questions also were constructed so that the participants had the opportunity to link the concepts of learning and participation in a real situation in preschool. The results show that preschool teachers and preschool teacher students define the meaning of learning and participation in a similar way. It also showed that learning and participation are clearly related to each other.

  • 10.
    Mattsson, Matts
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för didaktik och pedagogiskt arbete. Pedagogiska institutionen.
    Johansson, IngeStockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för didaktik och pedagogiskt arbete.
    Examining Praxis: Assessment and knowledge construction in teacher education2008Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
    Abstract [en]

    This is a book for everyone trying to improve teacher education. Based on experiences primarily in Sweden, three models for assessment of student achievements are analysed: the small thesis model, the portfolio model and the case based model. What are the characteristics of these types and how could they be understood in a broader perspective?

  • 11.
    Johansson, Inge
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för didaktik och pedagogiskt arbete.
    Vad lärande och delaktighet kan vara för lärarstuderande och personal som arbetar med de yngre barnen2008Ingår i: European Early Childhood Education Research Association (EECERA): Konferens i Prag 2007, 2008, s. 15-Konferensbidrag (Refereegranskat)
  • 12.
    Johansson, Inge
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för didaktik och pedagogiskt arbete.
    Sandberg, Anette
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för didaktik och pedagogiskt arbete.
    What knowledge develops from participation in practitioner-oriented research?2008Ingår i: Examining Praxis, 2008Kapitel i bok, del av antologi (Refereegranskat)
1 - 12 av 12
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  • en-US
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