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  • 1.
    Ajagán-Lester, Luis
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Mot en pluritopisk hermeneutik2005Inngår i: Text och existens: hermeneutik möter samhällsvetenskap / [ed] Staffan Selander, Per-Johan Ödman, Göteborg: Daidalos, 2005, s. 143-160Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Luis Ajagán-Lester fokuserar i sin artikel `den andres hermeneutik` - mötet mellan medlemmar av olika kulturer och frågan hur hermeneutiken kan bidra med förståelse av den Andre. Både tolkningar som är baserad på avstånd i tid respektive rum aktualiserar frågan om hur man förstår sig själv genom bilden av den andre/det andra. Den bildade européns slutenhet i sin egen värld har bidragit till hermeneutikens `monotopika` karaktär. Begreppet `takt`framskrivs en central kategori mi mötet med den andre och i utvecklandet av en `pluritopisk`hermeneutik och `polyfon tolkningsprocess`.

  • 2.
    Ajagán-Lester, Luis
    et al.
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    Ledin, Per
    Rahm, Henrik
    Intertextualiteter2003Inngår i: Teoretiska perspektiv på sakprosa, 2003, s. 203-238Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 3.
    Anderhag, Per
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Den svårformulerade evolutionen: gränssnittets och innehållets betydelse för de meningar om evolutionen som erbjuds användaren av tre digitala läromedel i biologi2003Licentiatavhandling, monografi (Annet vitenskapelig)
  • 4.
    Andersson, Cecilia
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Rådjur och raketer: Gatukonst som estetisk produktion och kreativ praktik i det offentliga rummet2006Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The purpose of this thesis is to describe and analyse the visual expressions of Street Art that occurs in the public space, and by doing so, to study this specifi c practice, and also elucidate the relation between public space as a democratic idea, a place for freedom of speech and as a planned, aesthetically shaped place. The intention is to throw light upon a central part of many young peoples lives in a didactic aspect. In this thesis I discuss Street Art as an informal image making in public space that young people use as tools to make meaning, but also as a form of resistance. The methodologies used in the study are ethnography and visual ethnography, where observational studies of Street Art as practice, interviews and interpretation of photographs (my own, and my informants) are performed and analysed. Theoretically, the study has a didactic and semiotic approach but I also rely on Cultural Studies as a research fi eld in order to be able to pick up different kinds of theories. From three platforms; public space and public place and places for Street Art, aesthetic learning processes within this specifi c practice, and fi nally the expanded fi eld of Art and the similarities and differences between formal Art and Street Art I have outlined four themes; ephemerality, the criteria for Street Art practice, how the work is being done, as a collective and individual practice, the struggle of space in public space, and fi nally high and low in Art and culture. By describing and analysing this informal image making light is thrown upon the aesthetic learning process that occurs, the didactic aspect of this practice and the communication that the images articulate. As a result, the study shows that Street Art, in spite of its illegal mark, points out that it is an aesthetic production and a creative practice that consists of resistance, meaning making, achieving knowledge through practice, and above all a way to use the city, to become a part of the city. The thesis contributes with the suggestion that this informal aesthetic learning process is a way to form identity, make meaning, take part of public space, and through symbolic resistance demand ones rights of expression.

  • 5.
    Backström, Inger
    et al.
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Nygren, Elisabeth
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Skriva för att lära i matematik: Vad och hur skriver elever i grundskolans mellanår?2007Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Att lära är något som man gör själv och detta ansvar kan man inte lägga över på någon annan. Genom att skriva i matematik kan eleverna utveckla sitt matematiska tänkande. Människor har olika sätt att lära – en del lär genom att skriva. Utgångspunkten för vårt arbete är att vi ser lärande på detta sätt. I det australiensiska PEEL-projektet, som har varit en inspirationskälla till vårt arbete, är just denna syn på lärande, att lära genom skrivandet, en bärande tanke. Vi har intresserat oss för vad elever skriver och hur de skriver när de reflekterar kring ett begrepp. Vi har valt att fördjupa oss i begreppet "del av helhet", eftersom många elever har svårt att förstå detta område i matematiken. Vårt syfte med studien är att undersöka elevtexter som elever i grundskolans mellanår skrivit i och om matematik samt att analysera texternas innehåll och form. För att detta ska bli möjligt har vi utarbetat två tabeller som verktyg för vår analys. I vår studie kan vi se att eleverna formulerar sina tankar på olika nivåer från torftigt och kortfattat till en mer utredande text med flera tankeled, där den röda tråden och utvecklingen i tankegången blir tydlig. För att skapa tydlighet försöker alla eleverna i undersökningen att ge någon form av exempel och ungefär hälften av dem använder sig av bilder.

  • 6.
    Berg, Sofia
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Talande bedömning: En studie av lärares arbete med bedömning av muntlig förmåga2007Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Detta examensarbete utgår ifrån en diskussion om talets och skriftens komponenter som språkförmågor i allmänhet och i undervisning och undersöker vilka möjligheter det finns för lärare att arbeta med och bedöma elevers muntliga språkförmåga. Uppsatsen strävar efter att belysa vilka metoder man som lärare kan använda för att effektivt arbeta med och bedöma muntlig verksamhet.

    Metoden som används är kvalitativ och baseras på intervjuer med tre lärare som undervisar i ämnet Svenska på gymnasiet. De ämnesområden som behandlas i intervjuerna baseras på tidigare forskning vilken redovisas i arbetet och som relativt tydligt visar skrivandets övervägande betydelse i skolans verksamhet. Frågorna baseras även på den didaktiska och pedagogiska forskning som till största delen fokuserat på utvecklingen av effektiva arbetssätt för skriftlig framställning och teorier för bedömning generellt.

    Resultatet av intervjuerna bekräftar till stora delar den tidigare forskning som redovisas i arbetet, men visar även på alternativa och kreativa lösningar för hur man t ex kan använda sig av retorikens verktyg vid bedömning. Lärarna poängterar vikten av systematisk talträning och beskriver hur denna kan gå till. De är överens om att en undervisning där tal och skrift sammanfaller är den ultimata men att detta inte alltid blir verklighet i bedömningen. Forskning visar att elever fokuserar på de delar i undervisningen som är betygsgrundande, vilket innebär att elevernas lärande kommer att påverkas av lärarnas val av bedömningsunderlag. De intervjuade lärarna tar upp hinder som finns för att den muntliga delen ska få samma utrymme som skriften i undervisning och bedömning, men också lösningar för hur dessa hinder skulle kunna överbryggas.

  • 7.
    Blomdahl, Eva
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Teknik i skolan: en studie av teknikundervisning för yngre skolbarn2007Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The main purpose of this study is to find out how technology as a school subject is formed into pedagogical action. Issues addressed are:

    – How does teaching in the school subject of technology differ in terms of content and process?

    – How do frame factors influence teaching in technology?

    As analytic tools, concepts from philosophical thought on technology and education as well as frame factor theory are used to throw light on the way technology education takes shape in the practices of two primary school teachers. The philosophical concepts employed and developed have been inspired by the thinking of Martin Heidegger and John Dewey. These con-cepts are “place” and “shaping of technology,” where the shaping of tech-no¬logy involves the following phases: formulation of the assignment, analysis, visualization/construction and evaluation/reflection.

    The basic questions are investigated in two case studies over a period of one year. Data is collected based on ethnographic methods and consists of observations, video recordings, documentation in the form of teachers’ diaries as well as pupils’ work, taped interviews with pupils, and interviews with the two teachers both before and after the project was finished.

    The overall results of the study show that the two teachers, to a different degree, use place, e.g. they try to use the children’s own experiences and the surrounding environment as a starting point in their teaching. They try to organize their teaching as a process of knowledge construction instead of as a process of transmission. In that process, different forms of represen¬tation are used, such as sketches, model constructions and written docu¬mentation, with the element of model construction providing a common denominator given the availability of tools and material. Another similarity between the practices is that the children are given opportunities to work at problem solving in cases where there are no given solutions. However, they enter problems due to their own embodiment in a pedagogy of transmission, which results in the fact that the shaping of technology becomes difficult to organize. Strict borders between subjects, the fragmented timetable of the school, and the organization of the classroom space and scarce equipment and materials all influence the possibilities of teaching in technology.

  • 8.
    Boström, Agneta
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    Sharing lived experience: How upper secondary school chemistry teachers and students use narratives to make chemistry more meaningful 2006Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This dissertation concerns the place of teachers’ and students’ narratives in making school chemistry more meaningful to students. The material was collected at upper secondary school courses and consists of interviews with six experienced chemistry teachers, five adult students attending evening classes and six younger students. The methodological and theoretical approach is mainly inspired by John Dewey’s (1925, 1938) notion of continuity and by narrative inquiry as formulated by Clandinin & Connelly (2000). In defining narratives as a way of knowing, Bruner’s (1996, 2002) distinction between paradigmatic and narrative cognition is used, as well as his ideas about the past, the present and the possible.

    The findings show how teachers use narratives from their own lived experience as well as from other people’s lives in order to make chemistry more meaningful. Moreover, they use a narrative format to make their scientific explanations meaningful. Students use narratives or stories connected to their own lived experience to make sense of chemistry. These results show how chemistry can be made part of a meaningful context through sharing lived experience by means of storytelling. Narratives are used to make everyday life and chemistry class experiences continuous in the sense suggested by Dewey (1938). In accordance with his thoughts on experience, narratives are of help in the science classroom not only in making science more relevant and interesting, but also easier to understand. In the dissertation numerous examples of such stories are given and their role in learning chemistry is discussed.

    The stories of the teachers and students in the study are retold and analysed according to additional analytic tools in order to further document their role in teaching chemistry. It is argued that the collected narratives constitute an ingredient in teachers’ pedagogical content knowledge, PCK, according to Shulman (1986). How they can be used in different content areas of science and chemistry is discussed. The content of the narratives is also related to the Swedish curriculum, to the findings of the ROSE project and to Roberts’s (1982) knowledge emphases. The content analyses show that narratives make chemistry in class pluralistic in allowing the lived experiences of teachers and students to interact with the scientific facts.

    The final discussion concerning narrative inquiry is inspired by what Clandinin & Connelly (2000) wrote about “clashes at the boundaries”. The specific boundary in this dissertation is situated between canonical science teaching methods on the one hand and the use of narratives in teaching and narrative inquiry as research method on the other hand. Reductionism alone cannot explain nature and the complexity of life (Dewey 1925, 1938 and Midgley 2004), and the results of this dissertation show that narratives are used by both students and teachers in order to make sense of chemistry. Narratives constitute a way to make the reductionist knowing of science part of a more meaningful whole in accordance with Dewey’s holistic ideas about education.

    The results of this study suggest that teaching narratives can – and should – be used in science as a complement to other, more scientifically oriented educational methods. Thus, it supports many of the efforts made within context-based approaches, such as Case Studies, LCP (Large Context Problems), PBL (Problem-Based Learning), the Salter’s method and the Storyline method. Further implications of the results for teaching, learning, teacher education and research are explored.

  • 9.
    Bronäs, Agneta
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Demokratins ansikte: en jämförande studie av demokratibilder i tyska och svenska samhällskunskapsböcker för gymnasiet2000Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The aim of this dissertation is to compare German and Swedish textbooks in socialscience focused on how democracy takes form in the text. What kind ofrepresentations appears through texts and illustrations? What is said and how is itsaid? What is emphasized? What is excluded? How does the text present differentconcepts and relate them to democracy? The study also focuses on how knowledgeand learning is described and to whom the text is addressed.This dissertation has a semiotic-didactic perspective based on the dialogicalprinciple that emanates from Bakhtin’s theoretical perspective and Bakhtin’sthoughts of how to analyze texts.The empirical material consists of textbooks in social science, published since 1950.The study is restricted to books written for upper secondary school and books havebeen selected to achieve variation in the descriptions of democracy.The analysis has focused on themes and concepts appearing in the textbooks.Different themes appearing in the text are the basis for the creation of a time-line.Four different periods have been found in each country, but the division of time isslightly different.The dominant themes in German textbooks are “the good and the evil”, “thegood and bad democracy”, “action groups – to be or not to be” and “unity oreminance”. There is more than one theme in Swedish textbooks, but the mostdominant themes are “governing and obedience”, “governing and autonomy”, “theautonomous citizen”, and “governing or empowerment”.There are many representations of democracy in the textbooks and most of therepresentations are vague and full of contradictions. Some of the images evencontradict the official image of democracy. Citizens in German textbooks aredescribed as active, autonomous and responsible, but the only way to influencepoliticians is through participation in elections. Citizens described in Swedishtextbooks are portrayed as passive, ignorant and irresponsible, except when voting.The dominant view of knowledge and learning is reproductive. Knowledge isportrayed as monological and the students are expected to learn some basics facts,without being able to reflect and deliberate on issues. However, texts can be openand create opportunities for students to reflect and take a stance on their own. Anopen and dialogical text is more common in German textbooks than in Swedishtextbooks.

  • 10.
    de Ron, Lena
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    Bortom schablonen: En kvinnohistorisk analys om läraren i hem- och konsumentkunskap2007Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Denna studie utgår från en poststrukturalistisk teori med feministisk

    perspektiv och har som syfte att förstå och se olika kontexts betydelse för subjektets skapande för läraren i grundskoleämnet hem- och konsumentkunskap (förkortning HK) Genom reflexiva intervjuer med verksamma HK-lärare och med en poststrukturalistisk analys studeras hur lärarnas upplevelser och erfarenheter kan relateras dels till schablonbilden och dels till hur den genom samtida och historiska texter kan förstås.

    Studien behandlar en existerande bild eller en schablon om hur läraren i hem och konsumentkunskap, förväntas vara och agera. En bild som beskriver en präktig, lite gnällig och petig kvinna, en praktisk person som lägger sig i det mesta och dessutom är något fyrkantig. I studien framkom att HK-läraren känner till schablonens existens men känner varken igen sig eller kollegor genom den.

    Med en poststrukturalistisk teori om subjektivisering, identitetsskapande och individuella förhållningssätt diskuteras i studien i vilka olika kontext HK-läraren lär

    sig att vara. Med andra ord diskuteras i studien på vilka olika historiska och samtida sociala arenor som HK-lärarens subjektivitet är konstruerad.

  • 11.
    Engström, Lil
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Möjligheter till lärande i matematik: Lärares problemformuleringar och dynamisk programvara2006Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This thesis presents the first Swedish empirical evidence on how teachers employ a dynamic mathematical software when teaching mathematics in upper secondary school. The study examines: a) How teachers formulate mathematical problems? b) How they use the experience the students have gained? and c) What use they make of the software’s potential? These questions are examined through classroom observations followed up by discussions with the teachers.

    The study comprises three teachers and shows that they have very different mathematical experiences and teaching skills. A questionnaire was sent to the teachers prior to the classroom visits to collect relevant background information; e.g., the teachers were asked to describe their teacher training, their view of mathematics and of how a dynamic software could contribute to their teaching.

    The results show that the teachers’ ability to pose thought-provoking openended problems is the most important factor as it significantly influences what the students learn. The way a mathematical problem is formulated could, in conjunction with a dynamic software, actually limit the students’ achievement.

    However, this study confirms that it could also provide an opportunity for students to discover new mathematical relations, draw conclusions, generalise and formulate hypotheses. This could in turn lead to an in formally proving a mathematical relation. A conclusion of the study is that to be successful, teachers need a good mathematical background with a firm knowledge base and an understanding of the software’s potential, but they also need the skill to formulate open-ended problems that will enable their students to work successfully with a dynamic mathematical software.

  • 12.
    Engström, Susanne
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    The digital learning resource – a tool, content or a peer?: Digital media in Learning Design Sequences2006Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article concerns the use of digital learning resources in the Swedish Social Science classroom. The aim is to find specific patterns in pupils´ subject related interaction and learning when they work with digital learning resources. This is illustrated by means of a Learning Design Sequence - LDS - which is a model for research and analysis developed within the project Digital media and learning design sequences in Swedish schools – user’s perspective, from which the empirical research material derives. The case study has a multimodal perspective on learning and is understood within social semiotic and socio cultural frames, with a focus on didactic design and multimodal analysis. The material consists of multimodally transcribed video recordings from four Learning Design Sequences in Social Science with pupils aged 6 to 11. The result divides the usage into four categories; search for; document, process and present information. Further the result present patterns in pupils´ interaction and learning and tries to understand these specific patterns according to above mentioned theories as well as related research.

  • 13.
    Fransson, Göran
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Att se varandra i handling: En jämförande studie av kommunikativa arenor och yrkesblivande för nyblivna fänrikar och lärare2006Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The aim of this thesis is to describe and analyse the process of professionalisation of newly commissioned second lieutenants and newly qualified school teachers. The professionalisation of these two occupational categories is examined from a comparative perspective and concentrates on the communicative conditions and institutional arenas that affect the professionalisation process.

    The theoretical framework of the thesis is comprised of communication theory and concepts of sense making found in institutional theory models. The empirical data was collected during the first year after second lieutenants received their officer’s commissions and teachers received their teaching credentials. Four second lieutenants and four teachers were interviewed three times during their first year of professional service. Some observations are also included in the thesis.

    The dissertation’s main conclusions are connected, in part, to issues of transparency in communicative conditions and, in part, to incentives connected to supervision, support and control. On the one hand, the commissioned officers’ and one of the teacher’s process of sensemaking appeared visible and collective in character, where the rules of conduct and meaning emerge clearly without ambiguity. On the other hand, the majority of the certified teachers’ process of sense making appeared private, concealed, inaccessible and diverse in character.

    It was observed that incentives for supervision, support and control are strong among commissioned officers because they are directly dependent on each other’s work. The same incentives are weaker among certified teachers because they are not as dependent on each other’s work. One conclusion to draw from this difference is that the professionalisation of commissioned officers is collective-oriented while the professionalisation of certified teachers is less so.

  • 14.
    Garefalakis, Jannis
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    Paideia - om bildningens historiska rötter2004Bok (Fagfellevurdert)
  • 15.
    Gustavsson, Hans-Olof
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    "Utan bok är det ingen riktig undervisning": En studie av skolkulturella referensramar i sfi2007Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    Experiences of teachers in SFI, Swedish for (adult) Immigrants, indicate that during their schooling earlier in life, SFI students have developed skills, abilities, values, ideas and expectations about teaching and learning that differ somewhat from the prevailing communicative oriented theory of second language teaching which is emphasized in SFI. In the thesis these aspects are referred to as different school cultural frames of reference.

    The aim of the thesis is to generate knowledge about SFI-students’ school cultural frames of reference of relevance for SFI teaching. The considerable number of immigrants from Iraqi Kurdistan during the 1990s has led to an empirical focus related to this geographical area.

    From a critical perspective, in some respects a research interest of this kind can be seen as contributing to a division between ‘us’ and ‘them’, in a wider sense a part of exclusion and a maintenance of the segregated Swedish society. In a special section is given an account of this research ethic question, together with arguments from intercultural pedagogy that support a focus on school cultural frames of reference.

    The theoretical platform for the thesis is sociocultural theory. The concepts of social representations, pedagogical code, classification, framing, power distance, diaspora and distinctions of knowledge also are used.

    The thesis is based on two data materials. The first consists of data from interviews and talks with students and teachers in SFI, all from Iraqi Kurdistan. The second consists of data gathered through observations, classroom observations, interviews and talks during two visits in the KDP-administrated region of Iraqi Kurdistan, each visit being for a period of about one month. This data material also includes text materials, mainly textbooks in EFL for grade five and six, and course books about EFL teaching used in teacher education.

    The thesis illuminates several aspects that provide an understanding as to why SFI students from Iraqi Kurdistan can have certain abilities, values, ideas and expectations about teaching, learning materials, learning, teacher and student roles that differ from the communicative oriented second language teaching emphasized in SFI. However, results from the study also underline the importance of a ‘weak’ use of this understanding in a SFI teaching context.

  • 16.
    Hansson, Rebecka
    et al.
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för individ, omvärld och lärande, LHS.
    Jeansson, Elin
    Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    Hej! Jag kommer från somalia, är 11 år och har aldrig gått i skolan...: en studie av lärares bemötande av nyanlända elevers behov i förberedelseklass2008Independent thesis Basic level (professional degree), 15 poäng / 22,5 hpOppgave
    Abstract [sv]

    I förberedelseklasser går elever som helt saknar eller har mycket begränsade kunskaper i svenska språket och därför behöver intensiv träning i detta. Dessa elever är oftast nyanlända i Sverige och kan ibland helt sakna tidigare skolerfarenheter. Syftet med vår studie har varit att undersöka lärares syn på nyanlända elevers behov, samt hur de arbetar för att bemöta dessa. Genom att besöka två olika förberedelseklasser har vi observerat arbetet och intervjuat lärarna om deras verksamhet. Vi beskriver lärarnas tankar om elevernas behov och hur de i den dagliga verksamheten arbetar för att bemöta dessa. Vi belyser även olika sätt att utveckla elevernas interaktion med varandra och läraren i klassrummet, genom att se interaktion utifrån det sociokulturella- och det multimodala perspektivet på lärande. I vår diskussion drar vi slutsatsen att det finns mycket att utveckla i arbetet med de nyanlända eleverna. En tätare kontakt med modersmålslärarna, ett bättre samarbete med övriga skolan, en omfördelning av skolans resurser och handledning till pedagogerna samt en öppnare inställning till arbetet med nyanlända skulle kunna bidra till att underlätta lärarnas mångsidiga uppdrag att bemöta nyanlända elever i förberedelseklassen.

  • 17.
    Hartman, Sven G.
    et al.
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS).
    Roth, Klas
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för samhälle, kultur och lärande (SKL).
    Rönnström, Niclas
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    John Dewey: om reflektivt lärande i skola och samhälle2003Bok (Annet vitenskapelig)
  • 18.
    Hedlund, Erik
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Yrkesofficersutbildning, yrkeskunnande och legitimitet: En studie av yrkesofficersprogrammet i spänningsfältet mellan förändring och tradition2004Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The new Swedish Armed Forces will be radically different from the previous invasion-oriented defence and the Armed Forces will be a smaller and more flexible organization, better adapted to the international sphere. With the aim of meeting up with the demands of the transformed Armed Forces posture for professional competence, the Regular Officer Programme (YOP) was introduced in the autumn of 1999.

    This dissertation aims at attempting to illustrate, address the problems and investigate to what degree the basic officer training of the Regular Officer Programme (Swedish: YOP) and the professional competence of newlygraduated Second Lieutenants can be seen as being legitimate within the scope of professional practices of the Swedish Armed Forces, and how this legitimacy can be described and understood.

    The theoretical framework of the dissertation is comprised of a sociocultural perspective and institutional theory. The five central concepts of the dissertation are: professional practice, institutional rules, professional competence, learning and legitimacy. The empirical elements of the dissertation were collected during 2001 and 2002 and comprise data from six part-studies. The informants were officer cadets after their first year of the Basic Officer Training Programme (YOP) and officers up to the rank of general. The methods for collecting data have been in the form of a questionnaire study, focus group conversations at thirteen military units, three document studies and a study with questions via e-mail. The questionnaire study was processed by using the computer programme SAS. The focus group conversations, the document studies and the answers via e-mail to questions were analyzed and put into categories contents wise according to the sentence category principle in positive and negative statements, respectively, in relation to YOP and the professional competence of the newly-graduated Second Lieutenants. Results show that both YOP as well as the professional competence of the newly-graduated Second Lieutenants cannot be regarded as being fully legitimate among the informants or within the all the professional practices of the Armed Forces.

  • 19.
    Hägglund, Kent
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Ester Boman, Tyringe helpension och teatern: drama på en reformpedagogisk flickskola 1909-19362001Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    It has long been taken for granted that no serious drama work was done in Swedish schools before the 1950s. However, at the Tyringe Helpension – a progressive education girls’ boarding school that existed between the years 1909-1936 – drama was used as a method in many school subjects, as well as for social training. Ester Boman, the founder and principal of Tyringe, even talked about theatre as an experimental laboratory of the humanities. This study explores how that drama work evolved and why it has been forgotten.

    The study uses traditional history research methods with an emphasison hermeneutics, and with some addition from recent critical text analysis.

    The educational drama at the Tyringe Helpension is contextualized from five aspects: 1) The life and work of Ester Boman. 2) The private Swedish girls’ school system. 3) The international and the Swedish progressive education movement – Ester Boman was strongly influenced by Sofi Almquist and Ellen Key. She was also a member of the New Education Fellowship. 4) The teaching methods of the Tyringe Helpension as a whole. 5) Previous and contemporary use of drama in education and the theory of the dramatic instinct. The study shows that these five contexts were all important for the evolution of educational drama at the Tyringe Helpension and contributedin making the drama work there exceptionally rich and varied. These contexts are also crucial for the explanation of why this work was so quickly forgotten. However, it also had some importance that the Swedish drama pioneers of the 1950s were not particularly interested in what had been done before

  • 20.
    Irisdotter, Sara
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    Mellan tradition, demokrati och marknad: - en analys av lärares identitetskonstruktion, i samtal kring etiska frågor i läraryrket2006Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This thesis focuses on the construction of teacher identity in the field of tension between teacher tradition, democratization and a free economic market. The main purpose is to analyze what aspects of teacher identity are constructed as teachers talk about ethical questions in their practice. The theoretical framework is inspired by the critical discourse analysis of mainly Norman Fairclough. This theoretical perspective makes it possible to interpret what influences teachers’ construction of professional identity, as they talk about their practice from an ethical perspective. These influences are understood as different discourses.

    A total of eighteen conversations in three different groups of teachers have been studied. Three main themes were dominating the conversations; talk about the student, talk about the teacher’s fostering tasks, and talk about integrity, limits and private spheres. In the conversations, different approaches and discursive patterns can be identified. The teachers’ discursive practice includes a traditionally dominating, conventional discourse, which can lead to the reproducing of hierarchical power relations in school and in society. The discursive practice also includes elements from a marketisized discourse, in which values of efficiency and goal reaching are central. This discourse also tends to reproduce asymmetrical power relations.

    A third influence is identified as a dialogical, communicative discourse, which emphasizes equality, dialog, openness to other perspectives and plurality. The aspects of teacher identity that are constructed within a dialogical, communicative teachers’ discourse, can be seen as the result of a promising ambition among the teachers to develop their school practice in a democratic, pluralistic direction. This ambition can however be further developed, explicit, and theoretically well-founded by a discourse ethical approach. The work of mainly Seyla Benhabib is proposed and argued in this thesis, as a fruitful theoretical platform for ethically legitimate fostering and teaching.

  • 21.
    Jonsson, Rickard
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    Blatte betyder kompis: Om maskulinitet och språk i en högstadieskola2007Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This thesis deals with masculinity and language among a group of teenage boys. Based on a year’s fieldwork at a middle school in a Stockholm suburb, the study focuses on how language is used to “perform” masculinity and how the stereotype of the “immigrant youth” emerges in daily communication in school. Inspired by contemporary theoretical work on gender and performativity, the thesis argues that “immigrant youth” is a subject position that emerges through the intersection of two related kinds of phenomena: (a) what particular individuals do with language, and (b) the attitudes and practices about “immigrant young men” present in society and communicated in the school environment. There is an ongoing debate about how youths in multiethnic suburbs speak poor Swedish and use inappropriate language. This thesis takes a critical stance toward the essentializing and moralizing dimensions of that debate. It explores how discussions about “suburban youth slang” and “sexist language” contribute to stereotypes about “immigrant youth” that demonize young men from immigrant backgrounds, even as they subtly work to establish the superiority and desirability of middle-class ethnic Swedish culture and people. In addition, the study examines the way in which communicative practices in the school constantly refer to a particular masculine position that function as an “absent presence” in the construction of “immigrant male youth”, namely the “fag”. The omnipresent threat of the “fag” works in particular ways to construct both a normative Swedishness and a normative heterosexual masculinity. These stereotypes emerge as important boundaries for what should not be said or done in everyday school life. The role of different categorizations in school is examined, and a main finding is that there are no fixed meanings of words as “immigrant” or “blatte” (darkie/immigrant). The labels may be used in processes of exclusion, but they are also in order to establish social relations and friendships among boys.

  • 22.
    Lindstrand, Fredrik
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Att göra skillnad: Representation, identitet och lärande i ungdomars arbete och berättande med film2006Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The purpose of this thesis is to describe and analyse teenagers’ collective work and communication with film, with a focus on aspects related to representation, identity work and learning. These are held together thematically through the notion of difference, which is regarded as the motivation behind all text making and also as a possible social result of communication.

    The empirical data stem from observational studies of three collective filmmaking processes and were collected with methods from the field of visual ethnography. The data consist of (transcriptions of) my video recordings and of the films that were made by the young filmmakers.

    Theoretically the study has a social semiotic and multimodal approach, which implies a view of representation as a social process of signmaking. The analyses are guided by the view that all texts simultaneously construct different types of meaning – through the ideational, the interpersonal and the textual metafunctions – and that various modes are used to contribute with meaning in relation to these different aspects.

    The analyses of the films are guided by questions concerning what the groups communicate with their films, how this communication is organised and what they do socially through their filmed representations. As a result, the study shows how the teenagers use filmmaking as a way of dealing with their experiences of their social and cultural context.

    The thesis also contributes with an insight concerning the width of possibilities that filmmaking and other forms of multimodal textmaking can offer, stretching from the social aspects of communication to the specific affordances of the film medium itself.

    The study simultaneously brings light to the filmmaking processes, with a focus on how the youngsters reflect and make choices along the way. In connection to this, questions are posed concerning the development of the process. The different parts of the process and the various modes that are used at different stages are shown to contribute to the progress of the creative process.

  • 23.
    Lundegård, Iann
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Naturstråk2004Inngår i: Didaktikens forum, ISSN 1652-2583, Vol. 1, nr 2, s. 71-97Artikkel i tidsskrift (Annet vitenskapelig)
  • 24.
    Lundegård, Iann
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    Pluralism and Democracy in Discourses on Sustainable Development: An empirical study of how students constitute free, political subjectsManuskript (Annet vitenskapelig)
  • 25.
    Lundegård, Iann
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    På väg mot pluralism: Elever i situerade samtal kring hållbar utveckling2007Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This dissertation highlights and discusses some essential aspects of young people’s meaning-making deliberations on future issues and sustainable development. In the first two of four articles, recurring components of the discussion that appear to be important for its progression are both identifi ed and illustrated. In the two latter articles these components are then used to study how the identities of the conversers are constituted through the deliberations and to describe how the individual participants assume their place in them as free political subjects.

    The dissertation’s theoretical starting point has been the pragmatist arguments and positions mainly found in Dewey’s concept of experience, Rorty’s anti-representationalistic perspective of meaning-making and Wittgenstein’s discussions relating to language games. A methodological attempt developed from these arguments is transaction analysis – originally formulated by Wickman and Östman and later called practical epistemology. The study begins with this analysis and develops it further. The empirical data included in the dissertation’s studies is based on recorded interviews and students discussions. The students who participated either attended upper secondary school or a folk high school.

    The results of the dissertation’s four articles show that human confl icts of interest and value relations should be regarded as central stages in students’ discussion processes on sustainable development. The dissertation also shows how these components can be used to study pluralism and how students’ collective identity is constituted.

    In the dissertation’s conclusion, a number of tools are developed that are suitable for research where one intends to further analyse how students create meaning about future issues and sustainable development through discussion. The conclusion also describes eight educational points that need to be taken into account when creating constructive discussion situations that support students’ learning in the field of sustainable development.

  • 26.
    Lundegård, Iann
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Self, Values and the World - Young People in Dialogue on Sustainable Development2008Inngår i: Values and Democracy in Education for Sustainable Development: Contribution from Swedish Research / [ed] Johan Öhman, Malmö: Liber , 2008, s. 123-144Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 27.
    Lundegård, Iann
    et al.
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Wickman, P.O.
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Conflicts of interest: an indispensable element of education for sustainable development2007Inngår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 13, nr 1, s. 1-15Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    A central concept introduced in the Nordic debate on sustainable development is 'action competence'. The concept has been defined as a competence of learners, i.e. the ability to take into consideration the social factors and human conflicts of interest that lies behind environmental questions and sustainable development. The concern of this article is the role of such conflicts for making meaning in relation to sustainable development. With this aim, we analyze a series of interviews with seven high school students. Our analysis takes its point of departure in the works of Dewey and Wittgenstein. It shows that the dialogue partners in this study continuously put one another in the position of having to make communicative choices in the dialogue. Moreover, the choices facing these dialogue partners can be translated into human conflicts of interest of a broader kind. A conclusion we draw from our work is that value judgments dealing with human conflicts of interest are a foundation upon which the dialogue on sustainable development is constructed, and that they seem to be a prerequisite if the dialogue is not to come to a standstill. We discuss the consequences of this finding for education for sustainable development.

  • 28.
    Moinian, Farzaneh
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    Exploring children’s talk about religion and existentially questions: Nordic perspectives on religion, spirituality and identityInngår i: Yearbook 2006 of the department of practical theology, s. 196-206Artikkel i tidsskrift (Fagfellevurdert)
  • 29.
    Moinian, Farzaneh
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    I am just me!: Children talking beyond ethnic and religious identities2009Inngår i: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 16, nr 1, s. 31-48Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article explores how five children born in Sweden whose parents were born in Iran talk about their own cultural and ethnic backgrounds, and the role these play in their lives. The different ways in which they do so exemplify the complexity involved in the ongoing construction and performance of identities when certain identity options seem compulsory while others are made unavailable to them. The findings show that agency and choice are crucial issues for these children, and that they resist oversimplification, reductionism and categorization based on their cultural or ethnic backgrounds. Furthermore they draw attention to the fact that their reflective choices and self-chosen identities are often challenged both at home and in their schools. This study is intended to expand knowledge of children's lives and experiences and would be useful for both teachers and other professionals working with children.

  • 30.
    Moinian, Farzaneh
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    I can tell it as it is!: Exploring how children write and talk about themselves in school2006Inngår i: Ethnography and Education, Vol. 1, nr 2, s. 47-65Artikkel i tidsskrift (Fagfellevurdert)
  • 31.
    Moinian, Farzaneh
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    Negotiating Identities: Exploring children’s perspectives on themselves and their lives2007Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This dissertation consists of four empirical studies as well as a framework of intersecting perspectives. The aim of this thesis is to describe and explain children’s perspectives of themselves and their lives within and outside of the school walls: at home, and in their diaries on the internet.

    To illuminate children’s perspectives and experiences an ethnographic approach is used: data is collected from a range of sources such as observations, informal conversations and frequent interviews, as well as texts written by children in school and on the Internet.

    The dissertation has been written within the framework of various intersecting theoretical and methodological perspectives, with a steady focus on children’s involvement in the formation of new meanings in their own social sphere. It is inspired by the sociology of childhood, as theorised by William Corsaro, but it also relies on Bronwyn Davies’ and Stuart Hall’s theories which regard identities as fluid and ongoing processes.

    The common goal of the investigations is the study of children’s perspectives on themselves and their own lives, with the aim of contributing to new methodologies for understanding child and youth culture. Children are in focus as research collaborators and encouraged to take the initiative in introducing themes that are of interest to them. Asking children to contribute with knowledge they considered to be important to them is the thesis’ overall strategy for making sense of children’s lives and their concerns.

    The main view of children is traditionally related to their dependency on the protection of, and provision from adults. As a result, we frequently get caught in the trap of viewing childhood as a period of deficiency and children as immature and incompetent individuals who are disconnected from the social world. On the contrary, studies in this thesis focus on the social and cultural capacity of children in constructing their own meanings and negotiating their own identities. The use of the term “negotiating” is intended to draw attention to the fact that although children are exposed to different cultural identities in many ways, they do not passively adopt them. Rather, they make use of negotiations in order to modify and alter limitations to their identities and are actively involved in constructing new perceptions and possibilities in relation to their social positions and cultural identities.

  • 32.
    Moinian, Farzaneh
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    The construction of Identity on the Internet: Oops! I have left my diary to A study of Swedish young people’s diaries in a web community2006Inngår i: Childhood, A global journal of Child research, Vol. 12, nr 4, s. 495-514Artikkel i tidsskrift (Fagfellevurdert)
  • 33.
    Niklasson, Laila
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Medborgaren som pedagogiskt projekt2007Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    Pedagogic practice often involves preparing the student for different roles in society as well as personal development. The aim of the thesis is to investigate how the concept citizen is understood by single individuals and is shaped in pedagogic practice. Its theoretical starting points are taken from sociological theories about society and from theories about education. It is primarily Jürgen Habermas’ theories about society and communication that provide the framework for this investigation and discussion. Even the criticism which Habermas has received is presented and discussed. Society is presented as divided in a private and a public sphere where the individual fulfils the role as a citizen by acting in the public sphere. Four empirical studies are carried out; interviews with single individuals, observations at a folk high school, observations in study associations and analysis of reports from European projects where folk high schools and study associations participated. The public sphere that is most apparent is an every day, local public sphere where single individuals and participants in folk high school and study associations discuss common matters. In the discussion there are few references to public political discussions on national or international level. Assuming that citizen is defined broader than as a relation between the individual and the state, the study presents and discusses a variety of ways to act as a citizen within and outside pedagogic practice, and also the obstacles. The thesis provides arguments for a discussion about the concept citizen and citizen action within pedagogic practice. There are also arguments for independent citizen actions outside the pedagogic context. Thereby the citizen action can be brought back to the pedagogic discussion for reflection.

  • 34.
    Paulin, Arja
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    Första tiden i yrket - från student till lärare: en studie av de svårigheter nyblivna lärare möter under sin första tid i yrket2007Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    “How do they manage when left alone in their schools as newly qualified teachers?” Reflections like these evoked an interest to explore how the students become teachers, how their occupational learning processes go on and what difficulties they meet during their first terms in service.

    In my study I use a narrative concept and it consists of notes from 29 meetings with 25 newly qualified teachers in three different groups during three years. The notes have been analysed by means of using qualitative method.

    Becoming a teacher is a process where the newly qualified teachers move from legitimate peripheral participation to full scale participation. In this process they mainly work with enactive representations that have to be supported by iconic and symbolic representations (Bruner).They are also influenced by the social practise in their schools.

    The process is influenced by mutual integration of their previous experiences of school, their education and the context and culture of their school. They have difficulties understanding and handling problematic pupils, with discipline, with relations and co-operation with colleagues and parents. During the process there are some changes in the focus for their main concern. First it is the class room situations and their social dimensions that dominate greatly. During the second term the focus is moved to the pupils and their learning processes, as well as the relations with colleagues and parents and co-operation with them becomes important. Finally the teachers become aware of their own situation in an organisation with opportunities and difficulties.

    Causes to the difficulties experienced by the newly qualified teachers can be found both in the contents of education and in the introduction of beginners in the school domains, where the newly qualified teachers are left alone without the support they badly need. The conclusions that can be drawn from the results have consequences both for education of teachers and the introduction of them in the context of school domains.

  • 35.
    Pelz-Wall, Tanja
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    IT, lärarutbildning och medborgarkompetens1998Inngår i: Kritisk utbildningstidskrift (KRUT) Viskningar och rop i skolministerns öra, nr 3, s. 12-19Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 36.
    Pelz-Wall, Tanja
    et al.
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    Selander, Staffan
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    Märkte du när det vände?: Slutrapport från Farstaprojektet/Farsta gymnasium2007Rapport (Annet (populærvitenskap, debatt, mm))
  • 37.
    Rostvall, Anna-Lena
    et al.
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    West, Tore
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    Att skriva tillsammans2006Inngår i: Uppsatsens mystik -: om konsten att skriva uppsats och examensarbete, Hallgren & Fallgren, Uppsala , 2006, s. 155-166Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 38.
    Rostvall, Anna-Lena
    et al.
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    West, Tore
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    Interaktion i musikundervisning2006Inngår i: Resultatdialog 2006: Forskning inom utbildningsvetenskap, Vetenskapsrådet, Stockholm , 2006, s. 179-193Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 39.
    Rostvall, Anna-Lena
    et al.
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    West, Tore
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    Kartan och terrängen: Didaktikens två ansikten - som tradition och kritisk vetenskap2005Inngår i: Didaktikens Forum, ISSN 1652-2583, Vol. årgång 2, nr 3, s. 27-46Artikkel i tidsskrift (Annet vitenskapelig)
  • 40.
    Rostvall, Anna-Lena
    et al.
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    West, Tore
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    Multimodality and designs for learning2006Inngår i: In Proceedings from the second Nordic conference on multimodal communication Gothenburg papers in theoretical linguistics 92: Gothenburg papers in theoretical linguistics 92, Department of Linguistics, Göteborg University , 2006, s. 273-282Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 41.
    Rönnström, Niclas
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    Kommunikativ naturalism: Om den pedagogiska kommunikationens villkor2006Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    Linguistic communication forms an important part of pedagogical theory and practice. Communication pervades practically all kinds of pedagogic activities, but highly problematic assumptions are commonly made about it. This thesis aims to investigate what a theoretically sustainable and pedagogically fruitful understanding of the conditions of linguistic communication can involve.

    Its theoretical starting points are principally taken from philosophical theories of linguistic communication, but also from sociological, linguistic and psychological theories. It is primarily Donald Davidson’s philosophy of language and Jürgen Habermas’s sociological theory of speech acts about communicative action that provide the framework for this investigation, discussion and critical examination of assumptions about linguistic communication.

    This thesis results in a concept of communicative naturalism that provides a framework for understanding the conditions, characteristics, constitutive roles and functions of linguistic communication in schools and society. This kind of understanding, however, differs considerably from a number of common ideas and traditional theories about communication. Assumptions about a common language, coding processes and determinate meanings, or that language represents something in the world, have traditionally played major roles when explaining communication. This thesis provides reasons for believing that communication can rather be understood in terms of indeterminate interpretation processes in which speakers use their own but not private holistically constituted language that does not represent anything at all.

    Communicative naturalism throws light on the meaning, action and validity dimensions of linguistic communication; and the thesis describes the conditions for communicative understanding and validity, communicative competence, interpretation processes and how linguistic communi¬cation works, the constitutive roles and social functions of communication, what communication as a multidimensional action involves and how three different kinds of knowledge play a key role in all pedagogical communication.

    The thesis also discusses how a communicative naturalistic understanding compares with current research on pedagogical communication in Sweden and some implications it may have for pedagogical research. It adds to our knowledge of the general terms, conditions and characteristics of pedagogical communication.

  • 42.
    Skogh, Inga-Britt
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL). Teknikum/teknikavdelningen.
    Teknikens värld- flickors värld:: en studie av yngre flickors möte med teknik i hem och skola2001Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The thesis focuses on our society's great need of technical competence. Even though the prospects for the future are very good, research shows that teenaged girls often express a negative attitude towards technology. The question is whether girls in the earlier school years also express a negative attitude towards technology. In this thesis twent-six girls from two schools were followed throughout their first five school years. Regular technical education was offered in only one of the two schools.

    The study's aim is to observe the girls' experiences and actions in their confrontation with technology at home and in school, and to try to explain and understand the girls' action when faces with technical tasks. The focus is on the girls as individuals - how they talk, think, and experience the confrontation, and how they act when faced with technical tasks. The issue of how the girls interpret their technical abilities - how they learn that they "can" or "cannot" deal with technology is examined. With the aid of a survey model,the main features in this learning process, as well as where in the process the girls in the study are when the study ends (fifth year), are described.

    The theoretical basis for this thesis is Georg Henrik von Wright's theoretical model of the logic of events. The logic of events as an explanatory model is based on the individual's intentions (von Wright identifies four intentions: wants, duties, ability and opportunity) and on the situation (the historical context) in which the event takes place. Since the study includes a pedagogical context, there was a need to expand von Wright's intention concept. Therefore two pupil-specific intentions are introduced in the thesis: the intention of concession (concessivity), which is meant to describe how the pupils handles her subsidiary position (the degree of consent on the pupil's side), and the intention of curiosity.

    Results show that the girls in the study, with few exceptions, express great interest in technology and technical tasks. Results also emphasize the significance of how the girls define the concept of technology, and the technical experience the may have had. Here technical education at school is shown to be an effective way to offer girls the opportunity to build up a "technical identity".

  • 43.
    Stadelmann Baum, Ilona
    et al.
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Engström, Laila
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Medvetenhet hos dagens språklärare: Vilka aspekter måste dagens språklärare vara medvetna om för att nå ut till alla elever i språkundervisningen2003Independent thesis Basic level (professional degree), 5 poäng / 7,5 hpOppgave
    Abstract [sv]

    Den här uppsatsen vill undersöka om - hur - och i vilken utsträckning, framförallt språklärare kan och vill anknyta till förstaspråkselevens eget språk och egen kultur i klassrumsundervisningen.

    En annan aspekt som arbetet ville belysa var att se om och hur mycket lärarna var medvetna i sitt förhållningssätt gentemot dessa elever. Ytterliggare en annan aspekt var att finna eventuella orsaker för olika förhållningssätt.

    Undersökningsmetoden är baserat på lärar- och elevintervjuer. Samanlagt frågades 4 st. elever med olika första språk och 4 st. språklärare med olika språkkombinationer och bakgrund. Både vuxna och elever tillfrågades på en grundskola här i Stockholm. De inspelade intervjuerna sammanställdes som enskilda brättelser under resultatet.

    Utifrån dessa personliga berättelser förs sedan en diskussion, där lärarens personlighet, egna erfarenheter, kulturtillhörigheten, ointresse, rädsla för det okända och okunskap kan ha samband med att vara mer eller mindre intreserad av att sträva mot en integration av förstaspråkseleven i undervisningen.

  • 44.
    Svärdemo Åberg, Eva
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Lärande genom möten: En studie av kommunikation mellan lärare och studerande i klassrumsmiljö och datorbaserad nätverksmiljö2004Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The aim of this dissertation is to study the social interaction of teachers and students, and their reflections on this interaction. This is done in order to illuminate opportunities and constraints of communication and learning in two different environments within distance education – in the classroom and in a computer-based network environment.

    The empirical data were collected in a distance learning course in a Swedish upper secondary school for adults. The research process was influenced by ethnography in the sense that data were obtained by field observation, video recordings, informal and formal individual interviews and observation of written computer communication. The recorded audio and visual data were transcribed. The data were analysed by the application of concepts such as: activities, conversational topics, primary speaker/ writer, secondary speaker/writer, hearer/reader, intersubjectivity, alterity, symmetry and asymmetry. The data were interpreted through the sociocultural framework drawn from Vygotskian and Neo-Vygotskian theories.

    The results from the study in the classroom show the creation of a number of different activities, which reflected patterns of participation. Many of the conversational topics in the classroom environment later appeared in different activities in the computer-based network environment. However, the topics from the computerized communication seldom resurfaced in the classroom environment. The results also show a relatively homogenous pattern of communication in the computer-based network environment. The majority of the contributions were related to tasks and assessment issues. The students often contributed with subjective texts, which were individual presentations of their experiences. Many contributions failed to involve different levels of alterity, and few questions were asked for the genuine purpose of seeking the other person’s opinion. The results show that the majority of the participants were satisfied with the distance learning course. However, the students found more opportunities for learning in the activities where they were able to collaborate and interact with each other. A regular interplay of levels of engagement, intersubjectivity, alterity, symmetric and asymmetric discourse, seem to be crucial for real opportunities for learning.

  • 45.
    Tryggvason, Marja-Terttu
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Language - mirror of culture: a case study on language socialization with Finns living in Finland and Sweden, and Swedes living in Sweden2002Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The purpose of the present study was to compare language socialization, i.e. how to use language and how to socialize children to use language, in three cultural groups: Finns living in Finland and Sweden and Swedes living in Sweden. Since language socialization is assumed to result in a conversational style, this was studied from different angles. The participants consisted of 20 families in each group with a target child, aged 9-13 years. The empirical data was collected by video recording a mealtime conversation with each family. The video recordings were transcribed by using the CHAT system. The analyses of data demonstrated cultural variations in interaction between Finns and Swedes. The Swedes displayed a higher involvement style than the Finns in different ways. The Swedes produced more talk and they had shorter inter-turn pauses. They elicited talk using more varied syntactic forms which also were somewhat more implicit than the forms used by Finns. The Swedish preference for negotiating and even arguing in immediate responses to negative comments provided a further difference. The Finns spoke mainly about facts, and did not leave an opening for discussion. The groups also differed from one another by showing different social norms and values. The Swedes commented more on moral and ethic issues whereas the Finns commented more on table manners. On the whole, a comparison of two neighbor countries indicated different conversational styles which are assumed to arise from different socialization styles. The cross-cultural comparison of Finns in two communities displayed a strong SwedishFinnish conversational adherence to the Finnish style. The children showed conversational congruity with the parents in each group. The findings indicated that Finnish and Swedish children in meeting each other, for example, in a classroom might have different conversational abilities when contributing to conversations.

  • 46.
    West, Tore
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    Multi-layered Analysis of Teacher-student interactions: Concepts and perspectives guiding video analysis with Tattoo, The Analytic Transcription Tool2007Inngår i: Pedagogies: An International Journal, ISSN 1554-480X, Vol. 2, nr 3, s. 139-150Artikkel i tidsskrift (Fagfellevurdert)
  • 47.
    West, Tore
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    Åter till ordningen?2007Inngår i: Märkte du när det vände?: Slutrapport från Farstaprojektet/Farsta gymnasium, Statsledningskontoret, Kompetensfonden, Stockholms kommun , 2007, s. 48-58Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
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