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  • 101. Cilingir, Feyza
    et al.
    Ünsal, Zeynep
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Jeppson, Fredrik
    Markic, Silvija
    Meaning-making strategies through text reading in bilingual context during a science study guidance session2021Conference paper (Refereed)
    Abstract [en]

    Increasing diversity in European schools pushes focus on education for bilingual pupils (Eurydice, 2019). A study guidance session is a resource to support bilingual pupils in different school subject. The aim of this study is to investigate how meaning making strategies are applied during a science study guidance session through text reading. The theoretical perspective of the research is based on both sociocultural theory regarding meaning-making and on translanguaging theory. Data was collected through the observation of a science study guidance session, where a 9th grade bilingual pupil and a study guidance teacher read a text. A narrative analysis is used in order to describe how meaning making strategies were employed. Preliminary results show a number of meaning making strategies used to support the pupil´s meaning making of scientific context in both minority and majority languages. However, there are also some challenges observed with regards to the use of scientific terms in the pupil´s minority language. 

  • 102.
    Cohen, Stefan
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    ”Vi lever ju i framtidens Historia”: En undersökning av gymnasieelevers epistemologiska uppfattningar i historia och narrativa kompetens2022Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
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  • 103. Condon, Lara
    et al.
    Koljonen, Tuula
    Remillard, Janine T.
    Krzywacki, Heidi
    Van Steenbrugge, Hendrik
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Navigating multiple languages and meanings in cross-cultural research on teachers’ resource use2023In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 55, no 3, p. 565-577Article in journal (Refereed)
    Abstract [en]

    Cross-cultural research covering multiple languages and cultures involves negotiating conceptual and linguistic challenges. This paper focuses on how researchers working across cultural and linguistic boundaries navigate the research process and negotiate a common understanding of the constructs under study. Working towards intersubjectivity within a cross-cultural research team is essential, as it deepens understanding of one another’s contexts and our own. We analyze our own research process, as a cross-cultural team studying elementary school teachers’ use of print and digital instructional resources in Finland, Flanders, Sweden, and the U.S. Recorded team conversations served as data to help us explore the way language and culture are intertwined and how these relationships surface when developing research instruments and conducting analysis of the interviews, in which language became a focal point. Challenges emerged particularly within three research aims, namely, naming and describing teaching practices, understanding teachers’ relationships with mathematics resources, and defining digital resources in a cross-cultural survey. Our systematic analysis of instances of conceptual and linguistic inequivalence prompted the team to make language explicit and revealed that these instances varied in several ways that had implications for how and whether they might be bridged. Thus, this paper contributes to understanding the methodological impact of using a shared language, acknowledging that researchers’ lexicons about mathematics teaching are closely linked to their own cultural knowledge and experience. Therefore, working explicitly across language and culture towards mutual understanding is a necessity and a way to reinforce the validity of research outcomes. 

  • 104.
    Csöregh, Anna-Marie
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Developing assessment identity as a novice EFL teacher: A balance act between fairness and accountability2023Conference paper (Other academic)
    Abstract [en]

    Developing assessment identity as a novice EFL teacher: A balance act between fairness and accountability

    Research on EFL novice teachers’ assessment identity development is closely related to the aims of sustainable language assessment from at least two perspectives. One is the positive effects of discussing language assessment connected to professional identity from a teacher perspective. Seeing that assessment identity as a phenomenon is far from a fixed entity, and that each position has its benefits and drawbacks, could strengthen teachers in their assessment identities when implying that change not only is possible, but the normal and even to be the norm. A second perspective is that of students, who gain from quality assessments where teachers have balanced the demands of fair and accountable assessments through insights about themselves as assessors.

    As part of the results from a research project about novice teachers’ assumptions and beliefs about assessment, a four-fielder model of language assessment identity positions, LAIP, has been developed. Based on the analysis of 39 hours of recorded focus-group interviews with novices working with young learners (age 10 – 12) over two years, the LAIP-model shows how the main themes of fairness and accountability are played out. 

    As such, the LAIP model may serve as a game-changer which offers an understanding of different assessment approaches, thereby enabling discussions bringing more or less sensitive key issues to the fore. Member checks also reveal a need to address assessment identity formation during teacher education, before standing face-to-face with the complexities of assessment. 

  • 105.
    Csöregh, Anna-Marie
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Fairest of them all?: Assessment identity development among Swedish student and novice teachers of English as a foreign language2022Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis explores language students and novice teachers’ assumptions and beliefs about assessment and grading, how they view themselves as assessors, and whether their opinions change over time with increased teaching experience. Besides exploring questions such as how student and novice teachers think about quality assessment, there is the question of what challenges teachers face in assessing one language (English), among many others known or spoken in the linguistically heterogeneous classroom. As in many other European countries, the multilingual classroom has brought changes to the Swedish educational context, where the predominantly monolingual classroom was previously the norm. This research project builds on the assumption that there is something that can be called assessment identity, and that competence is gained through dialogical processes between the individual and the context. The research context is focused on Swedish middle school, where the subject of English is taught as a foreign language, and where students are usually 10–12 years old.

    A mixed methods methodology was used in a sequential explanatory design. Different data collection methods were used in two partly overlapping phases over a period of 2.5 years. In the first phase, an anonymous online survey was answered by 128 students. In the second phase, 17 novice teachers participated in recurrent focus-group interviews and occasional in-depth interviews. The total amount of data analysed comprised 158 surveys and 39 hours of interview recordings where both types of data were analysed mainly with qualitative content analysis. The results display diverse beliefs and assumptions about assessment among the participants; two main themes of fairness and accountability are highlighted. Based on the findings, a four-field model is introduced, where assessment identities are positioned according to their technical/formal or pedagogical approach, and their compliance to the accountability system. This model of language assessment identity positions, LAIP, is seen as the major contribution of the study.

    Findings visualised using the LAIP model, reveal a need to address assessment identity formation during teacher education before teachers are confronted with all the complexities of assessment. Moreover, the study provides a nuanced understanding of assessment identity formation and accentuates the importance of the immediate context for classroom assessment practices, high- and low-stakes alike. Being able to problematise different teacher roles and assessment identities as part of the learning process of how to become a teacher may counteract feelings of stress and inadequacy. It would also help novices to connect what is learnt at university to what is encountered at work.

    The thesis aims at problematising different assessment identity positions and how they relate to the aims of equality and quality assessment by which a recognition of different positions would be acknowledged and opened up for discussion. In this way, different assessment practices or assessment identities could be discussed on a system level, away from a more opinionated level. This would mean to accept different positions as legitimate expressions of different ideals and contexts. This broad outlook on assessment identity development could be used to strengthen all types of teachers.

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  • 106.
    Csöregh, Anna-Marie
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Fairest of them all?: Novice teachers developing assessment identity in Swedish EFL classrooms2021Conference paper (Refereed)
    Abstract [en]

    Since 2010, the Swedish Education Act states that all education must be grounded in science and proven practice. This means that not only policy makers, but also all teaching personnel working within the education system must keep themselves informed in their subject area and follow educational development and research. However, this is easier said than done. Assessor behaviour and teacher beliefs have become topical issues in educational research, as more weight is placed on final assessment results by policy makers. The identities of novice teachers entering the transitional space between student and professional, where accountability shapes their teaching practices, attract increased scholarly interest. However, longitudinal studies focusing on the development of language teachers’ assessment identity are scarce. This project with its interest in language teachers’ assessment identity, aims at creating a platform where research and experience meet and enrich each other in a collaborative and reciprocal way through a mixed-methods explanatory design. Through an initial online survey among pre-service middle school teachers, several themes emerged that will be further explored through continuous focus group interviews during two years. Preliminary findings from the survey data with 118 returns shed light on how these novice teachers think about themselves as assessors of young learners of English. They share firm preconceptions of their agency regarding assessment practices, and how these might affect their pupils, despite a lack of experience. In this project, practitioners, in the form of novice teacher assessors, can gain meta-awareness of preconceptions and a better understanding of their own assessment practices. At the same time, scientific research gains original knowledge through a deeper understanding of the development of assessor identity. The win-win situation lies in the fact that this mutual enterprise could inform teacher education, everyday assessment practices and high stake testing, benefitting all students.

  • 107.
    Csöregh, Anna-Marie
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Fairest of them all?: Novice teachers developing assessment identity in Swedish EFL classrooms2022In: SLTED 2022 Vienna: Secon Language Teacher Education: Challenges and New Horizons: Programme and Abstract Booklet, Vienna: University of Vienna , 2022, p. 26-26Conference paper (Refereed)
    Abstract [en]

    Despite the fact that assessment and assessment practices have become a more explicitly significant part of teachers’ responsibilities, there is a lack of reported research concerning the formation of novice teacher EFL identities, in particular with regard to their role as assessors. Likewise, there seems to be a lack of research regarding if and how these identities change over time. In the Swedish context, where teachers are in a unique position of assessing their own pupils’ work, studies on assessment identity development are even more sought after.

    This presentation shares some of the insights from a four-year research project investigating the way student and novice teachers think about themselves as assessors of young learners of English (age 10 – 12), and how they experience the balance between accountability demands and making fair assessments. 

    Focus-group interviews with 16 novice teachers over 2 years, resulting in 39 hours of transcript, where analysed using content analysis (Graneheim & Lundman, 2004). Dialogical Self Theory (Hermans, 2001), is used to explain dialogical positioning and re-positioning within the self. This view is helpful when studying identity development among novices, as the potential for conflicting positions are abundant.

    The results illustrate diverse beliefs and assumptions about assessment among the participants. Based on the findings, a four-field model is introduced, where identities are positioned according to their technical or pedagogical approach, and their compliance to the accountability system. Member checks reveal a need to address assessment identity formation during teacher education, before standing face-to-face with all the complexities of assessment. The study helps nuance our understanding of assessment identity formation and accentuates the importance of the immediate context for classroom assessment practices, high- and low-stakes alike.

  • 108.
    Cunningham, Una
    Stockholm University, Faculty of Humanities, Department of Language Education. Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Elever behöver kommunicera spontant på engelska2019In: Didaktisk utvecklingsdialog: Lärares och skolledares professionella utveckling / [ed] Anette Olin, Jonas Almqvist, Lisbeth Gyllander Torkildsen, Karim Hamza, Lund: Studentlitteratur AB, 2019, p. 37-38-Chapter in book (Refereed)
    Abstract [sv]

    Boken innehåller elva exempel på möten mellan skolpraktik och forskning. Varje kapitel inleds av en lärare eller skolledare som beskriver ett eget valt didaktiskt dilemma. Författarna delar öppenhjärtigt med sig av upplevda svårigheter i den egna verksamheten. Varje dilemma kommenteras sedan av två forskare och en kollega. Avslutningsvis reflekterar läraren eller skolledaren över vad som framkommit i dialogen. Poängen med didaktisk utvecklingsdialog är att praktiska erfarenheter på detta sätt beprövas och generaliseras. Dessutom prövas teoretisk kunskap och görs relevant genom att konkretiseras. 

    Den didaktiska utvecklingsdialogen är grundad i didaktik och aktionsforskning, vilka båda förespråkar att lärare och skolledare ses som experter i sin egen yrkesutövning. En utgångspunkt i boken är att didaktik som kunskapsfält bidrar till utveckling såväl av lärares undervisning som skolledares ledarskap. 

    I boken bidrar varje kapitel med kunskap om de dilemman som bearbetas och avslutningsvis beskrivs hur didaktisk utvecklingsdialog kan användas som skolutvecklingsmodell. Boken riktar sig därmed till både erfarna och blivande lärare och skolledare, på skolor och i lärar- och rektorsutbildningar, som vill ha autentiska fall att diskutera eller som vill använda didaktisk ­utvecklingsdialog i sitt utvecklingsarbete.

  • 109.
    Cunningham, Una
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. University of Canterbury, UK.
    The role of blogs and forums in the linguistic expectations of pilgrims on the Camino to Santiago2013In: Computer mediated discourse across languages / [ed] Laura Álvarez López; Charlotta Seiler Brylla; Philip Shaw, Stockholm: Acta Universitatis Stockholmiensis, 2013, p. 137-154Chapter in book (Refereed)
    Abstract [en]

    Every year thousands of pilgrims from more than a hundred countries embark on a pilgrimage to Santiago de Compostela in northwestern Spain. Many of them prepare for their pilgrimage physically and mentally.  Dozens of web pages, forums and blogs in a number of languages are dedicated to helping them with this preparation. This paper examines the role of blogs, web pages and forums in constructing pilgrims on the Camino de Santiago. One of the pervasive themes of these texts is the communitas that is experienced by pilgrims without regard to language or nationality. It appears to be unproblematic to communicate even when there is no or very limited common language. The hypothesis is that material accessed by pilgrims before beginning the journey leads them to expect to be able to communicate with everyone they meet, regardless of their actual language skills. This paper uses qualitative data analysis software (NVivo 10) to look at how the web-based material treats cross-linguistic communication in the multilingual liminal space of pilgrimage on the Camino, and at how pilgrims tell the story of their expectations after the pilgrimage is complete.

  • 110.
    Dani, Afef
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Att lösa matematiska problem: Lärarens strategier i fokus2024Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här studien är att undersöka och belysa hur matematiklärare undervisar i problemlösning, samt vilka strategier läraren använder i problemlösning i årskurs 7–9. Fem legitimerade matematiklärare i årskurs 7–9 observerades och intervjuades fysisk i Mellansverige. Studien granskat tidigare forskning om problemlösning och har använt Smith och Steins modell som utgångspunkt för att besvara studiens frågeställningar. Ett sociokulturellt perspektiv har visat kompassriktningen i föreliggande studie. Studiens resultat visade lärarens varierande strategier i undervisning av problemlösning, samt att möjlighet till imitativa resonemang, IR, dominerar över möjligheterna som ges till elever för att lösa ett matematiskt problem. 

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  • 111.
    Danielsson, Anna
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Berge, Maria
    Österling, Lisa
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Valero, Paola
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Walking Ethnographies in Higher Education Spaces of Physics and Mathematics2023Conference paper (Other academic)
  • 112.
    Danielsson, Anna
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Johansson, Anders
    Nyström, Anne-Sofie
    Gonsalves, Allison J.
    Young peoples’ online science practices as a gateway to higher education STEM2022Conference paper (Refereed)
  • 113.
    Danielsson, Anna
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    King, Heather
    Godec, Spela
    Nyström, Anne-Sofie
    The identity turn in science education research: a critical review of methodologies in a consolidating field2023In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, no 18, p. 695-754Article, review/survey (Refereed)
    Abstract [en]

    This manuscript reflects on the affordances and limitations of methodological approaches commonly adopted by science education researchers examining learner identities. Our aims are to unpack the relative strengths and weaknesses of such approaches and note their respective prevalence. In so doing, we identify and critique studies which we consider exemplify the different approaches and, in turn, note the direction of fruitful developments and the nature of key challenges. From our review of the field, we suggest that three discrete methodological approaches can be identified: macro-studies within a psychological tradition; macro-studies within a sociological tradition; and micro-studies within an interpretive tradition. Our review comprised a critical analysis of papers included in the Web of Science databases published between 1998 and 2018. A total of 198 papers examining aspects of learner identity relating to science were identified. Of these, the majority (146) were categorised as micro-studies within an interpretive tradition. We discuss the implications of methodological choices for the advancement of understanding and further note ambiguities in the field particularly in relation to the ways in which learner identity research is conceived. We also raise questions for the field relating to the ways in which findings may be scaled, and how the field might develop to allow stronger theoretical and conceptual coherence.  

  • 114.
    Danielsson, Anna T.
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Johansson, Anders
    Nyström, Anne-Sofie
    Gonsalves, Allison J.
    Young Peoples’ Online Science Practices as a Gateway to Higher Education STEM2023In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 53, no 4, p. 759-770Article in journal (Refereed)
    Abstract [en]

    The purpose of this manuscript is to explore how students perceive that online practices have enabled their participation in university physics programmes. In order to conceptualise how students bridge their science participation across physical and online spaces, we make use of the learning ecology perspective. This perspective is complemented with the notion of science capital, analysing how students have been able to strengthen different aspects of science capital through online participation. Data has been generated through semi-structured interviews guided by a timeline, constructed in collaboration between the interviewer and the interviewee. Twenty-one students enrolled in higher education physics have been interviewed, with a focus on their trajectories into higher education physics. The findings focus on four students who in various ways all have struggled to access science learning resources and found ways to utilise online spaces as a complement to their physical learning ecologies. In the manuscript, we show how online practices have contributed to the students’ learning ecologies, e.g. in terms of building networks and functioning as learning support, and how resources acquired through online science practices have both use and exchange value in the wider science community. Online science participation is thus both curiosity driven and founded in instrumental reasons (using online tutoring to pass school science). Furthermore, we argue that online spaces have the potential to offer opportunities for participation and network building for students who do not have access to science activities and science people in their everyday surroundings.

  • 115.
    Danielsson, Kristina
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Bergh Nestlog, Ewa
    Kunskapsutveckling genom ämnesspråk2022In: Didaktikens språk: Om skolundervisningens mål, innehåll och form / [ed] Andreas Nordin; Michael Uljens, Malmö: Gleerups Utbildning AB, 2022, p. 87-102Chapter in book (Other academic)
    Abstract [sv]

    Elever på alla skolans stadier och studenter i högre utbildning rör sig mellan olika ämnen med olika innehållsligt fokus. Denna rörelse blir också en förflyttning mellan olika språkliga världar: ämnenas olika praktiker innebär att vi ”vill” olika saker med språket i dessa olika ämnesvärldar. I kapitlet presenterar vi begreppet ämneslitteracitet närmare. Vi gör det utifrån en vidgad syn på språk, där vi utöver verbalt språk (tal och skrift) inkluderar sådant som hur bilder och andra resurser används på ämnesspecifika sätt. Teoretiskt bygger kapitlet på socialsemiotik, vilket är en funktionell syn på språk och språkande som här också innefattar ett multimodalt perspektiv på språk och interaktion (Halliday, 1978; Kress, 2010). Vi presenterar också ett par didaktiska modeller som lärare kan använda för att dels själva få syn på ämnets språk, dels arbeta på sätt som ger elever möjlighet att utveckla ämneslitteracitet parallellt med sitt ämneskunnande.

  • 116.
    Danielsson, Kristina
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Bergh Nestlog, Ewa
    Jeppsson, Fredrik
    Tang, Kok-Sing
    Analysing interaction in science classrooms – a comparative study of two discourse analysis frameworks2023In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, Vol. 2023, no 1, p. 1-32Article in journal (Refereed)
    Abstract [en]

    One central issue for research in classrooms is to provide insights concerning characteristics of classroom interaction that can help teachers improve their teaching. In the present study, we analyse spoken interaction in one elementary physics classroom by the use of two different frameworks, targeting similar aspects of social communication, namely how discourse patterns shape the relations between participants. The two frameworks utilized are on the one hand analyses of the communicative approach according to Mortimer and Scott, combined with analyses of discourse patterns such as IRE-patterns, and on the other hand analyses related to the interpersonal meta-function in Halliday’s systemic-functional grammar, SFG. The aim was to highlight possibilities and limitations of the different frameworks. 

    Our analyses reveal that the two analytical frameworks have partly the same, partly different affordances concerning what they can reveal about classroom interaction. The analyses of the communicative approaches have the potential of elucidating discursive patterns and power relations at a general level, while the analyses based on SFG can provide more details about the power relations in terms of how the participants actually structure their utterances. The results are also discussed regarding implications for education.

  • 117.
    Danielsson, Kristina
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Elvander, Ebba
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Multimodalt textskapande som verktyg för att utveckla elevers skrivande2022In: Läs- och skrivundervisning utifrån elevers varierade behov / [ed] Diana von Börtzell-Szuch; Sari Vuorenpää, Malmö: Gleerups Utbildning AB, 2022, p. 155-172Chapter in book (Other academic)
    Abstract [sv]

    Kapitlet bygger på ett samarbete mellan en lärare och en forskare som gemensamt planerat och analyserat skrivundervisning som läraren genomfört i en språkligt heterogen klass i årskurs ett. Genom kapitlet vill vi ge ett exempel på hur en inkluderande undervisning kan se ut, där unga elever arbetar med att skapa multimodala texter bestående av ord och bild. Kapitlet utgår ifrån en funktionell syn på textskapande. Textarbetet genomfördes under temat "vatten". Analyserna av undervisningen bygger på modellen lärdesignsekvenser som utvecklats inom det teoretiska perspektivet design för lärande.

  • 118.
    Danielsson, Kristina
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Linnaeus University, Sweden.
    Jeppsson, Fredrik
    Nestlog, Ewa B.
    Tang, Kok‐Sing
    Representations of science content in a primary classroom: Combining long and short timescales for multimodal analysis2023In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 107, no 6, p. 1561-1592Article in journal (Refereed)
    Abstract [en]

    This study reports on a case study about multimodal work in a primary physics classroom focusing on forces. Previous research reports that students benefit from multimodal work in science classrooms. Yet, few systematic studies have been performed to reveal how students represent their experiences and ideas of science phenomena over time within and across different semiotic modes (e.g., through action, speech, writing, and image, including multimodal ensembles). The design of the lessons was built around a number of experimental activities, starting with a puzzling phenomenon and where students for each experiment predicted, observed, described, and tried to come up with explanations. Based on social-semiotics, we combined analysis at an overall level (long timescale and large grain size) and a detailed level (short timescale and small grain size) to shed light on how the science content was represented within and between modes over the teaching and learning period, and what content was expressed in these representations. Our findings reveal how students moved from focusing on attributes such as a “heavy” regarding artifacts used in the experiments, towards the central physics processes, such as one object exerting force on another object. Furthermore, we were able to detect that such “signs of learning” were shown in students’ small-group discussions and multimodal texts following a carefully orchestrated multimodal exposition by the teacher. Hence, such a careful multimodal orchestration appeared to be critical for the students’ meaning-making about the science content.

  • 119.
    Danielsson, Kristina
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Uddling, Jenny
    Signs of Learning: Multiple Modes as Support for Interaction in a Linguistically Diverse Physics Classroom2022In: Education Sciences, E-ISSN 2227-7102, Vol. 12, no 10, p. 1-23Article in journal (Refereed)
    Abstract [en]

    Students’ and teachers’ meaning making in science classrooms is dependent on language in a broad, multimodal, sense, comprising specialized lexicogrammar and ways of using semiotic resources such as models, diagrams, and subject specific symbols. Altogether, the multimodal demands of science can be challenging, in particular for students learning the language of instruction in parallel with the subject content. Yet, multimodal perspectives are scarce in research concerning science learning in linguistically diverse classrooms, where several students are educated in their second language. Drawing on designs for learning theory, the interaction in a linguistically diverse physics classroom was analyzed through the Learning Design Sequence model to investigate the teacher’s design for learning for students’ meaning-making about ‘sound’. Thereto, students’ ‘signs of learning’ regarding subject content and how to communicate content in line with the discourse of science was analyzed. The teacher’s design for learning gave the students opportunities to interact about content by use of different semiotic modes, with gradually higher demands regarding both content and how to express the content which appeared to support students’ development of content knowledge and competency to express this knowledge in line with the discourse of science. However, some of the teacher’s choices appeared to be a hindrance for the students.

  • 120. Davies, Peter
    et al.
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Se ekonomi som system: Ekonomiundervisning för begreppsbildning2023In: SO-didaktik, E-ISSN 2002-4525, no 13, p. 54-59Article in journal (Other academic)
    Abstract [sv]

    I artikeln beskriver vi utmaningar med att förstå begreppet pris i ett system och undervisning som stöder elevers lärande och begreppsbildning. Vi tar också upp att ett begrepp som pris rör politik och politiskt beslutsfattande. Förändring av pris, genom skatt på konsumtion, rör viktiga samhällsutmaningar som klimatförändringar och miljöproblem, ojämlikhet , hälsa och utveckling. SO-didaktik, nummer 13, s. 54-59. Länk för nedladdning: https://issuu.com/so-didaktik/docs/so-didaktik_nummer_13

  • 121.
    de Ron, Anette
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Problem i matematiken – Diskursiva sanningar om matematikundervisningens varför och hur2022In: Matematikundervisningens sociopolitiska utmaningar / [ed] Paola Valero, Lisa Björklund Boistrup, Iben Maj Christiansen, Eva Norén, Stockholm: Stockholm University Press, 2022, p. 69-99Chapter in book (Refereed)
    Abstract [sv]

    I detta kapitel undersöker jag spänningsfält mellan matematikundervisningensoch problemlösningens varför och hur. Mer specifikt undersöksdiskurser om problems användning i matematikundervisningen i sammanvävningenmellan matematik och problemlösning. Det övergripande syftetmed studien är att synliggöra hur denna sammanvävning iscensätts ochlegitimeras i vår tid genom att se tillbaka i historien och studera texter från1840-talet och framåt. Genom diskursanalys ses texterna som uttryck förvad som ger mening i ett specifikt sammanhang och en specifik tid gällandeproblemlösning och matematikundervisning. I resultatet framträderdiskursiva sanningar om matematikundervisningens varför och hur, därmatematikundervisningens syfte och utformning av undervisningen diskuteras.Vidare diskuteras att spänningsfältet mellan de diskursiva sanningarnaom matematikundervisning och problemlösning hela tiden gör siggällande, samt hur resultatet relateras till olika positioneringar av elever.

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  • 122.
    de Ron, Anette
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Problemlösning i matematikdidaktik och lärarutbildning: Ett mångdisciplinärt utforskande och affirmativ kritik2023Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this thesis in mathematics education is to produce knowledge about problem-solving as a broad and complex phenomenon in mathematics teacher education, historically and in the present. With a multidisciplinary approach and affirmative critique, possible new understandings of the phenomenon are investigated, extended and transformed in three sub-studies and two chapters in the wrapping. The thesis builds on previous research on teacher education but seeks to contribute to a multidimensional understanding of the phenomenon of problem-solving. The first sub-study provides a configurative research review that offers a picture of the different relationships in which problem-solving is involved, and how different aspects of problem-solving are highlighted and become complementary. The second sub-study is a discourse analysis of historical texts on problem-solving where the data consists of texts written for and by teachers from the 1840s and onwards. The sub-study shows how discursive truths about problem-solving are formed and consolidated over time. The third sub-study brings attention to the materiality of problem-solving teaching, and highlights how mathematics teaching in secondary school, in the form of classroom observations, can be understood in a new materialist perspective. In addition, the thesis includes further analysis of problem-solving – presented in two chapters in the wrapping – and as a consequence the thesis may is designed as a hybrid between a compilation thesis and a monograph. In one of the chapters, previous research is traced diffractively with regard to the arguments put forward as to why problem-solving is important. In the other chapter, the results of the three sub-studies are read diffractively, through and with feminist new materialism. The thesis spans over several theoretical-methodological fields and takes the reader on a walk through the problem-solving landscape. The overall results show that problem-solving is a composed phenomenon that appears in different ways in different theoretical perspectives and methodological starting points, as well as in different times and spaces. To summarize, the thesis shows that 1) there is a need for teacher education to encourage pre-service teachers to acknowledge the multiplicity regarding both knowledge of problem-solving and the solving of problems, 2) teaching in teacher education can make visible, but also question, dualities such as thinking–acting, body–soul, rationality–emotions, woman–male in order to find other ways of understanding problem-solving, 3) when aspects of gender, inequality and other sociopolitical issues are addressed in mathematics education content in teacher education, problem-solving can be linked even more to a societal context, 4) the consideration and handling of emotions in relation to mathematics is significant as a knowledge in itself and contributes to a more composed understanding of problem-solving, and 5) new dimensions of problem-solving can emerge when the planning of mathematics teaching is based on a relational understanding of learning and supported by new materialist theory. The thesis contributes with new ways of thinking about problem-solving as a composed phenomenon, what it can entail and become, and provides suggestions for an expanded and 'respons-able' understanding of problem-solving that can contribute to further develop mathematics education in teacher education.

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    Problemlösning i matematikdidaktik och lärarutbildning
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  • 123.
    de Ron, Anette
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Christiansen, Iben Maj
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Skog, Kicki
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Configuring the landscape of research on problem-solving in mathematics teacher education2022In: International Electronic Journal of Mathematics Education, ISSN 1306-3030, Vol. 17, no 4, article id em0712Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to configure the landscape of empirical mathematics educational research onproblem-solving in teacher education, and thereby disentangle how mathematical problem-solving is understoodand used. The method consists of a configurative review of empirical mathematics education research onproblem-solving in teacher education. A two-dimensional model is presented to illustrate how different aspectsof problem-solving in teacher education are connected to and complement each other. Using the model, theconfiguration results in the proposition of four major categories of research on problem-solving in teachereducation. The result indicates an almost equal distribution of research which views problem-solving as an aimfor mathematics education versus research which views problem-solving as a means for learning mathematics.However, within the former, roughly three quarters of the articles focus on content knowledge, and only a quarteron pedagogical content knowledge. Implications for teacher education and future research are discussed.

  • 124.
    de Ron, Anette
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Skog, Kicki
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Entanglements of Circles, Phi and Strings2022In: Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education: Volume 2, Research Reports (A-H) / [ed] Ceneida Fernández; Salvador Llinares; Angel Gutiérrez; Nuria Planas, Alicante, Spain: PME , 2022, Vol. 2, p. 211-218Conference paper (Refereed)
    Abstract [en]

    This study focuses on the entanglements of material discursive agents in amathematical explorative activity, where learners systematically investigate theproperties of the circle. A diffractive methodology is used to explore the emergingintra-activity in-between the teacher, the learners, different teaching materials, themathematical concepts and formulas, as abstract and concrete aspects of mathematicseducation are set in motion. The results show that concrete material-discursive agents,such as strings, rulers and bodies are entangled with abstract mathematical conceptssuch as circumference, formulas and phi.

  • 125. de Winter, James
    et al.
    Airey, John
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Uppsala University, Sweden.
    Pre-service physics teachers’ developing views on the role of mathematics in the teaching and learning of physics2022In: Physics Education, ISSN 0031-9120, E-ISSN 1361-6552, Vol. 57, no 6, article id 065007Article in journal (Refereed)
    Abstract [en]

    This qualitative, questionnaire and interview-based study explores how pre-service physics teachers think about the role that mathematics plays in the teaching and learning of physics at university and school level and whether these views change during their pre-service teacher education. Many of the pre-service teachers were aware of the complex relationship between these two subjects at university level, noting that success in mathematics can often mask a lack of conceptual understanding in physics and that there can be a disconnect between the physics and mathematical aspects of undergraduate courses. At school level, many stressed the importance of a focus on conceptual understanding and that technical competence in mathematics lessons does not always transfer to physics lessons. Almost all the pre-service physics teachers changed their views during the year, often in response to their classroom experiences. As they became more attuned to the difficulties students faced with respect to the mathematical challenges involved in learning physics, many took a more pragmatic position that balanced the role of mathematics in physics with acceptance that they must respond to student needs. We suggest that these changing views can be framed in terms of two re-orientations. A disciplinary re-orientation where the role that mathematics plays in order to be successful in physics is reassessed, and a pedagogical re-orientation that attends to pragmatic, teaching considerations. We recommend that direct attention to the role of mathematics in school physics should be an integral part of pre-service physics teacher education in order to encourage these re-orientations.

  • 126.
    Dessen Jankell, Lotta
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Elevers uppfattningar av systemmodellering i arbete med hållbarhetsfrågor2023In: LUMAT: International Journal on Math, Science and Technology Education, E-ISSN 2323-7112, E-ISSN 2323-7112, Vol. 11, no 1, p. 25-51Article in journal (Refereed)
    Abstract [en]

    The article explores students’ experiences while using system models to analyze sustainability issues in geography teaching. Students at upper secondary school level in Sweden participated in a long-term teaching design study where system models were introduced and used to analyze complex issues. After the teaching segment, the students were interviewed about their experiences. The data, consisting of 32 interviews and 138 written reflections, was analyzed using phenomenography. The results show three qualitatively different ways of experiencing what it means to work with system models to deal with sustainability issues. The students perceived these as: a) a tool for modelling complex content, b) a representation of complex issues, and c) a way to explore reality in terms of systems. The results were quantified to compare if students’ experiences differed in relation to the teaching that they participated in. The conclusions show that during the first time that the students used the models they experienced the system models as a tool and there was a gap between the models and the real issues. Only few aspects of systems thinking developed. The second time, when the students used the models during a longer period of time they experienced the model work as a way to explore real problems as systems and developed more aspects of systems thinking. The article contributes with knowledge about what students need to discern to be able to develop systems thinking in geography and what learning teaching need to enable.

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  • 127.
    Dessen Jankell, Lotta
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Förstå verkligheten som system: - att utveckla gymnasieelevers systemgeografiska kunnande genom geografiundervisning2023Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This doctoral thesis is concerned with how upper secondary students in Sweden develop system geographical knowing through Geography teaching, where complex issues such as climate change are dealt with. In many countries, these issues are particularly relevant for the school subject of Geography since the subject is responsible for issues that involve system changes. These issues involve a complex web of aspects and dimensions so it is challenging for students to develop indepth holistic understandings. Commonly, students are left alone to synthesise the various parts into a whole. Systems thinking is suggested as an approach to dealing with these challenges, but there is little research on what such thinking implies in Geography teaching, or what students need to experience to develop this knowing. This educational design study departs from practice theory to explore and broaden systems thinking in Geography teaching by introducing a model task with connection web models that combine system dynamic causality, soft systems thinking, and spatial dimensions in a new way. The model task was developed and tested empirically in two upper secondary schools in Sweden. Research data consist of interviews and recordings of the students’ work with connection web models as a way of exploring complex issues. Findings from the study are presented in four peer-reviewed articles that together answer the two research questions: i) what does it mean to become system geographically knowledgeable when managing complex geographical issues? and ii) how can Geography teaching be designed to develop students’ system geographical knowing? 

    Article I proposes a subject didactic model where the systems concept and other geographical concepts were used as organising tools to design Geography teaching. The model was developed in collaboration with Geography teachers and was used for designing the teaching interventions in the present study. Article II contributes findings from a series of lessons where the connection web model was introduced and presents four qualitatively different aspects of knowing that are critical for students to be able to use the model. For instance, being able to discern different causal characters of connections, to use place and scale as analytical tools, and to interpret the holistic pattern of interwoven connections. Article III analyses three different teaching designs and presents four design principles that teachers can use to support the development of the students’ system geographical knowing and overcome challenges that have been identified. Article IV presents findings about how the students experience the phenomenon of using the connection web models as a way of managing complex issues. Three different ways of experiencing the phenomenon are presented as well as critical aspects that students need to experience to qualify their knowing. 

    This doctoral thesis broadens the view on what systems thinking can mean in the integrated and spatial school subject of Geography and contributes didactic models for teachers and researchers to use to develop the students’ knowing. The study argues that system geographical knowing is relevant for students to better understand complex issues concerning system changes. Finally, it is argued that connection web models have the potential to function as learning models if the model work is considered as a long-term process.

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    Förstå verkligheten som system: - att utveckla gymnasieelevers systemgeografiska kunnande genom geografiundervisning
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  • 128.
    Dessen Jankell, Lotta
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Sambandsvävar för att utveckla elevers systemgeografiska kunnande2023In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 2, p. 75-110Article in journal (Refereed)
    Abstract [en]

    The school subject of Geography deals with complex issues that involve changes of the Earth systems that human systems are depending of, such as climate change and related key sustainability issues. The subject content requires an understanding of complex multicausal and dynamic relationships between nature, people and societies and span over large temporal and spatial scales. A systems approach has been suggested as a way of dealing with this complexity. This article reports from a design study that examines how different factors in Geography teaching can enable or impede, different aspects of upper secondary students' systems geographical knowing. Furthermore, the article discusses how this knowing can also be seen as aspects of critical thinking in geography. The teaching intervention used a specifically designed system geographical connection model. The purpose of the article is to contribute with four tentative design principles that aim to provide teaching conditions for students to: I) experience the idea of a complex issue in terms of a specific system, II) test and use system geographical concepts for constructing the system, III) examine and anchor the constructed system in place-specific contexts and IV) synthesise, interpret and evaluate consequences based on different perspectives in order to develop critical thinking. With these principles the article contributes with knowledge that teachers can use to organise geography teaching around sustainability issues and discuss how system aspects can contribute to critical thinking in geography. 

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  • 129.
    Dessen Jankell, Lotta
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Johansson, Patrik
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    System Geographical Webbing as an Object of Knowing to Analyze Sustainability Issues in Geography2022In: Journal of Geography education, ISSN 2198-4298, Vol. 50, no 3, p. 119-140, article id 2698-6752Article in journal (Refereed)
    Abstract [en]

    This article explores system geographical webbing, i.e., to use a specific connection web to analyze sustainability issues, as an object of knowing in upper secondary Geography teaching. A model task was developed based on systems principles and geographical concepts. Empirical data consists of teaching interventions aimed at encouraging students to perform webbing actions and to construct geographical relationships of sustainability issues. The article describes aspects of the geographical knowing needed for using a connection web and its embedded tools to explore sus- tainability issues. Finally, the article suggests avenues for teachers to support system geographical knowing development. 

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  • 130.
    Dudas, Cecilia
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Rundgren, Carl-Johan
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Lundegård, Iann
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Exploratory Considerations in Chemistry Education—Didactic Modelling for Complexity in Students’ Discussions2023In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 32, no 2, p. 481-498Article in journal (Refereed)
    Abstract [en]

    Research has shown the importance of dealing with real-life issues and of enabling student encounters with complexity in chemistry education in order to increase student participation. Therefore, this study aims to analyse how complexity evolves in students’ discussions and how this complexity relates to aspects of tentativeness in chemistry. In the study, we analyse how a previously developed didactic model can be refined from the students’ considerations evolving from the present context. The study was conducted as an in situ study in one upper-secondary school. Students’ discussions were recorded on video. The recordings were transcribed and analysed using deliberative educational questions. Two different kinds of considerations emerged in the students’ discussions: factual and exploratory considerations. While factual considerations are an important element of chemistry education, students also need to encounter exploratory considerations. The study proposes a didactic model useful for teachers in didactic analysis and design of activities aiming to support students to unfold complexity through exploratory considerations. One implication is to base activities on real-life issues in order to invite the unpredictability needed for experiencing complexity and the exploratory nature of chemistry. These issues enable students to experience aspects of tentativeness in chemistry and thereby increase their understanding of NOS and chemistry as a knowledge building practice. Furthermore, this might also increase student participation in chemistry education. 

  • 131.
    Dunne, Charlotte
    et al.
    Mälardalens universitet.
    Andrée, Maria
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Ekologisk läraragens: En studie av lärares arbete med att forma kemiundervisningen på mellanstadiet2023In: Nordisk tidskrift för allmän didaktik, E-ISSN 2002-1534Article in journal (Refereed)
    Abstract [sv]

    Den här studien fokuserar lärares arbete med att forma innehållet i kemiundervisning på mel-lanstadiet och den läraragens som kommer till uttryck i transformation av policyintentioner från styrdokument och andra undervisningsresurser. Studien är baserad på intervjuer med nioläraresom undervisade i kemi på mellanstadiet. Intervjuerna var semi-struktureradeoch analyserades utifrån en ekologisk modell av läraragens. I intervjuerna har begreppen kemiska sammanhang och kemiska samband fungerat som utgångspunkti samtalen och som exempel på kursplanebegrepp som lärare behöver tolka och förhålla sig till. Resultaten visar att lärarna både formulerar egna mål och utgår från mål i styrdokumenten för att forma kemiundervis-ning på mellanstadiet. Olika lärare använderoch har tillgång till olika resurser för arbetet med att transformera policyintentioner. Sammantaget får detta som konsekvens att kemiundervis-ningen ges olika innehåll och utformning av olika lärare. Av vissa lärare lyfts resurser som ”Naturvetenskap och teknik för alla” (NTA) och gamla nationella prov fram som viktiga re-surser som underlättar arbetet och används som referenser i arbetet med att forma undervis-ningens innehåll medan andra lärare betonar betydelsen av en kollegial tolkningsgemenskap. Resultaten synliggör olika agentiska förhållningssätt bland kemilärare på mellanstadiet i trans-formation av policyintentioner i kemiundervisningen.

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  • 132.
    Eek, Josefin
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    En nyexaminerad matematiklärares förändrade positioneringar: Berättelsen om Gert2022Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    När man börjar läsa in sig på dagens forskning som rör just nyexaminerade lärare blir det väldigt snabbttydligt att det är en krävande och hektisk vardag som väntar dem. De nyexaminerade lärarna mötersvårigheter i den kollegiala kommunikationen, vilket ökar stressen i deras vardag. Syftet med det härarbetet är således att, med språket i fokus, undersöka övergången från matematiklärarstudent tillmatematiklärare på nära håll. För att göra detta har jag använt mig av begreppen diskurs, positioneringsamt bilden av den önskvärda läraren, vilka alla är sammanflätade med språket och går att koppla tillsåväl ett kritiskt som ett diskursteoretiskt perspektiv. Datainsamlingen har skett i form av fyrasemistrukturerade intervjuer med en och samma deltagare, som går under pseudonymen Gert. Analysenkan i stora drag beskrivas i tre steg. För det första analyseras vilken diskurs som framträder i ett givetcitat. Därefter analyseras hur Gert positionerar sig inom denna diskurs. Slutligen undersöks om det finnsen koppling mellan denna positionering och någon av bilderna av den önskvärda matematikläraren.Studien visar att Gerts positioneringar på olika sätt förändras inom samtliga diskurser, men tydligast dåhan börjar arbeta på universitet istället för på högstadiet. I resultatet synliggörs samtliga av de fyrabilderna av den önskvärda läraren, men den mest framträdande bilden hos Gert är the constantlyimproving teacher. Vidare diskuteras även två ytterligare bilder, nämligen den lyhörda läraren och denbekväma läraren.

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  • 133.
    Ehrlich, Samantha
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning, PRIM-gruppen.
    How can we validly infer mathematics grades from national test points?2022Other (Other (popular science, discussion, etc.))
  • 134.
    Ek, Jenny
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning, PRIM-gruppen.
    Resultat från nationella provet i matematik årskurs 9: läsåret 2021/20222022Report (Other academic)
    Abstract [sv]

    De nationella proven i matematik i årskurs 9 konstrueras och utvecklas, på uppdrag av Skolverket, av PRIM-gruppen vid Stockholms universitet. Syftet med de nationella proven i årskurs 9 är att stödja en likvärdig och rättvis betygssättning. De nationella proven kan också bidra till att stärka skolornas kvalitetsarbete genom analyser av provresultaten i relation till uppnådda kunskapskrav på skolnivå, huvudmannanivå och på nationell nivå. 

    I denna rapport presenteras en sammanställning av resultaten för det nationella provet i matematik i årskurs 9 läsåret 2021/2022. Det huvudsakliga syftet med rapporten är att redovisa och diskutera resultaten från genomförandet av detta prov. Jämförelser görs även med resultat från tidigare års nationella prov. Då både 2020 och 2021 års nationella prov ställdes in på grund av pandemin görs jämförelser med resultat från de nationella proven som gavs 2017–2019. 

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  • 135.
    Ek, Jenny
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning, PRIM-gruppen.
    Kristiansson, Katarina
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning, PRIM-gruppen.
    Resultat från nationella provet i matematik 1c: höstterminen 20212022Report (Other academic)
    Abstract [sv]

    De nationella proven i matematik 1a, 1b och 1c konstrueras och utvecklas, på uppdrag av Skolverket, av PRIM-gruppen vid Stockholms universitet. I denna rapport presenteras en sammanställning av resultaten för det nationella provet i matematik 1c som gavs höstterminen 2021. Det huvudsakliga syftet med rapporten är att redovisa och diskutera resultaten från genomförandet av detta prov.

    Resultatredovisningen från höstterminens nationella prov i matematik 1c kommer från PRIM-gruppens urvalsinsamling och bestod av lärarenkäter och inrapporterade resultat på uppgiftsnivå från ett slumpmässigt urval elever. PRIM-gruppens urvalsinsamling för matematik 1c omfattade höstterminen 2021 elever från naturvetenskapsprogrammet och teknikprogrammet. Cirka 60 % av eleverna i insamlingen läste naturvetenskapsprogrammet och cirka 40 % läste teknikprogrammet. Skolverket genomför enbart insamling av provbetyg på nationella prov för elevers avslutande matematikkurs i gymnasieskolan.

    Resultaten från lärarenkäterna och elevresultaten på uppgiftsnivå är viktiga källor för utvecklingen av de nationella proven. För matematik 1c bestod insamlingen från höstterminen 2021 av resultat från ca 220 lärare och ca 1400 elever (ca 550 flickor respektive ca 850 pojkar).

    Det nationella provet från höstterminen 2021 omfattas av sekretess vilket innebär att ingen av dessa uppgifter kan publiceras. Nationella prov som inte längre omfattas av sekretess finns tillgängliga på PRIM-gruppens webbplats (www.su.se/primgruppen).  

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  • 136.
    Ekstedt, Jakob
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Teaching for students’ agentivity: A longitudinal case study on Swedish teachers enabling of students’ agentivity in mathematics2022Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Previous reports claim that teaching in Swedish mathematics classrooms is still limited to students imitating the teacher’s procedures, even though both research and teacher educators advocate for student-based teaching, with the students having to make decisions about the procedure. This study researches the relations between learner agentivity and the distribution of authority in the mathematics classroom. The data for this study consist of videotaped lessons, and a commognitive perspective informs the analysis. In commognitive research, teaching is seen as an act of deritualisation, that moves students from performing rituals, and imitating procedure, to implementing them independently. One aspect of deritualisation is the performer’s agentivity. Being associated with agency, agentivity is more narrowly defined to the determination of the procedure and the ending of the task. This study shows, that creating opportunities for students’ agentivity are influenced by the authority distributed in the classroom. Who is allowed to determine what is a viable solution will affect how the students interpret the nature of the task and their view on the multiplicity of solutions. The result imply that for teaching to be student based require attention also to how authority is shared and how students can be responsible to determine what is legitimate.   

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  • 137.
    Ekström, Anna
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    ”Velociraptor var väl ingen äggtjuv?”: En studie om yngre elevers lärande om livets utveckling under museibesök och efterföljande klassrumsarbete2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Museum beskrivs ofta som en plats där lärande främjas och engagemang, motivation och intresse väcks. I läroplanen framgår att elever ska få möta miljöer utanför skolan som kan berika undervisningen och att de utifrån upplevelser ska ges möjlighet att få en inblick i naturvetenskapens värld. Dock verkar studier av lågstadieelevers lärande inom naturvetenskap i informella lärmiljöer som muséer vara relativt sällsynta. Därför syftar denna studie till att undersöka yngre elevers lärande om livets utveckling under ett digitalt besök och ett fysiskt besök på två muséer och hur de använder sina erfarenheter från museibesöken i efterföljande klassrumsarbete. Data i studien samlades in genom deltagande observation av elever i tre parallellklasser i årskurs 2. Två museibesök och två undervisningstillfällen med efterarbete i respektive klass observerades. Vid tre av dessa tillfällen studerades eleverna i mindre grupper, bestående av fyra elever i varje klass. Transkriptioner från elevers och lärares samtal analyserades utifrån praktiska epistemologier för att undersöka elevers meningsskapande under aktiviteterna. Resultatet visar att, i mötet med utställningarna och muséets resurser, lärde sig eleverna om ett flertal aspekter rörande livets utveckling och skapade mening gällande centrala aspekter i biologisk evolution, såsom anpassningar, överlevnad, kamouflage och utveckling. Analysen visar att eleverna under efterarbetet kunde använda erfarenheter från museibesöken till att befästa och fördjupa sina kunskaper gällande både begrepp, processer och händelser som påverkat livets utveckling. Under efterarbetet hade även elevers dokumentation, i form av bildstöd från tidigare museibesök, stor betydelse. Resultatet visar också att läraren, genom användning av konstruktiva frågor och stöttning, har en central roll för de yngre elevernas meningsskapande. 

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  • 138.
    Ekström, Ronja
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    "Man får lägga ett pussel": En intervjustudie om lärares tankar kring identifieringen av läs- och skrivsvårigheter hos andraspråkselever under de första skolåren2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie syftar till att bidra med kunskap om hur lärare på lågstadiet hanterar dyslexi hosflerspråkiga elever och hur de går till väga för att skilja dyslexi från typiska drag iandraspråksutvecklingen. Undersökningen har genomförts med kvalitativa semistruktureradeintervjuer för att få syn på lärarnas tankar och idéer, och den tar avstamp i teorier om litteracitet på ettandraspråk, lärarkognition och läsinlärning. Resultaten visar att lärarna tycker att det är svårt att vetavad som beror på dyslexi och vad som är ett andraspråk i utveckling på lågstadiet, och att brist på tidoch resurser är de främsta hindren för att ge eleverna det stöd de behöver. Lärarna upplever trots detatt arbetsgången i skolan vid misstanke om dyslexi hos flerspråkiga elever fungerar väl och att övrigaprofessioner, som speciallärare och flerspråkiga kolleger, är betydelsefulla resurser i arbetet. 

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  • 139.
    Elebrandt, Julia
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Sagulin, Melina
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Mellanstadieelevers uppfattningar om bedömning av skrivande2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie syftar till att belysa mellanstadieelevers uppfattningar om bedömning i svenska, med fokus på skrivande. Studien utgår från tre forskningsfrågor där den första frågan syftar till att besvara i vilka situationer i undervisningen eleverna upplever att de blir bedömda på sina texter. Den andra frågan fokuserar på vilka sätt eleverna beskriver att deras texter blir bedömda och den tredje frågan syftar till att besvara vad eleverna uppfattar att bedömningen fyller för funktion. Som teoretisk utgångspunkt för studien används bedömningsforskning som både fokuserar på formativ och summativ bedömning. Därtill används relevanta bedömningsbegrepp och skolans styrdokument som referensram. Forskningsfrågorna besvaras med elevintervjuer som datainsamlingsmetod. Materialet består av 15 elevintervjuer i årskurs fem och sex. Eleverna ställde frivilligt upp på intervju, och samtycke mottogs av både elever och vårdnadshavare. Resultaten som framkommer vid en innehållsanalys av det insamlade materialet liknar tidigare forskningsresultat. Resultaten visar att det är viktigt att läraren är tydlig och explicit beskriver när bedömning sker, hur den kommuniceras och vad lärandemålen är. Elevernas attityd till bedömning påverkar även bedömningens effektivitet. I resultatet framkommer dessutom att majoriteten av den bedömning eleverna uppfattar är summativ och framförs i slutet av ett arbete.

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  • 140.
    Emil, Pagrot
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Lärares utveckling av realiseringar i matematikundervisningen: En longitudinell fallstudie av två lärares lärande under deras tre första år som lärare2023Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    I denna studie beskrivs och diskuteras diskursiva förändringar i nya matematiklärares undervisning för att utveckla beskrivningen av matematiklärares lärande. Lärare har en säregen relation till kunskap och lärande eftersom att lärare behöver både ämneskunskaper och kunskaper om elever och undervisning för att undervisa. Matematiklärare behöver särskilt kunskaper om olika realiseringar av matematiskt innehåll eftersom att lärande i matematik enligt ramverket kommognition kan definieras som olika diskursiva förändringar och en abstraktion av matematisk kommunikation. I denna studie beskrivs och diskuteras därför lärares realiseringar över tid för att beskriva lärares lärande om undervisningens realiseringar. Studiens syfte är att diskutera nyligen examinerade matematiklärares undervisning i helklass om realiseringar under deras tre första år som lärare eftersom att tidigare studier identifierat att nya matematiklärare möter utmaningar i deras kommunikation och ämneskunskaper. Studien använder en longitudinell fallstudiedesign och studerar med realiseringsträd två matematiklärares undervisning under deras tre första år som lärare. I studien kodades realiseringsträd för åtta respektive tio lektioner med lärarna under deras tre respektive fyra första år som lärare. Realiseringsträden över lärarnas undervisning indikerar att undervisningen förändrades till att innehålla fler och en ökad variation av realiseringar. Studien kan vara relevant för forskare, lärarutbildare och lärare som är intresserade av förändringar i undervisningens matematiska potential eftersom att resultatet indikerar att lärare utvecklar en större repertoar av realiseringar och att deras undervisning därmed får en större matematisk potential.  

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  • 141.
    Engman, Sofia
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Att läsa Kamratposten: Textrörlighet och ordförståelse i ett andraspråksperspektiv2023Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsen undersöker nio mellanstadieelevers uttryckta förståelse för ett reportage i Kamratposten.

    Syftet är att undersöka uppvisad textrörlighet och ordförståelse hos några elever som läser en åldersadekvat text på svenska samt hur de resonerar för att komma fram till obekanta ords betydelse. Studiens övergripande syfte blir belyst ur ett andraspråksperspektiv och för fem av eleverna är svenska deras andraspråk och de undervisas i ämnet svenska som andraspråk. För fyra av eleverna är svenska deras förstaspråk och de undervisas i ämnet svenska.

    Data har samlats in genom enskilda samtal som transkriberats och analyserats med hjälp av tre för studien framtagna analysverktyg som var och en undersöker, textrörlighet, grad av precision i ordförståelse samt grund för kvalificerad gissning av obekanta ord.

    Resultatet visar att det finns stora skillnader i elevernas uppvisade textrörlighet och ordförståelse och att de elever som behöver göra kvalificerade gissningar inte lyckas med det. Mest utmärkande är den stora spridningen bland de elever för vilka svenska är ett andraspråk och som undervisas i ämnet svenska som andraspråk. 

    Resultatet indikerar ett behov av utrymme för textnära samtal i undervisningen och belyser vikten av att skolan har kompetens, tid och verktyg att göra kvalificerade bedömningar av elevers specifika behov gällande svenska som andraspråk samt resurser att kunna anpassa undervisningen för att möta det behovet.

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  • 142. Erickson, Gudrun
    et al.
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Österberg, Rakel
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Rosén, Monica
    Attitudes and ambiguities – teachers’ views on second foreign language education in Swedish compulsory school2022In: Exploring language education: global and local perspectives / [ed] Camilla Bardel; Christina Hedman; Katarina Rejman; Elisabeth Zetterholm, Stockholm: Stockholm University Press, 2022, p. 157-223Chapter in book (Refereed)
  • 143.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Utvecklingsarbetet som motor i utbildningsutvecklande forskning2022In: Praktikutvecklande forskning mellan skola och akademi: utmaningar och möjligheter vid samverkan / [ed] Inger Eriksson; Ann Öhman Sandberg, Lund: Nordic Academic Press, 2022, p. 296-306Chapter in book (Other academic)
    Abstract [sv]

    I det här kapitlet vill jag lyfta frågan om det lokala utvecklingsarbetets roll i praktiknära forskning. I de flesta av kapitlen i denna antologi är relationen mellan forskning och det lokala utvecklingsprojektet en utmaning och ett dilemma, men också en möjlighet. Syftet med praktiknära forskning i det utbildningsvetenskapliga fältet handlar ytterst om barns och elevers lärande och utveckling. Det finns med andra ord en grundläggande tanke om att praktiknära forskning ska bidra till att utbildningen, det vill säga undervisningen och den pedagogiska verksamheten, ska utvecklas i en riktning som förbättrar elevers möjligheter till lärande och utveckling. Detta innebär i de flesta fall att praktiknära forskning har en praktik- och teoriutvecklande ambition, som realiseras i relation till sådana insatser. I denna bok har vi valt att tala om utbildningsutvecklande forskning, främst för att ta ett bredare grepp om vad vi avser med skolans och utbildningens praktiker. Exempelvis finns det utbildningsutvecklande utmaningar kopplade till skolledares och skolhälsovårdens praktiker av relevans för elevers lärande som kan ställas i fokus för praktiknära forskning (se Alnervik & Alm i denna bok). I det följande väljer jag dock att diskutera relationen mellan forskning och utveckling i relation till undervisning, det vill säga undervisningsutvecklande forskning. De utmaningar och dilemman relaterade till frågor om utvecklingsarbetets roll i forskningen som lyfts i flera av kapitlen i denna bok har även adresserats av andra forskare (se t.ex. Hultman, 2015; Persson, 2020). Inom samhällsvetenskaplig forskning ses av tradition utvecklingsarbete som något avskilt från forskning (jfr Persson, 2020) och möjligen som ett resultat av tillämpning av teorier. Forskningsresultat förväntas således kunna bidra till utveckling av praktiken, om än indirekt, och det är vanligt att tala om vikten av att ha en vetenskaplig grund för det lokala utvecklingsarbetet.

  • 144.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Björnhammer, Sebastian
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Jägerskog, Ann-Sofie
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Slutrapport – Utprövning av ett kartläggningsredskap för identifiering av undervisningsutmaningar2022Report (Other academic)
    Abstract [sv]

    Stockholm Teaching & Learning Studies (STLS) och Stockholms universitet har sedan 2017 samverkat inom den nationella försöksverksamheten – ULF-avtal. Den nationella försöksverksamheten (som är planerad att permanentas från och med 2025) syftar till att utveckla modeller för hur praktiknära forskning kan bedrivas i samverkan mellan skolhuvudmän och lärosäten. En av principerna med ULF-avtalet är att forskningsfrågorna ska ta sin utgångspunkt i skolans problem och utmaningar (https://www.ulfavtal.se/ Om ULF-avtal). Huvudmännen inom STLS konstaterade att de kvantitativa data – som meritvärden, betyg och brukarundersökningar – som vanligtvis utgör underlag för analyser och resultatdialoger endast ger indikationer om problem på en aggregerad nivå. Av olika anledningar är det mindre vanligt att mer klassrumsnära data diskuteras och analyseras. Det innebär att innehållet i undervisningen och dess behandling i relation till elevernas lärande sällan är i fokus i samband med skolans systematiska kvalitetsarbete. Även om denna typ av arbete görs i årskurs- och ämneslärargrupper tenderar eventuella erfarenheter och problematiska områden att osynliggöras när resultaten rapporteras i huvudmannaorganisationen. Samordningsgruppen för ULF/STLS tillsatte under våren 2020 en arbetsgrupp som bestod av representanter för huvudmännen inom STLS (Per Anderhag, Stockholms stad, Bo Karlsson, Botkyrka kommun & Jonatan Lannemar, Nacka kommun) och en av STLS dåvarande vetenskapliga ledare (Inger Eriksson) samt en representant för Stockholms universitet (Pär Larsson). Uppdraget var att “genomföra ett mindre utredningsarbete i relation till ovanstående problemområde. Syftet var att skapa underlag för att pröva möjligheterna att grunda forskningsprojekt inom STLS i erfarenheter och tillgängliga från huvudmannens systematiska kvalitetsarbete. 

    Föreliggande rapport innefattar förutom de två handböcker (bilaga 1 & 2) som utgör pilotprojektets konkreta 3 resultat en beskrivning av arbetet. Vi har valt att kalla kartläggningsredskapet: Systematisk Kartläggning av Undervisningsutmaningar (SKU). 

    Frågorna som pilotprojektet skulle söka svar på var bland annat: Hur behöver en modell för undervisningsnära ämnesvis kartläggning vara utformad för att ge tillräckligt, men inte för detaljerad, information om vad som utgör problem och utmaningar i undervisningen? Hur kan identifierade problem omvandlas till forskningsbara och (i relation till forskningsfronten) relevanta frågor som äger giltighet bortom den lokala kontexten? I vilken utsträckning förefaller problem identifierade i en skola eller förskola äga giltighet även för andra skolor/förskolor och därmed indikera ett mera generellt kunskapsbehov? 

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  • 145.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Örebro universitet.
    Björnhammer, Sebastian
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Jägerskog, Ann-Sofie
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Undervisningsutmaningar: som en guldgruva för lärardriven didaktisk skolutveckling, F-62024Book (Other academic)
    Abstract [sv]

    Vad är svårt att få våra elever att lära sig? Varför? Hur kan vår undervisning utvecklas för att möta behoven? Med vardagliga undervisningsutmaningar som grund för det kollegiala utvecklingsarbetet finns stor potential att stärka den gemensamma kunskapsbasen i ett meningsfullt systematiskt kvalitetsarbete. Författarna erbjuder här tankesätt, konkreta redskap och en stegvis arbetsgång för att systematiskt ringa in och ta sig an de ämnesdidaktiska undervisningsutmaningar som uppstår i klassrummen. I boken lyfts vikten av att lärare tillsammans identifierar de ämnesdidaktiska utmaningarna och utifrån dessa finner vägar att vässa undervisningen. Det handlar om att ta avstamp i befintlig kunskap och erfarenhet i ett utvecklingsarbete som både kan dra nytta av och utgöra utgångspunkt för ny ämnesdidaktisk forskning. Den här boken vänder sig till praktiserande eller studerande lärare och rektorer i F-6 som vill bidra med ett granskande förhållningssätt till den egna praktiken. Den kan med fördel köpas in av en hel skola för att främja det gemensamma lärandet i en skolutveckling som gör skillnad. 

  • 146.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Örebro University, Sweden.
    Eriksson, Helena
    Dalarna University, Sweden.
    Nyman, Martin
    Stockholm City, Sweden.
    Wettergren, Sanna
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Åbo Academy University, Finland.
    Challenges when implementing the Elkonin-Davydov curriculum in mathematics2022In: The relation between mathematics education research and teachers’ professional development / [ed] L. Mattson; J. Häggström; M. Carlsen; C. Kilhamn; H. Palmér; M. Perez; K. Pettersson, Linköping: Svensk förening för matematikdidaktisk forskning (SMDF) , 2022, Vol. 16, p. 121-124Conference paper (Refereed)
    Abstract [en]

    Teachers interested in developing students’ possibilities to take part in joint discussions in problem-solving often have to deal with challenges regarding norms in the mathematics classrooms. Dominating classroom norms is a factor in mathematics teaching, be it of social or sociomathematical type. Here we address challenges in relation to norms experienced when attempting to create possibilities for mathematics learning, starting at a general and algebraical point rather than a specific and arithmetical one. We draw on two projects that explored the Elkonin-Davydov curriculum in Swedish classrooms. The results indicate that norms, of different kinds, are impedimental in different ways, when performing a theoretical work in mathematics teaching. 

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  • 147.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Jägerskog, Ann-Sofie
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Björnhammer, Sebastian
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Kunskapsskolan, Sverige .
    Slutrapport - Utprövning av ett kartläggningsredskap för identifiering av undervisningsutmaningar2022Report (Other academic)
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  • 148.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Tabachnikova, Natalia
    “Learning models”: Utilising young students’ algebraic thinking about equations2022In: LUMAT: International Journal on Math, Science and Technology Education, E-ISSN 2323-7112, Vol. 10, no 2, p. 215-238Article in journal (Refereed)
    Abstract [en]

    The overarching aim of this article is to exemplify and analyse how some algebraic aspects of equations can be theoretically explored and reflected upon by young students in collaboration with their teacher. The article is based upon an empirical example from a case study in a grade 1 in a primary school. The chosen lesson is framed by the El’konin-Davydov curriculum (ED Curriculum) and learning activity theory in which the concept of a learning model is crucial. Of the 23 participating students, 12 were girls and 11 boys, approximately seven to eight years old. The analysis of data focuses on the use of learning models and reflective elaboration and discussions exploring algebraic structures of whole and parts. The findings indicate that it is possible to promote the youngest students’ algebraic understanding of equations through the collective and reflective use of learning models, and we conclude that the students had opportunity to develop algebraic thinking about equations as a result of their participation in the learning activity. 

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  • 149.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Öhman Sandberg, Ann
    Örebro universitet, Sverige.
    Praktikutvecklande forskning i samverkan – en inramning2022In: Praktikutvecklande forskning mellan skola och akademi: utmaningar och möjligheter vid samverkan / [ed] Inger Eriksson; Ann Öhman Sandberg, Lund: Nordic Academic Press, 2022, p. 9-22Chapter in book (Other academic)
    Abstract [sv]

    Den här antologin tar sin utgångspunkt i begreppen utveckling, lärande och praktiknära forskning. Begreppen är centrala när det gäller forskning som genomförs i samverkan mellan skola och akademi. Vi vill diskutera och problematisera utmaningar och dilemman som kan uppstå i samverkan kring gemensamma forskningsprojekt. Det handlar om roller, etik och samverkansformer samt hur symmetri kan uppnås och ansvar fördelas, men antologin berör också utmaningar inom områden som utvecklingsarbete, kunskapsproduktion och kollegialt lärande.

  • 150.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Öhman Sandberg, Ann
    Örebro universitet, Sverige.
    Praktikutvecklande forskning mellan skola och akademi: utmaningar och möjligheter vid samverkan2022Book (Other academic)
    Abstract [sv]

    Praktiknära forskning och samverkan mellan skolverksamhet och lärosäte har över tid aktualiseras i olika sammanhang. Under det senaste decenniet har flera myndigheter gjort riktade satsningar för att stärka praktiknära forskning till nytta för utveckling av förskola, skola och lärarutbildning. Det så kallade ULF-avtalet är exempel på en av de större satsningarna. Boken Utbildning, lärande och praktiknära forskning har ambitionen att lyfta, diskutera och problematisera frågor om samverkan, symmetri, relationer, roller, etik samt ansvar och handlingsutrymme i samverkan kring praktiknära forskning. Men framför allt vill denna bok bidra till, och fördjupa diskussionen om dilemman, utmaningar och möjligheter som kan uppstå när skolverksamhet och lärosäte ska samverka kring utveckling, lärande och praktiknära forskning I boken har vi samlat bidrag från representanter från lärosäte, lärarutbildning, forskare, skolhuvudmän, skolledare, studenter och lärare som på olika sätt har erfarenhet av lärarutbildningens och skol- och förskoleverksamhetens vetenskapliga grund och samverkan kring praktiknära forskning. Boken utgör ett led i satsningen på Framtidens lärarutbildning och ULF-avtalet vid Örebro universitet.

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