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  • 1.
    Fredriksson, Ulf
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Kusanagi, Kanako N.
    Gougoulakis, Petros
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Matsuda, Yaka
    Kitamura, Yuto
    A Comparative Study of Curriculums for Education for Sustainable Development (ESD) in Sweden and Japan2020Ingår i: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 12, nr 3, artikel-id 1123Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study examined the curriculums and implementation of Education for Sustainable Development (ESD) in upper secondary schools in Japan and Sweden and examined and compared the policies and cases of ESD practice. The comparison showed that ESD is present in the national curriculums of both countries, but is emphasized differently. In Sweden, it is more a matter of mentioning ESD as part of the principles that guide education, while in Japan, the integration of ESD into the subject syllabus is emphasized. The schools visited strove to implement ESD in their work. ESD is not an exclusive approach in addition to other school activities, but rather a central part of the schools´ work. Many issues are included under the umbrella of ESD, not only environmental issues. International contacts are one of the most important elements of the work, but this does not exclude local engagement. In fact, the schools have established impressive networks. Project work is an important approach in supporting students’ learning about sustainable development. A prerequisite for the successful work of the schools, which all have a certain reputation in the field of ESD, is the dedication of the teachers and the equally dedicated principals who support the work.

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  • 2.
    Nørholm Lundin, Anna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Att bli och att vara framgångsrik musiker – socialisation och sortering genom livet2020Ingår i: Educare - Vetenskapliga skrifter, ISSN 1653-1868, nr 1, s. 82-108Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article concerns learning, socialization and social sorting among successful musicians. The aim is to understand and problematize not only what it means to become a classical musician but also what it entails to be a successful classical musician. In what ways are musicians socialized through life? What approaches are formed among musicians, and what is the meaning of these when it comes to performance of work? Are their specific arenas and rituals of particular importance, when it comes to socializing and sorting among musicians? Interviews and documents about twelve musicians have been analyzed with the aid of Bourdieusian concepts, for example, practical sense and habitus, and research on elitist practices within music, arts and sports. The results indicate that there is a typical and similar career path for successful musicians, where young musicians are socialized into considering their careers in music as natural and given. The musicians are recognized as talented or wonder children at an early age, and they are accepted as students of a master teacher. Their careers are built by merits, such as a spectacular debut leading to an international career. These career steps function as both merits and as an opening of doors. Further, they contribute by strengthening the musicians´ identities and their roles as successful musicians and role models within the field.     

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    fulltext
  • 3.
    Schumann, Claudia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    becoming things, becoming-world: On Cosmopolitanism, Reification and Education2020Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    What if education were not about becoming something, making something of yourself, becoming some thing? What if we were to consider education as becoming-world? These questions are posed against the background of the current populist nationalist backlash against the consequences of globalization, along with growing anti-intellectualism and anti-democratic sentiment. How can education contribute locally and globally to fostering and safeguarding the very possibility of democratic practices against the neoliberal consecration of reified social relations? Becoming Things, Becoming-world contributes to contemporary discussions in philosophy of education by developing a vision of a critical educational cosmopolitanism founded upon a renewed critique of reification.

    While cosmopolitan education has often been articulated in terms of an ethical and political response to globalization, this thesis proposes a different outlook. I argue that the idea of cosmopolitan education predates the onset of what we now term globalization, and that it provides a meaningful conception of education beyond the present socio-political condition. Moreover, I propose to rethink cosmopolitan education as a critique of reification, i.e. a critique of social relations taking on the character of mere things. The critique of reification helps to foreground aspects that have previously been neglected and marginalized in educational cosmopolitanism, such as its economic-material dimensions. At the same time, a critical cosmopolitan perspective is needed for a timely de-centering of critical social theory.

    Re-assessing the Cynic tradition and drawing on critical theorists such as Gerard Delanty and Axel Honneth as well as on New Wittgensteinian philosophers as Alice Crary, I advance a post-universalist understanding of cosmopolitanism. This is based on dynamic social relations and a broad understanding of rationality which includes imaginary aspects as well as the education of our sensitivities. Cosmopolitanism is understood as a lived practice which critically challenges reified social and cultural relations, including the strictures of particular socio-economic structures. The notion of reification is distinguished from other forms of alienation, objectification and instrumentalization and is deployed to characterize lasting distortions of our relations to each other, to the world and to ourselves. Against any idealizing take on communicative practice, I show that language, knowledge, and education do not necessarily counter-act reifying tendencies. Indeed, they themselves can become sources for enhancing processes of reification.

    A fresh look at the critique of reification allows us adequately to describe and understand the interrelation between contemporary capitalism, the forms of subjectivity it produces and the possibilities of democratic education and education towards democracy. Such an understanding is needed in face of the apparent impossibility of imagining a society, and envisioning an education, beyond the conditions formulated by contemporary neoliberal policies. Education as becoming-world maintains a hopeful outlook on the possibilities of our globalizing and pluralizing social reality as well as a keen focus on the tensions and challenges that this poses for contemporary educational endeavors on individual as well as structural levels.

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    becoming things, becoming-world: On Cosmopolitanism, Reification and Education
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  • 4. Ivarson, Josefine
    et al.
    Zelic, Lana
    Sondén, Anders
    Samnegård, Eva
    Bolander Laksov, Klara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Call the On-Call: a study of student learning on an interprofessional training ward2020Ingår i: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Interprofessional training wards are designed to train students’ team and communication competences. Such wards are generally highly valued clinical placements by undergraduate students; however, evidence in the literature suggests that medical students experience a lack of profession-specific tasks on these wards. Moreover, students lack structured training in the complexities of everyday communication where different health professions rarely are present together in stable teams. This paper reviews one strategy to train students in interprofessional communication while letting students perform profession-specific tasks. A qualitative study with ethnographically-collected data was conducted among three interprofessional student teams over three two-week periods, mixing field observations (75 h), interviews (n = 16), and field notes (45 pages). The findings show that students gained insights into new aspects of their professional roles and an appreciation of clear and open interprofessional communication over the telephone. Learning was facilitated through being confronted with new situations and discussing these experiences with each other over time. Call the On-Call as a pedagogic activity provided not just medical students, but also nursing students with new types of profession-specific tasks on the interprofessional training ward.

  • 5. Ivarson, Josefin
    et al.
    Zelic, Lana
    Sonden, Anders
    Samnegard, Eva
    Bolander Laksov, Klara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Karolinska Institutet, Sweden.
    Call the On-Call: a study of student learning on an interprofessional training ward2020Ingår i: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Interprofessional training wards are designed to train students' team and communication competences. Such wards are generally highly valued clinical placements by undergraduate students; however, evidence in the literature suggests that medical students experience a lack of profession-specific tasks on these wards. Moreover, students lack structured training in the complexities of everyday communication where different health professions rarely are present together in stable teams. This paper reviews one strategy to train students in interprofessional communication while letting students perform profession-specific tasks. A qualitative study with ethnographically-collected data was conducted among three interprofessional student teams over three two-week periods, mixing field observations (75 h), interviews (n = 16), and field notes (45 pages). The findings show that students gained insights into new aspects of their professional roles and an appreciation of clear and open interprofessional communication over the telephone. Learning was facilitated through being confronted with new situations and discussing these experiences with each other over time. Call the On-Call as a pedagogic activity provided not just medical students, but also nursing students with new types of profession-specific tasks on the interprofessional training ward.

  • 6.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Changing Organizational Conditions: Experiences of Introducing and Putting Function-Shared Leadership (FSL) into Practice in Schools and Pre-Schools2020Ingår i: Leadership and Policy in Schools, ISSN 1570-0763, E-ISSN 1744-5043Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper deals with organizational change and contributes knowledge about the experiences of a local educational organizer when introducing and putting managerial shared leadership into practice in some schools and pre-schools. The organizer’s aim with the change was to achieve better results by means of improved pedagogical leadership, better health and use of resources. The study builds on recorded meetings and interviews with the organizer’s top management group in a Swedish municipality that introduced managerial shared leadership in the specific form of functionshared leadership. Valuable knowledge is now available for future organizers’ quest for knowledge when introducing managerial shared leadership.

  • 7.
    Boman, Björn
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Cultural Amnesia or Continuity? Expressions of Han in K-pop2020Ingår i: East Asian Journal of Popular Culture, ISSN 2051-7084, Vol. 6, nr 1Artikel i tidskrift (Refereegranskat)
  • 8.
    Petersen, Petra
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Delaktighet och digitala resurser: Barns multimodala uttryck för delaktighet i förskolan i flerspråkiga områden2020Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    Children's different expressions of agency when using digital tablets in preschools in multilingual areas are explored in this study. Drawing on ideas problematizing the mono-lingual norm in western education (Björk-Willén, Gruber & Puskás, 2013; García, 2009; Kultti, 2012), the understanding is broadened of children's use of e.g. multilingual applications in ongoing projects. The use of digital resources in pedagogical documentation (c.f. Lenz Taguchi, 2013) is also in focus and children’s processes of creating their own documentation using digital tablets are discussed.

    Using a social semiotic approach (Kress, 1997; Selander & Kress, 2010) where children's multimodal communication is in focus, in combination with the notion of translanguaging (García, 2009), makes it possible to explore both multimodal and multilingual aspects of young children’s agency in day-to-day activities.

    Qualitative video observations of children as well as multimodal focus groups with teachers were used to reflect multimodal interaction between peers as well as with the tablet. Wireless recordings of the tablet screen were made when possible. Consolidating formal ethical guidelines (Vetenskapsrådet, 2017), particular ethical problems concerning informed consent when filming children were addressed proactively communicating with the children before and during the video recording process and allowing them to participate in the process of data collection if they wanted to.

    Incorporating other modes than verbal majority language using the affordances emerging in the use of digital tablets, children were able to express agency in both multilingual and multimodal ways. Photographical and portable modes were used by the children to create their own documentation and verbal content beyond the majority language, in applications including online and locally created resources where parents were co-producers.

    The added difficulty of expressing agency as both a young child and as a speaker of a minority or non-majority language, is discussed. The use of multimodal digital resources to create translanguaging activities might serve to overcome the specific challenges these children face. In a diverse world, where multilingual children have a right to communicate in all languages, the results could propose new ways of thinking about children’s agency and translanguaging activities in preschool.

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    Delaktighet och digitala resurser: Barns multimodala uttryck för delaktighet i förskolan i flerspråkiga områden
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    Omslagsframsida
  • 9. Ekberg, Niclas
    et al.
    Schwieler, Elias
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Evolving Bildung, technology and streaming art2020Ingår i: Popular Communication, ISSN 1540-5702, E-ISSN 1540-5710Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The essay outlines an alternative model of Bildung, which the authors call an evolving Bildung. Their argument for taking this perspective on Bildung builds on Heidegger's thinking concerning technology and his notion of a step back out of metaphysics and into a thinking of what is essential in technology. Moreover, departing from both Gadamer's and Heidegger's thinking the authors analyze how streaming media as art as well as art within streaming media can contribute to develop the notion of an evolving Bildung. The authors, furthermore, use Spotify as an example of a streaming medium which has the possibility to change the way art is experienced, and also how an evolving Bildung can develop education into an authentic human engagement with what can be called the Other, in the broad sense of this term, and so away from instrumentalism and calculative thinking.

  • 10.
    Bolander Laksov, Klara
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    McGrath, Cormac
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Failure as a catalyst for learning: towards deliberate reflection in academic development work2020Ingår i: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 25, nr 1, s. 1-4Artikel i tidskrift (Övrigt vetenskapligt)
  • 11.
    Lund, Stefan
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Immigrant incorporation, Education and the Boundaries of Belonging2020Samlingsverk (redaktörskap) (Refereegranskat)
    Abstract [en]

    In this edited volume, authors analyze how symbolic boundaries of belonging are negotiated and reflected upon by school actors in different educational contexts and how that contributes to a richer understanding of the ways in which "we-ness" acts as a fundamentally structuring force in immigrant incorporation. The analyses draw on cultural sociologist Jeffrey Alexander's work on civil sphere theory, thus grasping both the solidaristic dimensions of incorporation and processes of exclusion. Chapters are guided by two major themes: school choice/ethnic school segregation and religion/faith in schooling. Both of these themes provide rich examples of how immigrant school actors negotiate the symbolic codes that define boundaries of belonging/non-belonging in different communities. This focus will broaden the understanding of how educational practices and formal schooling works in relation to immigrant incorporation into different school cultures, as well as in the Swedish civil sphere.

  • 12.
    Christidis, Maria
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. The Swedish Red Cross University College.
    Integrated teaching for expanded vocational knowing: Studies in the Swedish upper secondary Health and social care program2020Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Integrated teaching is emphasized in Swedish upper secondary vocational education and training, for managing sociocultural and historical changes related to: a) increased demands on future competent health care workers, b) educational reforms, c) altered conditions for vocational teachers’ work, and d) vocational contextualization of teaching and learning content. However, national curricula from 1970, 1994, and 2011 recommend integrated teaching as a solution without any specific concretization of what integration could or should contribute with. Thus, the aim of this thesis was to explore the realization of integrated teaching and the vocational knowing made available by integration for students at the Swedish upper secondary Health and social care program, and partly for nursing students in higher education and training. The research questions attended to how integrated teaching is realized, and what vocational knowing is made available by integration.

    Theoretical point of departure was Cultural historical activity theory (CHAT), complemented with New literacy studies (NLS). The methodological framework included ethnographically inspired case studies, interviews, specifically semi-structured interviews and life-history interviews, and a systematic review. Research material was collected in 2012 and 2018. Analysis was performed with selected concepts from CHAT, and in one study also with concepts from NLS. In one study, i.e. the systematic review, GRADE CERQual was used for an assessment of confidence in the review findings.

    Study results showed that integrated teaching, regardless of composition and format, made available a vocational, a general, and an expanded vocational knowing. Also, vocational contextualization of school subjects was shown to be significant as an additional teaching and learning content and as mediational means between school and workplace.

    In conclusion, integrated teaching was shown to respond to the sociocultural and historical developments by making available for students an expanded vocational knowing. Also, vocational contextualization was shown to make possible for students learning knowing relevant for their future profession.

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    Integrated teaching for expanded vocational knowing
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  • 13.
    Malm, Tobias
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Konsten att hålla ihop: Om lärande och organisering i rockband2020Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Rock bands are foundational for modern day music life. These small groups provide well-being and self-fulfillment to its members, as well as fuel for the cultural life and the increasingly highlighted creative industries. Rock bands, however, are particularly difficult to organize. Bands face a range of challenges in keeping together and developing as a group.

    The aim of this doctoral thesis is to develop knowledge on rock band formation and development over time. Based in the discipline of education, the thesis mainly contributes to the fields of organization studies, social theories of learning, and music and cultural life research.

    The thesis uses the theory of situated learning to explore rock band formation and development. The methodology is qualitative and ethnographic, and the research design builds on three studies: an interview study with three rock bands and two case studies. All five bands are Swedish and have found different degrees of success and popularity.

    The thesis investigates band activities and courses of events, band members’ identities, and challenges faced. The findings indicate that a rock band’s activities shift between a production mode – i.e. highly productive times associated with public performances, record releases and marketing, and behind the scenes processes of creating, recording and planning – and a contrasting less active hibernation mode without bigger public projects or goals. The amount of time spent in production mode depends on the band’s degree of “membership” in the music industry. Moreover, a band member forms and actualizes identities of colleague, creator, entrepreneur, friend, hobbyist and professional, in differing combinations, situations and modes. Furthermore, the members’ most significant challenges relate to identity dilemmas.

    Based on these findings, the thesis formulates a model for a rock band’s learning trajectory and argues that a band may develop as it approaches, or becomes a more central member in, the music industry. This development demands increased public success and organizational ability: the band members’ ability to form business-oriented practices, to participate uniformly in an overarching community of practice, and to be flexible as they must identify with, and ascribe meaning to, a variety of activities in different and sometimes contradictory ways.

    The thesis concludes that the challenges of persistence as a rock band or similar group relates chiefly to group member difficulties in identifying with different activities and situations that are necessary to sustain and develop as a collective. Eventually, individual members tend to handle the experience of uncertainty and ambivalence by holding on to one singular identity, which may prevent group development, foster intra- and interpersonal tensions, and ultimately can lead to significant conflicts and/or a band’s breakup.

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    Konsten att hålla ihop
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  • 14.
    Malm, Tobias
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Learning to develop as a rock band: The contradiction between creativity and entrepreneurship2020Ingår i: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 25, artikel-id 100379Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Creativity and entrepreneurship are increasingly celebrated features of today’s societal life. However, small creative groups face many challenges in developing as a productive unit together, and there is still little research on how they learn to handle these challenges. The aim of this article is to provide an understanding of learning within a rock band and its potential for assisting organizational development. It presents an ethnographically inspired case study and uses the theory of communities of practice to analyze the learning processes involved in a band’s organizing of its practices. The findings illustrate how band members learn to become a micro-organization at times of production, while, in time periods between production, they learn to become a loosely held together partial community of creators and entrepreneurs. The article argues that a rock band’s organizational development relates to its members’ ability to handle a seldom highlighted contradiction between creativity and entrepreneurship. It concludes that the group’s members may develop organizationally by learning to identify with and organize for creativity and entrepreneurship in so-called multi-memberships. It also suggests that a rock band not always develops and its multi-membership abilities may as well decrease because of personal, line-up or commercial issues.

  • 15.
    Spiteri, Marthese
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Chang Rundgren, Shu-Nu
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Literature Review on the Factors Affecting Primary Teachers' Use of Digital Technology2020Ingår i: Technology, Knowledge and Learning, ISSN 2211-1662, E-ISSN 2211-1670, Vol. 25, nr 1, s. 115-128Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    Digital technology is widely available in schools; however, results from international studies indicate that they are not effective toward students' educational achievement. Teachers need to realise the potential of digital technology in their daily practises and use them well. However, teachers need training and guidelines to develop their expertise when using technology for teaching and learning. Failure to do so might result in students lacking the necessary coping skills for their future life in the information age. This literature review aimed to find out what factors affect primary teachers' use of digital technology in their teaching practices, so as to suggest better training, which will eventually lead to a more guided and relevant use of technology in education. After applying the concept map to the data from the selected studies, four influencing factors were identified: teachers' knowledge, attitudes and skills, which are also influenced by and influence the school culture. From these findings, recommendations on teacher training with technology and suggestions for further research are given.

  • 16.
    Ringer, Noam
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Living with ADHD: A Meta-Synthesis Review of Qualitative Research on Children’s Experiences and Understanding of Their ADHD2020Ingår i: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, Vol. 67, nr 2, s. 208-224Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    ADHD is a disability characterised by hyperactivity, impulsivity and difficulties maintaining attention. Despite extensive research on ADHD, the effects of existing treatments are moderate and inconsistent. Knowledge regarding children’s and adolescents’ everyday experiences of Attention Deficit Hyperactivity Disorder (ADHD) and their understanding of these experiences is valuable for the further development of interventions. The aim of the following study was to systematically search for and review qualitative research on children’s and adolescents’ everyday experiences and understanding of their ADHD, and to suggest an integrative synthesis of the results. In total, 16 published and unpublished qualitative studies on the subject were identified. The analysis identified four categories: (1) experiences related to one’s body and psychological abilities: lack of control, having difficulties, and the biological determination of these experiences; (2) ambivalent experiences related to one’s own psychological needs: a need to adjust oneself and a need to be accepted as ‘who I am’; (3) ambivalent experience related to social others: demands and expectations are a problem, experiencing lack of belonging and stigma, but also receiving help from close social others; and (4) experiences related to the formation of personal identity. Erikson’s psychosocial theory of personal identity is suggested for an understanding of the results.

  • 17. Kamis, Arasinah
    et al.
    Moreno Herrera, Lazaro
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Yturria Montenegro, Pedro Luis
    Alwi, Amarumi
    Nashir, Irdayanti Mat
    Kob, Che Ghani Che
    Kiong, Tee Tze
    Modified Delphi Technique in Analysing Contents of Green Skills Module for Design and Technology Subject2020Ingår i: Journal of Technical Education and Training, ISSN 2229-8932, Vol. 12, nr 1, s. 49-56Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The Green Skills Module (GS) is a teaching module of the Design and Technology (DT) subjects developed to introduce green skills and foster a positive attitude towards the environment. This article is intended to obtain the consensus of a panel of experts on the content analysis of the GS module. Modified Delphi Technique was used to analyse the contents of the GS Modules. Nine experts in the curriculum, Technical Vocational Education and Training (TVET), Enviromnental Education as well as DT excellent teachers were selected through the method of purposive sampling. The data were collected using a semi-structural interview method for the first round and questionnaires for the second round. Based on the findings, two elements, namely knowledge and practice of green skills included in the GS module, are analysed using IBM SPSS version 21 to get the value of 'Inter Quartile Range' (IQR) and the Wilcoxon Test. The findings show that all the items for practice have been agreed upon by the experts while two items of knowledge have been rejected. This study indicates that the application of Modified Delphi Technique can be a new alternative method in analysing programme content in the development of a module.

  • 18.
    Thunborg, Camilla
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Bron, Agnieszka
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    New Challenges in Higher Education Policies in Sweden2020Ingår i: Inequality, Innovation and Reform in Higher Education: Challenges of Migration and Ageing Populations / [ed] Maria Slowey, Hans G. Schuetze, Tanya Zubrzycki, Springer, 2020, s. 87-99Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    During 2014 and 2015, 240,000 migrants sought asylum in Sweden, and the integration of the newcomers into the labour market and society has become a heated debate since then. Higher education has become one of the means for integrating migrants with higher levels of formal education, which is a new challenge. Higher education policies in Sweden are, however, also challenged by balancing between equality and employability. We claim that these challenges are not new, but part of Swedish education policy since the 1960’s. The challenge of balancing between equality and employability also affects the way that the challenge of an ageing population is handled in educational policy. Here, there have been contradicting reforms between getting students enter higher education as early as possible as a way to benefit the national economy, and enhancing lifelong learning with special regard to mature students. In this chapter, we will discuss the challenges for higher education policies further.

  • 19.
    Öljarstrand, Anneli
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    ”När jag slutar känna, är det dags att byta jobb!” Om begravningsentreprenörers känsloregler och känslohantering2020Ingår i: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, Vol. 26, nr 1, s. 70-89Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Många yrkesgrupper hanterar död och sorg i sitt arbete och en av dem är begravningsentreprenörer som dagligen arbetar med döden. Yrket är dock näst intill osynligt inom arbetslivsforskning så väl som emotionsstudier i Sverige. Föreliggande studie är ett bidra till denna kunskapslucka. Studiens mer specifika syfte är att undersöka känsloregler och känslohantering inom branschen, utifrån ett sociologiskt perspektiv, genom att intervjua sju begravningsentreprenörer. Resultatet visar bland annat på flera känslomässigt svåra arbetssituationer med olika känsloregler. För att hantera sina känslor frontstage använder begravningsentreprenörerna kognitiv-, fysisk- och experessiv känslohantering samt fokuserar på praktiska uppgifter. Backstage kan genuina känslor släppas fram och samtal med kollegor samt humor och skratt, verkar vara viktiga känslomässiga ventiler.

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  • 20.
    Thorp, Robert
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Uppsala University, Sweden; The University of Newcastle, Australia.
    Persson, Anders
    On historical thinking and the history educational challenge2020Ingår i: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The notion of historical thinking has in recent years become popular in research on history education, particularly so in North America, the UK and Australia. The aim of this paper is to discuss the cognitive competencies related to historical thinking, as expressed by some influential Canadian researchers, as an history educational notion from two aspects: what is historical thinking and what does it mean in an educational context, and what are the consequences of historical thinking for history education? Our discussion will focus on possible implications of this approach to history education regarding what should be taught in history classrooms and why. By focusing on the notion of historicity, we want to argue that while a focus on a more disciplinary approach to history education is welcome, we think that more attention should be given to what could qualify as a disciplinary approach. We further argue historical thinking and the history educational challenge should be understood as wider and more complex than what history education informed by historical thinking entails.

  • 21.
    Ye, Rebecca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Reality tests: navigating education to work transitions into weak-form occupations2020Ingår i: Journal of Education and Work, ISSN 1363-9080, E-ISSN 1469-9435, Vol. 33, nr 3, s. 242-253Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Drawing on pragmatic and occupational sociology, this paper examines how individuals in Sweden embark on occupations that are in nascent stage and for work tasks that are weakly defined. I accompanied a group of aspirants as they moved from a higher vocational education programme into the labour market, following their learning journeys towards emerging occupational roles. The present paper focuses on how they face reality tests related to their unclear occupational futures and the navigation of ethical grey zones when in the labour market. These tests occur in transition from education to work, and particularly for emerging occupations, due to the uncertain and fragile logics that surround new work tasks; in this case, offering digital data services. Through encountering these tests, aspirants are offered the opportunity to negotiate and develop moral competence, although they vary in their coping strategies. The findings of this analysis set out to contribute to the literature on how individuals are prepared for emerging occupations and propose the concept of ‘weak-form occupations’ as a means to characterise and examine education to work pathways that are less intuitive or predictable.

  • 22.
    Jansson, Gunilla
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Svenska/Nordiska språk.
    Majlesi, Ali Reza
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    "She didn't expect to get a slap": Modeling "proper" conduct among teachers and students in training classes for care workers in Sweden2020Ingår i: International Journal of the Sociology of Language, ISSN 0165-2516, E-ISSN 1613-3668, Vol. 2020, nr 262, s. 39-66Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The current study is carried out in an ethnically diverse three-semester vocational adult education programme in Sweden for those who aspire to register as assistant nurses. The data is based on field notes taken during participant observations and video-recordings of the classroom interaction in a course on dementia care in the autumn of 2014. In Sweden, care work is framed by the goals stated in The Swedish Social Services Act, which is to promote the elderly’s right to self-determination and independence. In the class in which this study was carried out, this policy informed the teaching of “good” communication practices. The aim of this article is to demonstrate how the strategies taught in school that embody this policy come into conflict with the seemingly unavoidable dilemmas experienced by trainee students on the work floor. We analyse two examples of teachers acting out hypothetical scenes for the purpose of modeling proper caregiver conduct in dealing with frail, powerless individuals with dementia. The students’ descriptions of their own conduct in managing challenging resident behaviour are thereby considered as accountable actions. The article brings into focus the complexity of the power relations and institutional asymmetries at play concerning the teaching situation in training classes for care workers.

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  • 23.
    Malm, Tobias
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    The ambivalence of becoming a small business: Learning processes within an aspiring rock band2020Ingår i: Popular Music, ISSN 0261-1430, E-ISSN 1474-0095Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Rock musicians’ careers are dependent on their bands’ micro-organisational development. However, the many challenges a band must face to endure and progress together seem somewhat underemphasised in popular music studies. This article therefore aims to provide an understanding of aspiring rock musicians’ learning processes in becoming a small business and focusing the identities they learn through participation in communities of practice. The findings from a yearlong ethnographic study illustrate how band members form contradictory identities. The article argues that members, who learn to become both professionals and hobbyists, and live with the resulting ambivalence, may develop a readiness to tackle some of their challenges, which include burnout, loss of motivation and interpersonal conflicts. In conclusion, the article problematises how categorisations of small creative groups as either professional or hobbyist neglect how their members may, and perhaps need to, contextualise the activities differently in various situations and at certain times.

  • 24.
    Landahl, Joakim
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    The PISA calendar: Temporal governance and international large-scale assessments2020Ingår i: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 52, nr 6, s. 625-639Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article analyses international large-scale assessments in education from a temporal perspective. The article discusses and compares the different conceptions of time in the early international assessments conducted in the 1960s and 1970s by the IEA with the PISA studies conducted by the OECD from the year 2000 onwards. The paper argues that there has been a shift in the ways that the assessments structure time. The early IEA surveys were characterized by a relative slowness, lack of synchronization and lack of trend analyses. PISA, by contrast, is characterized by high pace, simultaneous publication of results around the world and regular and recurrent studies making the analysis of trends possible. The emergence of this new time regime, it is argued, has implications for how education is governed. At the transnational level, it strengthens the influence and importance of OECD as a significant policy actor. At the national level, as educational discourse and policy adapts to the temporalities of the PISA calendar, two kinds of effects can be distinguished. First, there is a tendency towards searching for retrotopian solutions for contemporary problems. Second, there is a tendency towards acceleration and short-term planning when it comes to educational reforms.

  • 25.
    Ringer, Noam
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Utilizing the Common-Sense model of illness representations to explore children’s perceptions of, and coping with ADHD2020Ingår i: Journal of Mental Health, ISSN 0963-8237, E-ISSN 1360-0567Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Attention Deficit Hyperactivity Disorder (ADHD) among children is associated with difficulties in everyday functioning. According to the Common-Sense Model of Illness Representations (CSM), individuals’ beliefs about their illness condition guide their attempts to cope with it. The model suggests five dimensions of illness representations: beliefs regarding the identity of the symptoms, its duration, causes, consequences, and one’s ability to achieve control over it.

    Aims: The study aimed to explore the validity of the CSM-dimensions of illness representations for children with ADHD, while also exploring the possible relationships between types of beliefs and coping strategies.

    Method: A deductive qualitative content analysis was used for analyzing data constructed from semi-structured individual interviews with 14 children diagnosed with ADHD.

    Results: The results have shown that there is a variation in children’s beliefs regarding their ADHD. Those beliefs are, for the most part, captured by the five CSM-dimensions. An additional dimension of ‘Uniqueness’ is suggested, which reflects children’s beliefs on the way ADHD distinguishes them from other children. Patterns regarding types of beliefs and types of coping strategies were identified.

    Conclusions: The CSM is a useful theoretical model to understand children’s beliefs of, and coping with their ADHD.

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  • 26.
    Boman, Björn
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    What makes Estonia and Singapore so good?2020Ingår i: Globalisation, Societies and Education, ISSN 1476-7724, E-ISSN 1476-7732, Vol. 18, nr 2, s. 181-193Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Considering high performance in PISA, a case study of Estonia and Singapore is required. Estonia's economy is not up to par with Singapore. On the other hand, Estonia is more democratic than Singapore. The national IQ levels are higher in Singapore (102) than in Estonia (99.4) but may explain a large portion of the attainment level in both countries. Singapore does also have more highly educated and better paid teachers, as well as a highly skilled foreign workforce. Annual educational quantity is very similar. Therefore, the high scores in Estonia relative to the OECD average and many wealthier western nations remain as somewhat of a minor mystery.

  • 27.
    Curtis, Reed T.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Without mast, without sails, without compass: Non-traditional trajectories into higher education and the duality of the folk-market2020Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    In 1809, the trajectory of Swedish history and the identities associated with the country changed after Finland was lost to Russia. Swedish General von Döbeln explained that the loss left the nation "without mast, without sails, without compass." The research within this dissertation is not of war but of a similar sense of loss. The loss of the folk-home.

    Through an abductive case-study of present-day students entering higher education, the author explores the sociocultural history of Sweden, the Swedish education system, student self-efficacy beliefs, and the educational trajectories students experience on their way into higher education. This research uses a mixed methods design where a quantitative survey and qualitative narrative interviews complement each other. First, students within an introduction to university learning summer course at a large research university in Sweden completed a psychosocial survey measuring their self-efficacy beliefs about their academic skills and career decision making abilities. A statistically significant correlation was found between the two measures. 

    Second, 11 students from the same course participated in narrative interviews where they detailed their educational trajectories between upper-secondary education and higher education. The author constructed, analyzed, mapped, and discussed each narrative using careership and social cognitive theory. Students within this study suggest that their transition between compulsory education and upper-secondary education was particularly impactful and shaped their self-efficacy beliefs and educational trajectories into higher education. Students describe a lonely process of upper-secondary education decision making at the age of 15 when they were sent to market without preparation, without support, and without the necessary tools. The majority eventually changed academic programs and schools during upper-secondary education. This led to lengthy ruptures outside of formal education that significantly delayed their progress towards graduation. Students only later decided to pursue a non-traditional trajectory into higher education after the negative self-efficacy beliefs they developed during these ruptures were challenged externally.

    Lastly, previous research, theory, and the empirical findings were systematically combined through an interactive process of abduction. First, the author developed the concept of the folk-market, which better represents the current neoliberal welfare model present in late modern Sweden. The folk-market must be understood as a duality. The folk-market is both a market for folk and a market of folk. Citizens are both the consumers and the consumed. Second, the author presents folk-market theory, which suggests that neoliberal reforms that embed markets within welfare systems alter transition regimes, redirect state responsibility, and distance the connections citizens have with the state. Therefore, the findings suggest that notions of statist individualism misrepresent late modern Sweden. The relationships individuals and families have with the state are now indirect and filtered through the folk-market. This study also indicates that though Swedish, neoliberal, and adolescent narratives of "autonomous youth" are unrealistic, they directly shape educational policy in Sweden. As such, many students in Sweden are left navigating a competitive folk-market without mast, without sails, without compass.

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  • 28.
    McGrath, Cormac
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Karolinska Institutet, Sweden.
    Liljedahl, Matilda
    Palmgren, Per J.
    You say it, we say it, but how do we use it? Communities of practice: A critical analysis2020Ingår i: Medical Education, ISSN 0308-0110, E-ISSN 1365-2923, Vol. 54, nr 3, s. 188-195Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    Objectives: As educational theories are increasingly used in medical education research there are concerns over how these theories are used, how well they are presented and what the authors intend. Communities of practice (CoP) is one example of an often-used theory and conceptual framework. This paper presents a critical analysis of how CoP theory is used in medical education research.

    Methods: A critical literature analysis was undertaken of articles published between 1998 and 2018 in eight internationally recognised medical education journals. From a total of 541 articles, 80 articles met the inclusion criteria and were analysed and mapped according to various patterns of use.

    Results: We discerned five categories of use, two misleading and cosmetic, off target and cosmeticising, and three functional, framing, lensing and transferring. A considerable number of articles either misrepresented the point of communities of practice or used it in a cosmetic fashion. The remainder used the theory to frame an ongoing study in relation to other work, as a lens through which to design the study and collect or analyse data, or as a way of discussing or demonstrating the transferability of the findings.

    Conclusions: We conclude that almost half of the reviewed articles did not offer a functional and rigorous definition of what is meant by CoP; instead, they used it in a potentially misleading or cosmetic manner. This study therefore calls on editors, reviewers and authors alike to increase clarity and quality in the application of CoP theory in medical education.

  • 29. Aksland, Charlotte
    et al.
    Rundgren, Shu-Nu Chang
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    5th-10th-grade in-service teachers' pedagogical content knowledge (PCK) for sustainable development in outdoor environment2019Ingår i: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Teachers' experiences and attitudes play a critical role in outdoor education. In this study, we aim to explore how 5th-10th-grade (10-15 years-old students) teachers use the natural environment in their teaching practices, with special attention to the link to sustainable development (SD). In total, 42 in-service teachers were invited to participate in the study. The data collection was based on the participating teachers' individual written texts concerning their previous outdoor teaching practices, the link to SD and the related assessments. Based on content analysis, three main themes emerged from the data, including (1) teaching biology/ecology concepts, (2) exploring visible pollution and (3) applying a context- and inquiry-based approach. However, we found that outdoor teaching was scarcely linked to SD. The research results' implications for outdoor education and teachers' professional development are discussed in this paper.

  • 30.
    Ignell, Caroline
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Davies, Peter
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    A longitudinal study of upper secondary school students’ values and beliefs regarding policy responses to climate change2019Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, nr 5, s. 615-632Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article explores changes of environmental values and beliefs among secondary school business and economics students regarding government and market solutions to climate change. The quantitative study is longitudinal and a survey was administrated to students at two occasions including 212 participants in the first measurement. Results show a small significant increase in importance for altruistic, biospheric and egoistic value orientations at average. At an individual level, there are substantial movements over time. Nearly two-thirds of the students changed the strength of their value orientations over time. Taxes and legislation were regarded as the most effective solutions to climate change, however there was a decrease in seeing market prices as important mechanisms for change. Analysis suggested no direct relationship between change in environmental value orientation and change in norms. However indirect associations were mediated by changing beliefs in the efficacy of education and information and the efficacy of tax policies. For example, students who became more egoistic and more convinced about the efficacy of tax were less likely than others to be willing to take personal actions.

  • 31.
    McGrath, Cormac
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Karolinska Institutet, Sweden.
    Academic developers as brokers of change: insights from a research project on change practice and agency2019Ingår i: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper presents the findings of a four-year research project studying change practice and agency in higher education. The main findings of five empirical studies are presented. These findings lay bare how academic staff perceive opportunities to change their practice, identify leaders’ strategies when trying to bring about change, illustrate the different and at times incompatible ways of understanding change initiatives, acknowledge the importance of moral dimensions in change, and demonstrate how leaders mobilise theory when engaging in change practice. The article synthesizes the results of the project and draws conclusions with a view to how academic developers may best engage with critical stakeholders in higher education institutions. The paper concludes by presenting some thoughts on how a new model for academic development may take form. The paper aims to provide insights, inspiration, and critical dialogue to researchers in academic development.

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  • 32.
    Boman, Björn
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Achievement in the South Korean Music Industry2019Ingår i: International Journal of Music Business Research, E-ISSN 2227-5789, Vol. 8, nr 2Artikel i tidskrift (Refereegranskat)
  • 33.
    Landahl, Joakim
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Aesthetic modernisation and international comparisons: learning about drawing instruction at the Paris Exposition Universelle of 19002019Ingår i: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 48, nr 1, s. 41-59Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article is concerned with an early phase in the history of educational comparisons in which international exhibitions played a major role as spaces for comparison. It looks at the educational exhibits at the Exposition Universelle in Paris 1900, and more specifically its exhibitions on drawing instruction. By following a central Swedish actor, Hjalmar Berg, and his ambition to modernise drawing instruction in Sweden based on his impressions at the exhibition, the article argues that the exhibition was a medium with the potential to promote aesthetic modernisation. Previous research has highlighted the world's fairs as important arenas for the international comparison of education. This article is intended to contribute to this field by also exploring what these exhibitions meant on a national level. [GRAPHICS] .

  • 34.
    Bengtsson, Anki
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Mickwitz, Larissa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Att bli "svensk lärare": En undersökning av Snabbspåret för nyanlända lärare och förskollärare2019Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Bakgrunden till denna studie är ett regeringsbeslut att införa en rad Snabbspår för nyanlända med yrkeserfarenhet inom vissa bristyrken. I studien undersöks den professionaliseringsprocess som en grupp nyanlända lärare går igenom under tiden i Snabbspåret för nyanlända lärare och förskollärare. Studien omfattar fokusgruppintervjuer med deltagare i Stockholm under våren 2017, lärare som undervisar i Snabbspåret och handledare på den arbetsplatsförlagda praktiken. Dessutom gjordes en enkätundersökning med deltagarna samt observationer av den arbetsplatsförlagda praktiken och av undervisningen i Snabbspåret. Studien visar att gruppen nyanlända lärare fick kunskap om den svenska skolan på flera plan. Men framför allt tycks Snabbspåret ha erbjudit dem ett första steg i processen att återgå till läraryrket i ett nytt land. Samtidigt framgår det att de nyanlända lärarna står inför flera utmaningar när de söker etablera sig som lärare i Sverige. Dessa utmaningar går dels att relatera till formella institutionella villkor, som att erhålla en lärarlegitimation och krav på kunskaper i svenska, dels till informella villkor som baseras på normer och värderingar om lärare och vad som anses utgöra lärarprofessionalism i Sverige. I studien framkommer att den process de nyanlända lärarna genomgår i mycket handlar om ett samspel mellan de reglerande strukturer de möter under tiden i Snabbspåret och deras eget förhållningssätt och agerande i detta möte.

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  • 35.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Att förändra organisatoriska förutsättningar: Erfarenheter av att införa funktionellt delat ledarskap i skola och förskola2019Ingår i: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, Vol. 25Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Uppdraget som rektor respektive förskolechef är omfattande och inte sällan hälsomässigt belastande. Arbetet är både komplext och komplicerat. En möjlighet som kan ge chefer i samhällsviktiga verksamheter en hållbar arbetssituation är att uppdraget axlas av flera i någon form av delat ledarskap. Denna artikel handlar om ledningserfarenheter i en kommun som vid vissa av sina skolor och förskolor inför så kallat funktionellt delat ledarskap. Artikeln belyser och begripliggör frågor som ledningen brottades med i genomförandet av förändringen. Förändringen syftade till att skapa hållbara förutsättningar för rektorer och förskolechefer att koncentrera sig på att utöva pedagogiskt ledarskap.

  • 36.
    Eliasson, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Att undervisa för utveckling av yrkeskunnande i vård och omsorg2019Ingår i: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 9, nr 1, s. 66-88Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Teaching for development of vocational knowledge in health care

    The aim of this study was to examine didactic principles in health care teachers' description of their teaching practices, and how these principles were intertwined with vocational knowledge. In addition, characteristics of a health-care didactical approach were explored. Theoretical framework was based on Vygotsky’s sociocultural perspective and Lave and Wenger’s situated learning. 17 health-care teachers, working with adolescents or adults, were interviewed. The findings showed that vocational knowledge and didactic principles were often intimately intertwined. Didactic principles were dialogicity, work-links, variation, relational environment and language development. The healthcare didactical approach highlighted the development of students, both as health-care givers and as persons, through interactions with teachers and peers, and the teachers acted as boundary-crossing role models. The health-care didactical approach also involved the students’ language development. Issues that need to be reflected on are if the emphasis on feminine-coded vocational knowledge is too strong in relation to the programme objectives, and if reading and writing as teaching forms are too marginalised.

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  • 37.
    Ståhle, Ylva
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Waermö, MimmiStockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.Lindberg, VivecaStockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Att utveckla forskningsbaserad undervisning: analyser, utmaningar och exempel2019Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
    Abstract [sv]

    Boken handlar om forskning med och av lärare för hållbar utveckling av undervisning. Kapitlen bidrar med att lyfta fram didaktiska utmaningar och lösningar för att utveckla vetenskapliga förhållningssätt för undervisningsutvecklande forskning baserade på exempel och analyser som representerar olika skolämnen, skolformer och lärarutbildningen. Boken skiljer sig från övriga inom området genom bredden i hur detta kan göras och i relation till att flera nivåer i utbildningssystemet och ämnen är representerade.

    Tretton av bokens sjutton kapitel är skrivna av forskare (nuvarande eller pensionerade) från SU och de representerar fem institutioner: IPD, HSD, MND, Matematiska och SpecPed. Övriga kapitel representerar ett urval av de nätverk som byggts kring den här typen av forskningsintressen över tid.

  • 38.
    Schumann, Claudia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Aversive education: Emersonian variations on 'Bildung'2019Ingår i: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 51, nr 5, s. 488-497Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The paper discusses Ralph Waldo Emerson's thought in relation to the German Bildung tradition. For many, Bildung still signifies a valuable achievement of modern educational thought as well as a critical, emancipatory ideal which, frequently in a rather nostalgic manner, is appealed to in order to delineate problematic tendencies of current educational trends. Others, in an at times rather cynical manner, claim that Bildung through its successful institutionalization has shaped vital features of our present educational system and has thus served its time and lost its critical potential. When thinking through Emerson's variations on Bildung I argue against the nostalgic appeals to Bildung that the criticism against it has to be taken seriously. Against the cynical assessment of Bildung having run its course, I will hold that with Emerson we can develop the idea of an 'aversive education' as a call for Bildung to be turned upon itself, allowing to revive it as a conceptual tool for transformation, drawing particular attention to its political dimension.

  • 39.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Begrepp och tidigare forskning2019Ingår i: Delat ledarskap i förskola och skola: Om täta samarbeten som kräver och ger förutsättningar / [ed] Lena Wilhelmson, Marianne Döös, Lund: Studentlitteratur AB, 2019, s. 15-43Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Vad är delat ledarskap? Hur kan det förstås? Vad säger tidigare forskning? Tre frågor som detta kapitel ger svar på. Kapitlets huvudsakliga uppgift är att redogöra för tidigare forskning om delat ledarskap mellan chefer, och för de begrepp om delat ledarskap, som används i boken. Därutöver introduceras kort de allmänna och verksamhetsspecifika organisationsbegrepp som återkommer i boken, frågan om förändringsarbete i organisationer samt den lärteoretiska förståelse som vår egen forskning om delat ledarskap mellan chefer tagit utgångspunkt i.

  • 40.
    Thunborg, Camilla
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Bron, Agnieszka
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Being in constant transition or recurrent formation: Non-traditional graduates’ life transitions before, during and after higher education in Sweden2019Ingår i: Studies in the Education of Adults, ISSN 0266-0830, E-ISSN 1478-9833, Vol. 59, nr 1, s. 36-54Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this article is to examine non-traditional graduates’ life transitions before, during, and after higher education (HE) in Sweden. The article builds on a theory called biographical work, which is used for understanding non-traditional graduates’ identity formation and transformation. The article is based on the narratives of two non-traditional graduates who were selected from biographical interviews with nine non-traditional graduates, 2–5 years after graduation from HE. By exploring significant events, learning paths and the formation and transformation of identities in the two graduates’ lives, we identified two expressions of their ongoing life transitions: being in recurrent formation and being in constant transition. Being in recurrent formation means returning to well-known paths in life and learning reactively by reflecting on experiences, whereas being in constant transition means a constant focus on what is next in life and a constant commuting between reactive and proactive learning, i.e. by both reflecting on experiences and preparing oneself for the next move. In the article, we discuss what it means to be in transition as a non-traditional graduate. We conclude that the theory of biographical work helps to understand identity formation and transformation processes in periods of transition, and also how periods of transition occur as parts of biographical learning.

  • 41.
    R. Trostek, Jonas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Between the modelling and the engineering of learning: preservice teachers’ performance in course essays2019Ingår i: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study is to explore Swedish preservice teachers’ performance in coursework essays about their observations and analyses of teaching situations. A total of 38 essays were analysed using practical inferences in which the students’ written utterances were interpreted as a means to an end. The results show that, in addition to the students who conducted their analyses in accordance with the normative way of understanding the task, there were students who engaged in ‘alternative performance’. This was done by negotiating the content of the course and explaining the observed actions of teachers in terms of the course’s theoretical perspectives. The results also indicate that, in addition to an analytical interest in understanding and explaining learning, the very engineering of learning becomes a prominent concern in students’ essays. It is argued that students who do not distinguish between these approaches face problems related to reductive and circular reasoning. To address these problems, it is suggested that educators mobilise students’ critical thinking and self-reflection, which may involve exceeding the administrative boundaries that frame single courses and unveiling the very foundations of teacher education.

  • 42.
    Tyson, Ruhi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Bildning och praktisk klokhet: i skola och undervisning2019Bok (Övrigt vetenskapligt)
  • 43. Johansson, Viktor
    et al.
    Schumann, Claudia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Bildung, self-cultivation, and the challenge of democracy: Ralph Waldo Emerson as a philosopher of education2019Ingår i: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 51, nr 5, s. 474-477Artikel i tidskrift (Övrigt vetenskapligt)
  • 44.
    Ruhi, Tyson
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Bildung, Ästhetik und Handwerk am Beispiel Buchbinden2019Konferensbidrag (Övrigt vetenskapligt)
  • 45.
    Ringarp, Johanna
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Berg, Anne
    Borgerlig feminism eller klassolidaritet? Tolfternas bildningssamkväm vid förra sekelskiftet2019Ingår i: Folkbildning & forskning: årsbok 2019 / [ed] Kenneth Abrahamsson, Lisbeth Eriksson, Mats Myrstener, Lena Svensson, Tore Persson, Stockholm: Förening för folkbildningsforskning , 2019, s. 17-26Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 46. Hörberg, Anna
    et al.
    Lindström, Veronica
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Conte, Helen
    Kalen, Susanne
    Challenging encounters as experienced by registered nurses new to the emergency medical service: explored by using the theory of communities of practice2019Ingår i: Advances in Health Sciences Education, ISSN 1382-4996, E-ISSN 1573-1677, Vol. 24, nr 2, s. 233-249Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study was to explore challenging encounters experienced by registered nurses (RN) during their first year in the emergency medical service by using the social learning theory of communities of practice. During the first year in a new professional practice, a new RN experiences a transition during which the new professional identity is being formed. This is a challenging and demanding period of time. According to the learning theory of communities of practice by Lave and Wenger, individuals' learning and development in a new professional practice occurs through participation in social activity and is influenced by context. This study is based on the qualitative data from semi-structured interviews. Thirty-two RNs working in the Swedish emergency medical service were interviewed via telephone during the spring of 2017. A qualitative content analysis with deductive reasoning of the interviews was used. The analysis process generated the main category; New RNs participation is challenged by unpredictability and uncertainty in practice. The main category was based on three generic categories; Loneliness in an unpredictable context, Uncertainty about the team, and Uncertainty in action. The challenges new RNs encounter during the first year relate to all three dimensions of a community of practice; mutual engagement, joint enterprise and shared repertoire. The encountered challenges also relate to the EMS context. Taking into account all these aspects when designing support models for RN's professional development may be advantageous for creating positive development for RNs new to the EMS and/or similar practices.

  • 47.
    McGrath, Cormac
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Karolinska Institutet, Sweden.
    Roxå, Torgny
    Bolander Laksov, Klara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Karolinska Institutet, Sweden.
    Change in a culture of collegiality and consensus-seeking: a double-edged sword2019Ingår i: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 38, nr 5, s. 1001-1014Artikel i tidskrift (Refereegranskat)
    Abstract [en]