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Undergraduate students´actorship in studying an educational sciences course in a Swedish context
Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för samhällsanalys (CESAM).
Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för samhällsanalys (CESAM), Samhällsförändring, lärande och sociala relationer (SLSR).ORCID-id: 0000-0002-1147-5736
2008 (engelsk)Inngår i: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 3, nr 27, s. 187-189Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The study aimed to investigate how students in an introductory educational sciences course experienced and understood their own actorship during the course, in relation to conditions for learning created by the teachers. The analyses were based on students’ answers to an evaluation questionnaire that produced both quantitative and qualitative data. Those students who experienced opportunities to influence the course activities also stated that they had contributed to the development of the course to a greater extent than did those who experienced no such opportunities. There was no correlation between not feeling informed about the conditions for the course and seeking complementary information. The analysis also generated five different categories based on how the students viewed their own actorship, varying from ‘no actorship since it is not meaningful’ to ‘Real actorship exists’. The results are discussed in relation to methodological reflections and as implications for increasing students’ actorship.

sted, utgiver, år, opplag, sider
Abington: Routledge, 2008. Vol. 3, nr 27, s. 187-189
Emneord [en]
actorship, approaches to studying, course evaluation, educational context, educational sciences
HSV kategori
Identifikatorer
URN: urn:nbn:se:hh:diva-19589DOI: 10.1080/07294360802183762ISI: 000270907400002Scopus ID: 2-s2.0-84905403012OAI: oai:DiVA.org:hh-19589DiVA, id: diva2:552043
Tilgjengelig fra: 2012-09-12 Laget: 2012-09-12 Sist oppdatert: 2018-03-22bibliografisk kontrollert

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