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  • 1.
    Asklund, Jonas
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Varför ska jag inte berätta? Litteraturarbete som språkintroduktion2018In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2, p. 90-106Article in journal (Refereed)
    Abstract [en]

    Discussions about books and ways of reading play an important role in the curriculum for the Swedish secondary school system. In an intervention study based on a series of book discussions of an easy reader novel, I investigated the cooperation between a group of Swedish language learners aged 16 to 19, their teacher in the introduction program for newcomers, and the school librarian. Based on my function as a teacher educator, and drawing on the current research in literature didactics, I planned and carried out six discussions where different reading strategies and methods were used. Using the concept of third space (Gutiérrez, 2008; Skerrett, 2010b) and interpersonal space(Cummins, 2000), I discuss the students’cognitive and emotional responses to the story we shared, and reflect upon the way these discussions have developed. Semi-structured interviews with five students, a teacher, and a school librarian constitute the data for this study. The analysis of the data indicates that the leader of the group discussion is instrumental in helping the participants shift between different perspectives, try out new roles, and transgress different boundaries, thereby offering the group different emotional, cognitive and linguistic challenges. 

  • 2.
    Lindgren, Monica
    et al.
    Högskolan för scen och musik, Göteborgs universitet, Göteborg, Sverige.
    Ericsson, Claes
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Diskursiva legitimeringar av estetisk verksamhet i lärarutbildningen2013In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, Vol. 1, no 1, p. 7-40Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to discuss current discourses inscribed in the practice of aesthetic courses in Swedish teacher training for compulsory school. The discussion is based on data including 19 focus group interviews with teachers and students at 10 Swedish teacher education institutes. Our analysis shows that an academic discourse focusing on theory, reflection and textual production exists alongside a discourse of skills-based practice. A third discourse, characterized by subjectivity and relativism vis à-vis the concept of quality, is also found in the material. Finally, a therapeutic discourse is articulated and legitimized based on an idea that student teachers should be emotionally balanced. In the article, contextual and ideological factors, as well as techniques of governance, are discussed in relation to the constructions found in the empirical material.

  • 3.
    Lundblad, Thomas
    et al.
    Olympia School, Helsingborg, Sweden.
    Malmberg, Claes
    Malmö University, Malmö, Sweden.
    Areskoug, Mats
    Malmö University, Malmö, Sweden.
    Jönsson, Per
    Malmö University, Malmö, Sweden.
    Dialogic manifestations of an augmented reality simulation2013In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, Vol. 2, p. 45-63Article in journal (Refereed)
    Abstract [en]

    In this paper we focus on the use of a combination of socio-scientific issues (SSI) and simulations. We have developed an augmented reality (AR) simulation called Transformer. The SSI narrative in Transformer concerns an electric transformer station situated in an area close to a planned new campus. Students’ task is the issue if it is advisable to build a campus area. The simulation is organized as a role-play. The students take part in groups, playing one of five different roles. The aim of this study is to explore students’ ways of using knowledge in relation to the AR simulation. We investigate how students integrate science and other knowledge in the debate constituting the final part of the role-play. The study is a part of a research process, guiding the researchers to further develop Transformer. The study showed that students justified their positions using scientific evidence and information collected through their own efforts outdoors in the real and actual environment where the AR simulation was situated. Students kept the controversy that existed between the different roles alive throughout the debate and stayed focused on the issue in question. We argue that this is due to the situated context achieved through the simulation.

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