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  • 1.
    Ekborg, Margareta
    et al.
    Malmö högskola, Malmö, Sverige.
    Ideland, Malin
    Malmö högskola, Malmö, Sverige.
    Lindahl, Britt
    Malmberg, Claes
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Ottander, Christina
    Umeå universitet, Umeå, Sverige.
    Rosberg, Maria
    Högskolan i Kristianstad, Kristianstad, Sverige.
    Samhällsfrågor i det naturvetenskapliga klassrummet2016 (ed. 2)Book (Other academic)
  • 2.
    Holmberg, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Teacher-student relations in teacher education as a discursive concern: Student satisfaction and a challenged teacher professionIn: Higher Education, ISSN 0018-1560, E-ISSN 1573-174XArticle in journal (Refereed)
  • 3.
    Holmberg, Kristina
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Zimmerman Nilsson, Marie-Helene
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Perversity of enjoyment? Preschool music activities go neoliberal2017In: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 23, no 5, p. 583-595Article in journal (Refereed)
    Abstract [en]

    There is a lack of empirical studies that examine the influence of neoliberal ideas in preschool music and teaching. Neoliberal ideas have primarily been studied in a broader educational perspective and related to preschool policy reforms. The aim of this paper is to study preschool teachers’ rhetoric concerning music contents and music activities related to neoliberal ideas. Data consist of group conversations with preschool teachers and of video observations of daily music activities, at one preschool in Sweden. Discursive psychology has been used as a micro-sociological methodological approach. The findings show that music in this preschool is characterized by popular music, and varied consequences for knowledge content and early childhood learning are highlighted and analyzed. Also, it is argued that neoliberal ideas, in varied ways, determine the establishment of music content. For many reasons, rhetoric concerning the choice of musical content is of great importance to the field of preschool education. For example, it is essential to music education research and to preschool teachers’ everyday work, as it can improve teaching and learning qualities and become a knowledge contribution in society at large. © 2016 informa UK Limited, trading as Taylor & Francis group

  • 4.
    Holmberg, Kristina
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Zimmerman Nilsson, Marie-Helene
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Ericsson, Claes
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Lindgren, Monica
    University of Gothenburg, Gothenburg, Sverige.
    Snacking on Knowledge and Feel Good: Challenging discourses on arts in education2016In: European Journal of Philosophy in Arts Education, ISSN 2002-4665, Vol. 1, no 1, p. 38-67Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to re-think the results of four larger studies conducted by the authors during the last decade, all with a discourse analytical approach. The studies are empirical and concern the Swedish field of arts in education and deal with a comprehensive material consisting of interviews, observations and field notes. In the results of these studies three prominent discourses emerges. A Curriculum discourse, where content knowledge is connected to traditions, norms and values of educational institutions, a Feel-good discourse that deals with content knowledge where social and personal aspects are essential, and a Snacking on knowledge discourse where content knowledge is portrayed as something students are able to pick and choose according to their own preference. Ideas of late modern society and arts in education are then used as a basis to carry out a critical discussion about the emerging discourses. Also different teacher and student positions are problematized.

  • 5.
    Ideland, Malin
    et al.
    Malmö högskola, Malmö, Sverige.
    Hillbur, Per
    Malmö högskola, Malmö, Sverige.
    Malmberg, Claes
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Det KRAV-märkta barnet: Om subjektskonstruktioner i lärande för hållbar utveckling2015In: Resultatdialog 2015 / [ed] Vetenskapsrådet, Stockholm: Vetenskapsrådet , 2015, p. 85-95Chapter in book (Refereed)
  • 6.
    Johansson, Jörgen
    et al.
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Holmquist, Mats
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Jonasson, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Mattsson, Marie
    Halmstad University, School of Business, Engineering and Science, The Rydberg Laboratory for Applied Sciences (RLAS).
    Ulvenblad, Per-Ola
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Weisner, Stefan
    Halmstad University, School of Business, Engineering and Science, The Rydberg Laboratory for Applied Sciences (RLAS).
    Slututvärdering av det svenska landsbygdsprogrammet 2007–2013: DELRAPPORT IV : Synteser för en hållbar landsbygdsutveckling : Utvärdering av programmets samlade effekter2017Report (Refereed)
    Abstract [sv]

    Denna rapport är en del av utvärderingen av landsbygdsprogrammet 2007–2013. Fyra grupper med forskare från universitet och högskolor har gjort slututvärderingen. Den publiceras i fyra delrapporter varav detta är en. Frågor som handlar om hela programmet besvaras huvudsakligen i delrapport IV. Frågor om enskilda åtgärder besvaras i de tre andra delrapporterna. En översikt av vilka frågor som besvaras i vilken rapport finns på följande sidor.

    Slututvärderingen görs för att besvara EU-gemensamma och specifika svenska utvärderingsfrågor om vilka effekter programmet har haft, i vilken utsträckning det har bidragit till att uppfylla målen och hur effektivt detta har gjorts.

    Utvärderingssekretariatet vid Jordbruksverket ansvarar för att de svenska EU-programmen där Jordbruksverket är förvaltande myndighet blir utvärderade. Det innebär att utvärderingssekretariatet beställer och genomför utvärderingar av landsbygdsprogrammet, havs- och fiskeriprogrammet samt programmet för lokalt ledd utveckling inom regionalfonden och socialfonden. Programmen utvärderas dels var för sig men också tillsammans. Utvärderingarna görs i relation till målen i programmen och de övergripande EU 2020-målen.

    De flesta utvärderingarna genomförs av externa aktörer. Vi tar hjälp av forskare för att kvalitetsgranska rapporterna innan de publiceras. I slutet av rapporterna finns ett utlåtande från granskarna. Rapporterna publiceras i en särskild rapportserie och rapportförfattarna är ansvariga för slutsatserna. Slutsatserna utgör inte Jordbruksverkets officiella ståndpunkt.

    /Utvärderingssekretariatet vid Jordbruksverket

  • 7.
    Jonasson, Mikael
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Eklund, Monica
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Coteaching and the Collaborative Production of Embodied Learning SpacesIn: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480Article in journal (Refereed)
    Abstract [en]

    This paper aims at operationalize three concepts of embodied and situated learning in a coteaching setting; "hot situations" (Callon, 1998), "matters of concern" (Latour, 2003), and “controversies” (Whatmore, 2009). Teaching and learning in coteaching situations draws upon embodied and ontological effects called “intensities” (Deleuze, 1988). The questions that this study will answer are: what roles do these concepts play for learning between coteachers and what effects might this have on learning? The result from this study shows coteaching produces a place where different perspectives are allowed to emerge, as part of a co-conversational teaching style. Energies and affects, that may from a didactic view help teachers in penetrating layers of conceptual understanding of a phenomenon through the emotional and affective aspects of being two teachers, and from a student point of view work as energies that evoke a desire to share thoughts by taking part in this co-conversation.

  • 8.
    Kaderland, Annelie
    et al.
    Stenstorpsskolan, Halmstad, Sverige.
    Niit Ekstrand, Susanne
    Stenstorpsskolan, Halmstad, Sverige.
    Thornberg, Fredrik
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Folkeryd, Jenny W.
    Uppsala universitet, Uppsala, Sverige.
    Tväråna, Malin
    Stockholms universitet, Stockholm, Sverige.
    Wennergren, Ann-Christine
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Att utveckla förmågor genom att prestera sitt yttersta2017In: Undersöka och utveckla undervisning: Professionell utveckling för lärare / [ed] Jonas Almqvist, Karin Hamza & Anette Olin, Lund: Studentlitteratur AB, 2017, 1:1, p. 101-118Chapter in book (Other academic)
    Abstract [sv]

    Elevers förmåga att resonera ska genomsyra alla ämnen i grundskolan. Man kan se förmågan som en demokratisk aspekt i ett flerstämmigt klassrum och som oerhört väsentlig ur ett samhällsperspektiv. Vårt fall visar att elevers förmåga att resonera kan utvecklas på relativt kort tid när lärare samtidigt studerar sin egen praktik. I kapitlet diskuteras fallet ur perspektiv som: bedömning, kommunikation, ämnesdidaktik och skolutveckling. 

  • 9.
    Karlsson, Annika
    et al.
    Malmö högskola, Malmö, Sverige.
    Nygård-Larsson, Pia
    Malmö högskola, Malmö, Sverige.
    Jakobsson, Anders
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Flerspråkighet som en resurs i NO-klassrummet2016In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 21, no 1-2, p. 30-55Article in journal (Refereed)
    Abstract [sv]

    Denna studie avser att bidra till att öka kunskapen om språkets betydelse för lärande genom att analysera språkanvändning i autentiska situationer i naturorienterande undervisning i ett flerspråkigt klassrum på mellanstadiet. Studien beskriver hur nyanlända elever använder sina språkliga resurser genom att kodväxla mellan första- och andraspråk i växelverkan mellan en vardaglig diskurs och mer vetenskapliga diskurser som elever möter i undervisningssammanhang. Elevernas språkliga rörelse mellan och inom de olika diskurserna analyseras genom att tydliggöra de samtal eleverna för i kommunikativa undervisningssituationer. Resultatet pekar på att elevernas användning av kodväxling som en resurs i undervisningen ökar deras diskursiva rörlighet vilket i sin tur kan ha en avgörande betydelse för deras språkutveckling och lärande inom ämnesområdet.

  • 10.
    Knutes Nykvist, Helen
    et al.
    Stockholm University, Stockholm, Sverige.
    Holmberg, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Aspán, Margareta
    Stockholm University, Stockholm, Sverige.
    Balldin, Jutta
    Malmö University, Malmö, Sweden.
    The imperfect - a prerequisite for democracy in teacher education?2016Conference paper (Refereed)
  • 11.
    Kristén, Lars
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Health and Sport.
    Klingvall-Arvidsson, Bodil
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Ring, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Ericsson, Anders
    Eleiko Sport AB, Halmstad, Sweden.
    Schough, Camilla
    Eleiko Sport AB, Halmstad, Sweden.
    Bohman, Anders
    Rantzows Sport AB, Hjärnarp, Sweden.
    Havdrup, Lotta
    Rantzows Sport AB, Hjärnarp, Sweden.
    Open norm critical innovation for relational inclusion (ONCIRI).- “New Sports material for children with and without disabilities”2017In: Proceedings of the Nordic Sport Science Conference – ‘The Double-Edged Sword of Sport: Health Promotion Versus Unhealthy Environments’: Halmstad University, 22-23 November / [ed] Krister Hertting & Urban Johnson, Halmstad: Halmstad University Press, 2017, p. 26-26Conference paper (Refereed)
  • 12.
    Malmberg, Claes
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    SCIENCE|ENVIRONMENT|HEALTH – the issue of environmental education2016Conference paper (Other academic)
  • 13.
    Malmberg, Claes
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Urbas, Anders
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Health education and citizenship - from democratic politics to individual responsibility?2017Conference paper (Refereed)
    Abstract [en]

    According to previous research health is, in contemporary western societies, seen as an increasingly non-political issue. Rather than being at the centre of collective decision-making and democratic politics, health is more and more regarded as resting on individual responsibility. In our study we address the question of health education in schools as well as the question of citizenship. Our study consists of two parts. Firstly, we analyse whether health is portrayed as a political or non-political issue in teaching material, that is, whether health is regarded as a governmental or as an individual issue. Secondly, and informed by the results from our analyse, we dissect and problematize what kind of citizen (citizenship) that is constructed in teaching material. Our empirical data consists of Swedish textbooks for secondary and upper-secondary school in three school subjects’ biology, home economics and physical education and health. Our preliminary results are that the issue of health is quite strictly de-politicized and regarded as the responsibility of the individual, which not only corroborates previous research on health and citizenship. It also reinforces the currently predominant construction of the individual as detached from politics and democracy.

  • 14.
    Nagy, Caroline
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Fler bråk i matematikundervisningen: En aktionsforskningsstudie där lärare lär om progression2017Licentiate thesis, monograph (Other academic)
    Abstract [en]

    Few studies have a focus on progression in teaching and learning mathematics. An assumption for this study was that progression in teaching between school stages was important. The approach of the study was based on action research. Four teachers from preschool to 9th grade (age 1-16) were invited to a temporary team, a community of practice. The overall aim of the study was to develop knowledge about teaching fractions when teachers used students’ understandings as a point of departure for their action plans. A second aim was to illuminate what influences progression in their teaching.

    The team of teachers used the four phases of action research: plan, act, observe and reflect, during their learning processes. The teachers’ learning sessions were videotaped and transcribed and this provided the main data that formed the basis of the results. Wenger’s dimensions of social learning were used as an analytical tool: joint enterprise, mutual engagement and shared repertoire.

    Four themes that described teachers’ negotiation of qualities in mathematics instruction were identified: interpreting students’ understandings, basing instruction on students’ understandings, visualizing fractions and ensuring students’ understanding. When teachers, regardless of what stage was involved, reified similar instructions, it did not benefit students’ learning opportunities. In order to improve progression in teaching fractions, it was important that teachers succeeded in identifying students’ understandings and that the team negotiated different qualities in their community of practice. The shared repertoire (the pre-tests and the video recordings) formed the core of negotiating progression based on students’ understandings. The team showed a mutual engagement, with students’ learning as their joint enterprise. An implication of the study is that teachers from different educational stages can negotiate progression and improve it.

  • 15.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Capturing and Developing Preschool Teachers/ Science Pedagogical Content Knowledge (PCK) through CoRes2015Conference paper (Refereed)
  • 16.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Capturing PCK through students´ experiences: A concern for policy and practice2015Conference paper (Refereed)
  • 17.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Developing Science Teachers´ Pedagogical Content Knowledge (PCK) through the approach of Learning Study2013Conference paper (Refereed)
  • 18.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Self-Study and Pedagogical Content Knowledge2012Conference paper (Refereed)
  • 19.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    When Teaching Makes Difference: Developing Science Teachers ́ Pedagogical Content Knowledge (PCK) Through the Approach of Learning Study2013In: NARST 2013 Annual Conference Abstracts, 2013Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is to develop science teachers ́ PCK through their participation in a learning study. The research question that frames the study is “How do science teachers ́ learning about science teaching (PCK) develops as a shared practice through their participation in a learning study? As such, the project aims to investigate how teachers ́ increased (or not) professional knowledge of teaching is enhanced, and further, how students ́ learning might be developed as a consequence. During one semester, three secondary science teachers and a science education researcher worked together in a learning study in which the object of learning was to understand the concept of ion and how ions are formed. Data were collected from video recorded lessons and stimulated recall sessions in which the teachers and the researcher reflected on the lessons to analyze how the teachers developed knowledge of students learning and the impact of that knowledge on their own teaching. The results indicate that teachers ́ participation in the learning study proved to be helpful in their (re)considerations of their science teaching in that it points to the particular role of research-based learning in providing a metacognitive lens through which to analyze science teaching and learning.

  • 20.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Elm, Annika
    University of Gävle, Gävle, Sweden.
    Capturing and Developing Early Childhood Teachers’ Science Pedagogical Content Knowledge Through CoRes2017In: Journal of Science Teacher Education, ISSN 1046-560X, E-ISSN 1573-1847, Vol. 28, no 5, p. 406-424Article in journal (Refereed)
    Abstract [en]

    During the past decade, early childhood teachers have been faced with new needs to develop their content knowledge and pedagogi- cal content knowledge (PCK) for different science subject areas. In order to meet these challenges there is a strong need for professional learning programmes for early childhood teachers that focus on the development of knowledge, and skills to work with science activities in their own context. In this article, 46 early childhood teachers participated in a professional development programme aimed at helping teachers capture and further develop their content knowl- edge and PCK for teaching science through the use of content representations (CoRes). A CoRe is a holistic reflective tool for making explicit the different dimensions of, and links between, knowledge of content, teaching, and learning about a particular topic. The aim of the project was to investigate in what ways the use of the CoRe helped the teachers in planning and reflecting on their science teaching and in developing their PCK. Thus, the project was based on opportunities for teachers to develop and reframe their knowl- edge of science teaching in ways that stimulated children's curiosity for scientific phenomena. The result indicates that with its content- specific focus, the CoRe helped the teachers to highlight the science content in their activities, not only the general pedagogical knowl- edge. The use of the CoRes also helped the preschool teachers to establish the fundamental ideas of the topic they were teaching and to develop confidence in what they were teaching, why, and how. © 2017 Association for Science Teacher Education

  • 21.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Loughran, John
    Monash University, Melbourne, Australia.
    Developing professional knowledge as a science teacher educator2013Conference paper (Refereed)
  • 22.
    Nyman, Rimma
    et al.
    Göteborgs universitet, Göteborg, Sverige.
    Säfström, Anna Ida
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Taflin, Eva
    Högskolan Dalarna, Falun, Sverige & Göteborgs universitet, Göteborg, Sverige.
    Rika lösningar på rika problem: att dela smörgåsar2016In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 199, no 3, p. 21-24Article in journal (Other (popular science, discussion, etc.))
  • 23.
    Ring, Mikael
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Kristén, Lars
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Health and Sport.
    Klingvall-Arvidsson, Bodil
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Norms and materialities in Physical Education and Health: - ”I feel that I cannot contribute enough in sport”2017In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243Article in journal (Refereed)
    Abstract [en]

    Many understandings about norms and norm criticism are based on imaginations of inclusion and exclusion, as if values about right and wrong, and acceptable and non-acceptable behaviors belong to a world of relations that can be separated from embodied and physical things and practices. Norm confirming or norm critical imaginations are difficult to judge and even more difficult to change if they are separated from the physical performance reflecting these imaginations. This preparatory study is based on interviews conducted with children with and without varied forms of disabilities. The aim of the study was to investigate how children describe their ability in relation to collaboration, materialities, disability and norms within Physical Education and Health (PEH). The results from this study show that embodied and collaborative goal-oriented practices generate imaginations of community and belonging through a notion of contributing. The results indicate that informing, teaching, and learning about inclusion and exclusion do not naturally produce physical and embodied practices. © 2017 Informa UK Limited, trading as Taylor & Francis Group

  • 24.
    Sjöberg, Jeanette
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Active Student Participation: A conflict of interest as far as Teaching and Learning is concerned2017In: Transforming patterns through the scholarship of teaching and learning: The 2nd EuroSoTL conference the scholarship of teaching and learning, Lund, Sweden, June 8-9 2017, Lund University, 2017, p. 304-304Conference paper (Refereed)
    Abstract [en]

    ABSTRACT: There is little doubt that the complexity of student active participation highlights the need for more extensive research into the practices of teachers in higher education. The concept of ’active student participation’ usually includes a variety of perspectives on teaching and learning that enhances the idea of students supporting each others learning processes in different ways, such as peer teaching, peer learning and peer tutoring. In a time where student- centered learning is emphasized, these approaches to teaching and learning are highly relevant for a university teacher, but they are however not always as easy to adopt as it might seem. Given the fact that higher education institutions includes a set of traditional roles, such as the role of the teacher and the role of the student, surrounded by cultural expectations, students as well as teachers are not always inclined to embrace the idea of ‘active student participation’ in the classroom. In this study, interviews with seventeen teachers in a Swedish university, shows that even though they are working with student-centered learning methods, in which they firmly believe, they all have met challenges using these methods as far as the students are concerned. According to the teachers students do not always understand the pedagogical methods used for a student-centered learning approach, but mistakes these methods for lack of content knowledge from the teachers. In a traditional setting the teacher would be the active agent (lecturing) while students would be more passive (listening), while in a student-centered learning approach the students are expected to be active while the teacher take on a more passive role. This approach to teaching challenges both teachers and students and the aim of this paper is to discuss the conflict of using teaching methods that enables student active participation in higher education, where traditional and cultural beliefs of teaching and learning still are prominent in many ways. Consequently, it is suggested that student active participation methods can serve as means to challenge these beliefs and move beyond the expected.

  • 25.
    Sjödén, Björn
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Lagergren, Anniqa
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Sjöberg, Jeanette
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Struggling to Learn or Learning to Struggle: Children's use of iPad apps as constraints or scaffolds for social interaction in Swedish preschool2016In: 26th EECERA Annual Conference 2016: “Happiness, Relationships, Emotion & Deep Level Learning”: Abstract Book, 2016, p. 76-76Conference paper (Refereed)
    Abstract [en]

    We aimed to investigate how young children's interactions with computer tablets (iPads) in preschool may constrain or scaffold collaborative and individualistic behaviour. Drawing from a contextual perspective on play (Edwards, 2013), our study combined perspectives on joint participation (Lave & Wenger, 1991, Wenger, 1998) and content analysis of apps based on learning science (Hirsh-Pasek et al., 2015) in order to analyse how certain app characteristics (e.g. 'playful' vs 'learning' apps, apps supporting 'social interaction' vs 'minds-on activity') related to children's peer interactions. In our view, apps differ from other tools and toys primarily by providing 'pre-packaged activities', such as mathematical tasks, puzzle-solving or rule-based games, which constrain and direct meaningful actions through interactive functions and feedback. Two Swedish preschools (35 children, 3- 5 years old) participated. We openly filmed children's tablet use during free play sessions, totalling 19h of film. Ethical standards were assured through written informed consent by parents and personnel, and oral consent from participating children. Preliminary results indicate that children's activities were constrained and influenced not only by the use of tablets generally, but specifically by different types of apps. For example, apps with 'creative' learning goals, such as Gangnam Style, afforded collaboration, whereas more performance- oriented apps such as Hungry Fish afforded individualistic play and struggles for ownership of the tablet. Our results have important implications for how 'play time' with tablets is assigned in preschool and call for greater attention to varieties in app content for how children engage in social and cognitive activities.

  • 26.
    Säfström, Anna Ida
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Progression i högre utbildning2017In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 7, no 1, p. 56-75Article in journal (Refereed)
    Abstract [sv]

    Syftet med denna studie är att undersöka innebörden och användningen av ordet progressioninom högre utbildning. För att ta reda på i vilka betydelser ordet progression används, och huranvändningen av ordet har förändrats över tid, genomförs här en systematisk begreppsanalysav vetenskapliga texter, statliga styrdokument och texter hämtade från svenska lärosätens hemsidor.Som utgångspunkt för analysen särskiljs progression i dess klassiska betydelse och progressionsom en kvalitet i utbildning, undervisning och läromedel. Resultatet av analysen visaratt ordet progression används i allt högre utsträckning, men ofta med oklar betydelse. Detframkom också att det har skett en förskjutning mot användning av ordet progression somkvalitet hos utbildning. En definition av utbildningsprogression föreslås, och konsekvenser förhögre utbildning diskuteras. ©2017 Anna Ida Säfström

  • 27.
    Thorell, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Diskurs, kulturvärden och mörk turism2015Report (Other academic)
    Abstract [sv]

    Mörk turism handlar om resande till destinationer med attraktioner, platser och utställningar som förknippas med döden. Det anknyter också till krigsturism kretsat kring besöksmål där museum om konflikter och oroligheter är centrala. Med andra ord handlar det om att besöka negativt laddade kulturvärden med anknytning till politisk-geografiska dimensioner.

    I de flesta stater finns en historia som vittnar om konflikter, oroligheter och strider. Denna rapport belyser på vilket sätt detta arv levandegörs idag för turister, dagsbesökare och historieintresserade individer. Vidare problematiseras värderelaterade och etiska aspekter kopplat till dessa utställande verksamheter. Texten ger också exempel på konkreta besöksmål i olika delar av världen med fokus mot Sverige. Härtill kommer att diskursanalytiska aspekter kopplat till frågan om hur det mörka kulturarvet förmedlas lyfts fram. I detta sammanhang utvecklas frågan om hur konflikter speglas och vilka dimensioner av det förgångna som levandegörs.

    En sammanfattande konklusion är att det militära kulturarvet har såväl positivt som negativt och neutralt laddade värden. Hur levandegörandet av det militära kulturarvet förhåller sig till etiska dimensioner avgörs av vilket teoretiskt perspektiv diskussionen tar sin utgångspunkt i.

    Det argumenteras för att diskursanalys kan användas som redskap för att förstå hur makt formar det kulturarv som vi tar del av och hur sanningar konstrueras. Sådana analyser av kulturarv bidrar med förståelse för att det inte är något objektivt och neutralt. Arvet skildras utifrån en specifik kulturell kontext. 

  • 28.
    Thorell, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Food Security from a Spatial Perspective; The Situation in Advanced and Less Advanced Economies2016In: International Journal of Agricultural and Biosystems Engineering, Vol. 3, no 8Article in journal (Refereed)
    Abstract [en]

    Food security has been one of the most important policy issues on the global arena after the Second World War. The overall aim of this presentation is to describe preconditions for a sustainable food supply from a spatial perspective. Special attention is paid to the differences between advanced and less advanced economies around the world. The theoretical framework is based upon models which are explaining complex systems of factors that affect the preconditions for agricultural productions. In addition to this, theories about how population and environmental pollution change through different stages of societal development are explained. The results are based upon data of agricultural practices, population growth, hunger and nutrition levels from different countries around the world. The analysis shows that  factors which affect preconditions for agricultural production are dynamic. Factors which support the food security in the near future are a decreasing population growth, technological development  and innovation but the environmental crisis is associated to high risks. It is, therefore, important to develop environmental policies and improved methods for organic farming. A final conclusion is that the spatial pattern is clear; the food supply is sufficient within advanced economies but rather complicated in development countries.

  • 29.
    Thorell, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Vad påverkar trafiksäkerhet?2015In: Plan : planering av stad & land, ISSN 0032-0560, no 5, p. 40-45Article in journal (Other academic)
    Abstract [sv]

    Går det att uppfylla Nollvisionen inom en överskådlig framtid när det gäller cyklister och fotgängare? Och vilken roll spelar egentligen miljöpsykologi och den fysiska miljön för att påverka människans beteende i trafiken? Dessa frågor ställer sig Kristina Thorell vid Högskolan i Halmstad. Hon konstaterar att trafikbeteende kopplat till riskbenägenhet är ett komplicerat område där flera olika faktorer spelar in, men också att människan tenderar att inta ett mer vårdslöst trafikbeteende i miljöer som innefattar låga risker, än i de med höga. Thorell menar vidare att sociala aspekter kopplat till normer och värderingar inom olika samhällsgrupper är värt att beakta i trafiksäkerhetsarbetet eftersom de påverkar människans riskbenägenhet.

  • 30.
    Thorell, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Är aktiv studentmedverkan magi eller misstag?2017Conference paper (Other academic)
    Abstract [sv]

    The presentation transfers theories and previous research on local participation in community development to the university sector. It expands upon the motives, hindrances and methods of participation in the university sector, and the opportunities participation provides for social and collaborative learning. Results indicate that social and collaborative learning processes integrate not only scientific or professional knowledge, but also different types of place-, relation- and process-related capabilities. Capabilities related to place include a knowledge that is linked to a specific society and shared among most residents there. It includes insights into the distinguishing characteristics of the culture, society and the business sector. Capabilities related to relation (otherwise referred to as social capital) include trust, cooperation and reciprocity. Capabilities related to processes include those that emerge when a group is undertaking a progressive work, such as social and collaborative learning.

  • 31.
    Walan, Susanne
    et al.
    Karlstad University, Karlstad, Sweden.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Birgitta, Mc Ewen
    Department of Health Sciences, Karlstad University, Karlstad, Sweden.
    Why Inquiry? Primary Teachers’ Objectives in Choosing Inquiry- and Context-Based Instructional Strategies to Stimulate Students’ Science Learning2017In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 47, no 5, p. 1055-1074Article in journal (Refereed)
    Abstract [en]

    Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers’ knowledge about of students’ understanding and intended learning outcomes. Content representations created by the teachers and students’ experiences of the enacted teaching served as foundations for the teachers’ reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students’ experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers’ intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers’ choice of instructional strategies and their knowledge about students’ understanding, with the exception that the teacher who also added drama wanted to support her students’ understanding of the states of water. © 2016 Springer Science+Business Media Dordrecht

  • 32.
    Zimmerman Nilsson, Marie-Helene
    Halmstad University, School of Teacher Education (LUT). Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Contrasts in Teacher Educators´ Discursive Positions; an Effect of Changes in Educational Policy Discourses?2017In: ECER 2017" Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and the role of educational research”, 2017Conference paper (Refereed)
  • 33.
    Zimmerman Nilsson, Marie-Helene
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Practical and Theoretical Knowledge in Contrast: Teacher Educators´ Discursive Positions2017In: Australian Journal of Teacher Education, ISSN 1835-517X, Vol. 42, no 8, p. 29-42Article in journal (Refereed)
    Abstract [en]

    Higher education in general and teacher education in particular have been subjected to significant changes. As there are few studies examining how actors rhetorically position themselves within this context, the ambition of the paper is to study conversations between teacher educators related to norms and values in education. The aim of the paper is to study interpretative repertoires and subject positions that are constructed in conversations between teacher educators and to discuss these in relation to qualities in teacher education.The theoretical framework emanates from post-structuralist and social constructionist theories. The empirical material consists of group conversations with teacher educators. The findings reveal that the practical and theoretical appear to be in contrast, which in turn seem to affect education quality. Finally, implications of the findings are discussed, where a future diagonal diverse discourse, combining theoretical and practical knowledge, is argued for.

  • 34.
    Zimmerman Nilsson, Marie-Helene
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Wennergren, Ann-Christine
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Sjöberg, Ulrika
    Malmö University, Malmö, Sweden.
    Tensions in communication – Teachers and academic facilitators in a critical friendship2016In: Action Research, ISSN 1476-7503, E-ISSN 1741-2617Article in journal (Refereed)
    Abstract [en]

    This paper concerns the complex relationships between external facilitators and tea- chers in action research, as they work in a critical friendship to develop interaction in specific ways that open up rather than shut down communication and learning. The aim is to contribute with knowledge about interpersonal communication between academic facilitators and teachers in a development process where the teachers had a lack of influence in the initial phase of the project. The findings reveal that communication in a context of incompatible positions and professional distance did not lead to further communication, whereas communication in a context of confidence, mutual reliance, and challenge opened up possibilities for further dialogue. We identified three aspects affecting communication: absence of ownership of specific problems, trust without relationship, and courage before trust. Implication for the action research community is the importance of making strategies for critical friendship explicit. This assists for teachers to internalize the role. © The Author(s) 2016

  • 35.
    Zimmerman Nilsson, Marie-Heléne
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Muntlig gestaltande examination som lärtillfälle2015Conference paper (Refereed)
    Abstract [en]

    Många examinationsformer inom högskolan präglas av kunskapsredovisning och akademiskt skrivande. Mot bakgrund av lärarstudenternas missnöje med en sådan examinationsform i kursen estetiska lärprocesser påbörjades 2008 processen att förändra densamma. Idag ges kursen Estetiska lärprocesser och samspel där planeringen inför den avslutande muntliga, gestaltande examinationen börjar redan vid kursintroduktionen. Under kursens gång har studenterna flera handledningstillfällen inför examinationen samt ett litteraturseminarium där de presenterar kunskapsinnehållet praktiskt genom estetiska uttrycksformer samtidigt som de problematiserar litteraturen. För att studenterna ska befinna sig i sin utvecklingszon är instruktionerna till examinationen att de själva lägger upp genomförandet. Under examinationen redovisar sedan varje student individuellt sin lärprocess i kursen. Studenten ska beskriva den egna lärprocessen i relation till teoretiska perspektiv med hjälp av estetiska uttrycksformer som gestaltar det egna lärandet. Det egna kunskapandet står i centrum och studenten reflekterar ofta kring vad hon/han har lärt sig i processen och under genomförandet av examinationen. Efter examinationen får studenterna reflektera över sin kunskapsutveckling. Den fortsatta utvecklingen av examinationen pågår kontinuerligt tillsammans med studenterna. En aspekt är avvägningen mellan omfånget på det skriftliga underlaget till examinationen och den praktiska redovisningen. Under presentationen kommer examinationens utformning och genomförande att beskrivas närmare tillsammans med en problematisering av såväl process som produkt.

  • 36.
    Zimmerman Nilsson, Marie-Heléne
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Holmberg, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Quality and Knowledge Content in Music Activities in Preschool: The Impact of Human Materiality Combinations2017In: Journal of Research in Childhood Education, ISSN 0256-8543, E-ISSN 2150-2641, Vol. 31, no 1, p. 103-112Article in journal (Refereed)
    Abstract [en]

    Traditionally, pedagogical research has been child centered, where materialities often have been considered as objects and tools. However, in recent posthuman research, attempts have been made to consider human materiality combinations to have impact on pedagogical activities in preschool, but to a large extent music as an issue has been neglected. Therefore, the aim of this research study is to discuss pedagogical quality and knowledge content in music activities in preschool by focusing on combinations of human and materiality subjects as “cyborgs.” Particularly, this is essential for preschool, teacher education, and research, contributing alternative understandings of learning settings. A theoretical framework emanates from posthumanist theories, where the authors apply methodological concepts used in their earlier work to study music activities. The empirical material was produced in Spring 2013. The analysis of video observations identifies two different characters of a cyborg, the guitar-human, and the CD human having quite different impacts on the music activities. Nevertheless, they have in common that they create intensities with the children, where entanglements between human and materiality become the activity. Finally, the cyborgs are discussed, where issues and dilemmas related to pedagogical quality, knowledge content, agency, and competence are addressed.

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