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  • 1.
    Nilsson, Ingrid
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Alignment in teacher education and distribution of leadership: An example concerning learning study2008In: Forum on Public Policy, ISSN 1938-9809, Vol. Summer of 2008 editionArticle in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    The critical aspects distribution of professional leadership, alignment in learning and research close to practices, were lifted forward in order to exemplify a research project with learning study as an approach for alignment between teacher education and practice, and as consequence an instrument for distribution of power. The results showed that alignment of learning in a way seems to be unproblematic according to teaching and learning subject knowledge and professional and research knowledge developed. Nevertheless, problems are occurring in communication between the organizations regarding epistemological and ontological questions and the teaching and learning of subject knowledge seems to be affected. This leads to the conclusion that it is possible with improved reaching of intended learning outcomes, both for teachers and pupils, with strengthened communication.

  • 2.
    Nilsson, Ingrid
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Best Practice for Teachers, Teacher Students and Pupils: Is learning study action research?2008In: Change Through Reflexive Action / [ed] Ann-Louise Bäcktorp, Manchester: Manchester Metropolitan University , 2008, p. 45-53Chapter in book (Other academic)
    Abstract [en]

    There are three aims concerning the article. One aim is to investigate teachers´ and pupils´ involvement in a learning study and to discuss the involvement of teacher students. There is also an aim for a research project to investigate integration of general teacher knowledge and subject knowledge in the learning study. The third aim is to improve pupils´ learning in the learning study. The results show that the teachers are involved in the learning study but not in the research process as a whole. Pupils are not involved more than according to if they want to participate. The teachers did integrate critical thinking with mathematic didactic, but not in a systematic way. The pupils´ learning developed in the learning study and the analysis ought to be systematic developed at an individual level for more differentiated results. According to the teachers´ knowledge that was showed in the learning study it would be appropriate to use learning study for supervision of teacher students.

  • 3.
    Nilsson, Ingrid
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Grundskollärares tankar om kompetensutveckling2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The development in society and school activities that have taken place during the past twenty years, form the background to the problem in this thesis. Liberal democratisation in the society as a whole (Gutmann, 1990, 1995) and the global explosion of knowledge (Hargreaves, 1999; Pittman, 2000) have made it necessary for teachers continuously to develop new knowledge.

    The over all aim of the thesis concerned the development of knowledge of variations in teachers’ thoughts about teachers’ competence development through an empirical investigation. One specific aim concerned the development of knowledge of variation in teachers’ thoughts about relevant content of competence development. The second specific aim concerned the development of knowledge about variations in teachers’ thoughts about teachers’ possibilities of relevant use of competence development in the school activity. An analysis, inspired by the method Contextual analysis (Svensson, 1976) was used as the methodological starting-point and the theory of knowledge (Natanson,1970; Schutz, 1966, 1932/1997; Schutz & Luckmann,  1973, 1983/1989) as a theoretical framework. The analysis resulted in a hierarchical system of four categories of description, with similar types of structures as described by Biggs and Collis (1982). The first category of description is called Development of integrated general teacher competence, subject knowledge and competences in teaching the subject as a base for better development of the activity in school. This category of description is also the most complex. The second category of description is called Development of general teacher competence, subject knowledge and competences in teaching the subject as a base for better cooperation with colleagues. The third category of description is called Better subject knowledge and competences in teaching the subject as a base for better design of pupils learning situations. The fourth category of description is called Better knowledge of school subjects as a base for development of teachers own school teaching.

    In the most complex category of description teachers saw an integrated development of general teacher competence, subject knowledge and competences in teaching the subject as a base for better development of the activity in school. In the other three categories of description the teachers did not integrate all the mentioned competences. They explicated a competence development relevant to a more narrow activity in school. Further, the results point to relations between the teachers’ thoughts about interpretational relevant content and about area of application, regarding development of competence. The relations involve that if a teacher is making complex statements about the interpretational relevant content, the teacher also is making complex statements about the area of application. The results could be of importance to principals and teachers which ought to develop competence of how to make relevant knowledge of politics of education relevant for all teachers in the activity, both as individuals and as a professional collective. At last, the results are indicating that Schutz’  system of personal relevance of knowledge (Schutz, 1966), in addition, seems to be a system equivalent to the personal relevance system of competence development, according to the teachers’ thoughts of competence development. However, the teachers’ thoughts of competence development do not indicate a shared professional ground of teachers’ knowledge. 

  • 4.
    Nilsson, Ingrid
    Lunds universitet, Lund, Sverige.
    Kompetens att undervisa elever med funktionshinder i normalklass: Blivande grundskollärares uppfattningar1995Report (Other academic)
    Abstract [sv]

    Föreliggande rapport behandlar blivande grundskollärares uppfattningar av egen kompetens att ta emot s.k. individintegrerade elever med funktionshinder i vanlig grundskoleklass. Datainsamlingen har skett genom intervjuer med lärarkandidater, både med inriktning mot årskurs 1-7 och årskurs 4-9, i slutfasen av sin utbildning. Databearbetningen är såväl kvalitativ som kvantitativ. Bland resultaten kan framhävas att flera kandidater känner en tämligen dålig beredskap inför en sådan uppgift och att många av dem som känner sig ha en viss kompetens inom området, anser att de tillägnat sig denna antingen innan de påbörjat sin lärarutbildning eller under praktikperioder.

  • 5.
    Nilsson, Ingrid
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Hansson, Eva
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Teacher and teacher student, reflecting upon practice2012Conference paper (Other academic)
    Abstract [en]

    This paper is about a project with the purpose to investigate how theory and practice are interplaying, in observations about how modes are used in teacher students’ lessons and how modes are reflected upon during the supervision with the pre- service teacher. Mode is defined as systematically grounded in culture and society with semiotic resources as media for representation in meaning making communication, according to Kress, Jewitt, Ogborn and Tsatsarilis (2001). The multimodal perspective for teacher students means that there are different areas of knowledge as modes and ways of expressions, mentioned in  Jewitt, (2009:14) regarding written language, talking, gestures, sound, music, images and how the different modes are combined  for meaning making. Besides, research in educational sciences shows that teacher students and pre- service teachers are not using knowledge taught in teacher education (Britzman 2003, Ewald, 2006). Because of the multimodal perspective as relatively new knowledge in teacher education courses it is relevant to study teacher students’   teaching and reflections. The methods used are video recorded observations of teacher students’ lessons and documentation of teacher students’ reflections together with the pre- service teacher. The analysis of the video recorded lessons regarding modes and reflections showed that different modes were used and in two cases in a multimodal perspective. The modes used were spoken language, images and written language. The results of the analysis of how modes were reflected upon varied and in one observation in a class two the pupils’ behavior were lifted forward more than reflections about mathematics.  In another video documented lesson regarding physics in year five the focus in the reflections was mostly physics and less behavior. The teacher student used different modes and semiotic resources for representation and  reflected  upon how to connect the  resources in a better way. However, multimodality  as concept  was treated like tacit knowledge (Polanyi, 1998/1962).

  • 6.
    Nilsson, Ingrid
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Wictor, Ewa
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Att synliggöra lärares lärande i processhandledning2012Conference paper (Other academic)
    Abstract [sv]

    Inom forskning framträder betydelsen av kunskap om meningsskapande och lärande i processhandledning  (Åberg, 2009, Franke, Arvidsson, & Gustafsson 2007). Syftet är att undersöka skriftlig examination av processhandledning och att bidrar med kunskap om lärandets innehåll, interaktion och identitetsskapande. Ett multimodalt perspektiv används, inriktat på synliggörande av representationer av meningsskapande och lärande (Kress, 2009, Scollon & Scollon, 2003). Sex lärare i olika skolkontexter som Komvux, gymnasieskola och grundskola, såväl i kommunala som fristående skolor, genomförde processhandledning 2011 (Nilsson & Wictor, 2012). Examinationen innebar författande av en berättelse eller rapport, om ett valt fenomen i processhandledning relaterat till individuell handledning med VFU-student/er och analyserad utifrån upplevt lärande i processhandledning.  Kurslitteratur, Löw (2011) och Tveiten (2010), användes för reflektion relaterad till yrkeserfarenheter av individuell handledning.

    Resultaten visar att fenomenet reflektion från processhandledning dominerar, genomförd som samtal i dialogform med lärarstudenter. Innehållet i reflektionerna berör lärarstudenternas lärarroll, ofta med avseende på interaktion med elever och lärarens ledarförmåga. Förmågor att interagera på ett positivt sätt med elever ses som en förutsättning att kunna omsätta goda ämneskunskaper. Ett multimodalt perspektiv innebär synliggörandet av flera sätt som tal, skriftspråk bild, layout m.m. och talspråk framlyfts som avgörande för handledningssamtal, om samtalet kan föras på en jämbördig nivå med en lyssnande och bekräftande handledare. Texterna visar att lärarna uppfattar en beredskap att använda kunskaper från processhandledning genom förslag på utveckling av individuell handledning till processhandledning, gärna med handledare som kan ge handledning på handledning. Förslag innebär också transformation av processhandledningsmodeller till individuell handledning. Kunskap om lärandet har synliggjorts på en teoretisk nivå och på en uppfattad praktisk nivå. Resultaten visar också på variationer i layout och akademiskt skrivande som verkar positionera författarna differentierat i spänningsfältet mellan teori och praktik. Ytterligare kunskaper om lärande i handledning omsatt i handling är dock viktiga för att stärka lärandet om processen.

  • 7.
    Nilsson, Ingrid
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Wictor, Ewa
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Att undersöka processhandledning av lärares handledning2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 1, p. 68-78Article in journal (Other academic)
    Abstract [en]

    The aim of the study is to study voluntary process supervising, with seven subject teachers during ten occasions at Higher Education. The study is inspired by models in Gjems (2007) and in Franke, Arvidsson and Gustafsson (2007), and the method of observation and analysis used is based on concepts from Wenger (2000) and Scollon and Scollon (2003). The results show that questions and discussions that are being actualized in the supervising practice vary between general and specific topics and between process and content. During the supervising activity the teachers mainly take their starting point in practice and less in science, but in the written examination the teachers link their experiences from practice to different theories and scientifically oriented concepts in the supervising activity.

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