hh.sePublications
Change search
Refine search result
1234 151 - 200 of 200
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 151.
    Sollervall, Håkan
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Att stödja och utveckla elevers matematiska uttrycksförmåga med teknikstödda lärandeaktiviteter2012Conference paper (Other (popular science, discussion, etc.))
  • 152.
    Sollervall, Håkan
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Collaborative mathematical inquiry with augmented reality2012In: Research and Practice of Technology Enhanced Learning, ISSN 1793-2068, Vol. 7, no 3, p. 153-173Article in journal (Refereed)
    Abstract [en]

    In this paper we describe and reflect on the design of a mathematical learning activity developed in collaboration between teachers, researchers and technical developers. By making use of augmented reality (AR) as a technology supporting augmentation of a real-world projection with computergene- rated images, we have designed an activity that promotes unique action and learning trajectories. These trajectories require the learners to engage in interactive-constructive actions that involve and stimulate the development of their self-regulatory skills by inviting them to vary and coordinate across the contextual affordances of the technologies and the physical resources in the classroom. Our learning activity is designed as a collaborative guided inquiry, implemented in a regular classroom and involved mathematical problem solving in relation to the geometric concept of scale. In order to successfully complete the activity, the learners are challenged to coordinate affordances from three distinct referential contexts by involving physical and virtual artifacts. In the design process, we identify critical aspects of the activity and embed affordances for corresponding scaffolding actions which turn out to play a crucial role when the activity is implemented with a group of four 15-year-old students. Although the AR technology has served us well in developing this particular activity, this specific technology appears to have limited applicability in mathematics education beyond geometry. We recommend that future research efforts move beyond AR and consider the broader context of embodied design with tangible user interfaces, that have recently shown great potential for the design of innovative activities for the learning of mathematics.

  • 153.
    Sollervall, Håkan
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL). Linnéuniversitetet, Växjö, Sverige.
    Euklides i mobilen2012Conference paper (Other (popular science, discussion, etc.))
    Abstract [sv]

    Flera års forsknings- och utvecklingsarbete har resulterat i en handfull lärandeaktiviteter för elever i årskurs 4-9, som i undersökande aktiviteter använder ny teknik i form av datorer, projektorer, interaktiva skrivtavlor, webbkameror och mobiltelefoner. Tekniken kan låta oss möta meningsfull matematik på nya sätt i nya sammanhang och kan göra det möjligt att sammanfläta undersökande utomhusaktiviteter i små grupper med inomhusaktiviteter i helklass. Vi ger flera konkreta exempel på hur tekniken kan stimulera och stödja kommunikation och representation av ett matematiskt innehåll.

  • 154.
    Sollervall, Håkan
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Nurturing self-regulation by mathematical inquiry in a one-to-one TEL environment2012In: Proceedings of the 20th International Conference on Computers in Education, ICCE 2012, Singapore: National Institute of Education, Nanyang Technological University , 2012, p. 423-425Conference paper (Refereed)
    Abstract [en]

    We design and evaluate a curriculum-based mathematical learning activity involving secondary students' geometrical constructions, mathematical modeling and algebraic validation of hypotheses based on hands-on explorations with the interactive geometry application GeoGebra available on individual laptops. We argue that guided inquiries in a technology-enhanced learning environment that invites blending of interactive technologies and traditional resources may be an efficient means for developing self-regulatory skills.

  • 155.
    Sollervall, Håkan
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Tall og de fire regneartene2012 (ed. 1)Book (Other academic)
    Abstract [nb]

    Matematikklærere må ha god regnekompetanse i de fire regneartene og en bred forståelse av hvordan elever resonnerer og regner. Formålet med boka er å gi matematikklærere og lærerstudenter bedre tallforståelse og gode regneferdigheter. Boka kommer med flere innfallsvinkler til hvordan man kan regne og tenke matematisk. Ved å jobbe med flere forskjellige løsningsstrategier forstås oppgaven og matematikken bedre enn ved bruk av bare én løsningsmetode. Man regner med større sikkerhet når løsningen er forankret i flere tankeformer. I tillegg får man større forståelse for matematikken som oppgaven er ment å formidle. Tall og de fire regneartene inneholder mange regneeksempler med bruk av ulike matematiske representasjonsformer. Bakerst i boka er det oppgaver og fasit. (Från förlaget)

  • 156.
    Sollervall, Håkan
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL). Linnaeus University, Växjö, Sweden.
    Threshold constructs instrumenting teachers' orchestration of an inquiry with Geogebra2013In: CERME 8: Proceedings of the Eight Congress of the European Society for Research in Mathematics Education, Ankara: Middle East Technical University , 2013, p. 2724-2733Conference paper (Refereed)
    Abstract [en]

    In this paper we investigate how to efficiently empower teachers to implement and orchestrate a mathematical learning activity supported by digital technologies. The particular learning activity in this study is intended to facilitate learners’ transition from the Pythagorean Theorem to the distance formula and the equation of a circle. The activity comprises structured and guided inquiries involving laptops with GeoGebra and traditional resources. It has been tested with 38 upper secondary students and two mathematics teachers. Our results indicate that a singular discussion with the teachers, based on the researcher’s prospective analysis of the activity with main focus on threshold constructs and self-regulating skills, suffices to support the teachers’ implementation and orchestration of the activity.

  • 157.
    Sollervall, Håkan
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Milrad, Marcelo
    Linnaeus University, Växjö, Sweden.
    Blending mobile technologies and traditional resources in mathematical learning activities2012In: Workshop proceedings of ICCE 20, Singapore: National Institute of Education, Nanyang Technological University , 2012, p. 2-10Conference paper (Refereed)
    Abstract [en]

    Designing curriculum-based learning activities involves identifying and implementing affordances that provide opportunities for students to engage in actions directed at achieving specific learning objectives. These affordances may be mediated by information and communication technologies (ICT) or traditional resources, peers or teachers, or other contextual features of the learning environment. The learning objectives guide the designer's choice of affordances, whose deployment on specific artifacts is based on assessing the available artifacts' mediating capabilities. Such a design approach puts high demands on the designer's technological, pedagogical and content knowledge. In this paper, we discuss how we have addressed these demands by adopting a flexible co-design approach that invites the creative blending of mobile technologies and augmented reality with traditional resources, for the purpose of designing innovative mathematical learning activities with high relevance for teachers' practice and the mathematics curriculum.

  • 158.
    Sollervall, Håkan
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Milrad, Marcelo
    Linnéuniversitetet, Växjö, Sweden.
    Theoretical and methodological considerations regarding the design of innovative mathematical learning activities with mobile technologies2012In: International Journal of Mobile Learning and Organisation, ISSN 1746-725X, E-ISSN 1746-7268, Vol. 6, no 2, p. 172-187Article in journal (Refereed)
    Abstract [en]

    The design of innovative learning activities supported by mobile technologies calls for the coordination of theories and methodologies from several research domains. The authors of this paper have been engaged in several collaborative research efforts involving expertise in mathematics education and technology-enhanced learning as well as in-service mathematics teachers. Within the methodological framework of design research, we coordinate and make use of specific theoretical and methodological constructs in order to stimulate the collaborative creation of innovative trajectories for the learning of mathematics. We illustrate this design approach by accounting for a specific activity designed to support a learning progression over time and across contexts, aiming at enacting the learning of geometry in an outdoors context. The outcomes of these efforts have provided us with valuable insights into how collaborative design research and mobile technologies can be used in school contexts to guide and support novel ways to enact mathematical learning. © 2011 Inderscience Enterprises Ltd.

  • 159.
    Sollervall, Håkan
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Stadler, Erika
    Stockholm University, Stockholm, Sweden.
    Instruments for improving teachers' use of artefacts for the learning of mathematics2012In: ICME-12 Pre-proceedings: The 12th International Congress on Mathematical Education: July 8th to 15th, 2012: COEX, Seoul, Korea, Seoul: International Commission on Mathematical Instruction (ICMI) , 2012, p. 4885-4890Conference paper (Refereed)
    Abstract [en]

    Mathematical tasks have always been and still are a major object of concern in the mathematics classroom. Teachers’ daily work includes planning, implementing, and evaluating the mathematical tasks that student engage in during class by making use of material and immaterial artefacts. We argue that teachers’ mathematical knowledge has to include instruments for controlling how these artefacts become involved when students engage in solving mathematical tasks. We propose to meet this demand by coordinating the matching notions of affordances (for planning) and objects of activity (for evaluation). We briefly illustrate how these notions can be used as analytical instruments in a fashion that connects to what teachers already do in their daily work.

  • 160.
    Stranne, Frida
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Tankesmedjors roll i amerikansk (utrikes)politik2015In: Vinklade budskap – perspektiv på politisk kommunikation / [ed] Hans Bengtsson, Halmstad: Halmstad University Press , 2015, 1:1, p. 181-199Chapter in book (Refereed)
  • 161.
    Stranne, Frida
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Världen behöver ett visionärt USA2015In: Dagens ArenaArticle in journal (Other (popular science, discussion, etc.))
  • 162.
    Stranne, Frida
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Bilstrup, Urban
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Tinker Tailor Computer Spy: Dominating “digital (in)security” discourses and its foreign policy implications2014Conference paper (Refereed)
  • 163.
    Stranne, Frida
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Bilstrup, Urban
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Centre for Research on Embedded Systems (CERES).
    Ewertsson, Lena
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Behind the Mask – Attribution of antagonists in cyberspace and its implications on international conflicts and security issues2015Conference paper (Refereed)
    Abstract [en]

    Cyber systems and critical infrastructure are changing the dynamics of international conflicts, security issues, and challenge traditional ways of understanding warfare. Early warning and attribution of who is accountable for a cyber-attack and what is the intention with the attack is crucial information. To be able to efficiently response to a cyber-antagonist the measure of response must be decided at network speed, which is far beyond what is possible with traditional attribution methods. The ongoing “cyber arm raze” push towards the development and use of autonomous cyber response systems. An autonomous cyber response would most probably use the complexity of attack vector as a tool for attribution, not considering the identity of the antagonist for deciding the measure of response. This will challenge traditional ways of understanding conflict, war, and how nation states handle different kinds of aggressions. This leads to a new kind of deterrence increasing the need to theorize cyber conflicts, as well as empirically study how different actors are acting and reacting in relation to this new threat. This paper initiates the discourse on the implications of the use of autonomous cyber response systems for the international system/relations.

  • 164.
    Sulejmani, Berat
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Abdulkarim, Badin
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Slöjan - mer än bara en huvudduk: En kvalitativ studie om olika föreställningar kring slöjan i skolan2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I vår studie har vi undersökt hur lärare förhåller sig till elever med slöja i grundskolans tidiga och senare år. Vi har även undersökt hur eleverna som själva bär slöja förhåller sig till den. Det är en kvalitativ studie och vi har intervjuat tre lärare respektive tre elever. Två av dessa elever bär idag inte slöja medan den tredje fortfarande bär den. I vårt resultat kommer vi fram till att lärarna rättar sig så mycket de kan efter skolans värdegrund men att det kan uppstå situationer där det är svårt att fullfölja skolans värdegrund med elevers traditioner, trosuppfattningar eller klädsel. Lärarna säger att det har uppstått komplikationer i deras arbete med elever som bär slöja men de har då kunnat anpassa lektionerna eller de specifika situationerna så att eleverna kan delta på samma villkor och få likadana förutsättningar att nå betygen som elever som inte bär slöja. Eleverna säger även de att de har stött på komplikationer på grund av bärandet av slöjan. Vi upplever även att eleverna med slöja känner sig utanför och inte vill delta i vissa situationer som elever utan slöja har lättare för men de två eleverna som tagit av sig slöjan visar också att det finns en annan sida av myntet. De kände sig utanför bland andra grupper som såg slöjan som en normalitet. Med normalitet menar vi att slöjan är allt vanligare bland vissa grupper.

  • 165.
    Svensson, Birgitta
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Gör klassikern till din egen: Att arbeta med skönlitteratur i klassrummet2008Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Detta stödmaterial ger förslag på hur man kan arbeta med skönlitteratur i grundskolans högre stadier (år 8 och 9) och på gymnasiet. Den bygger på en helhetssyn på svenskämnet, där den skönlitterära läsningen kombineras med samtal, skrivand och andra kommunikationsformer som bildskapande, dramatiseringar och multimodala uttryckssätt (t ex film, videoinspelning och powerpoint-presentationer).

  • 166.
    Svensson, Birgitta
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Lite mindre skola och mer verklighet: ett klassrum med omvärldskontakter2007In: Perspektiv på praktik : svenska i klassrummet: Svensklärarföreningens årsskrift (2007) / [ed] Madeleine Ellvin, Lena Holmbom och Erik Lidbaum, Stockholm: Svensklärarföreningen , 2007, p. 106-117Chapter in book (Other (popular science, discussion, etc.))
  • 167.
    Svensson, Birgitta
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Språkutvecklande insatser i Malmö stad2008In: Språkutveckling och forskningscirklar - utvärderingar av insatser i regi av Malmö Stads Resurscentrum för mångfaldens skola / [ed] Ola Holmström, Anders Persson & Birgitta Svensson, Halmstad: Högskolan i Halmstad , 2008, p. 31-Chapter in book (Other academic)
  • 168.
    Thornberg, Fredrik
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Kompetens i klassrumsbedömning – en studie av lärares reflektioner om videodokumenterad undervisning2015Licentiate thesis, monograph (Other academic)
    Abstract [en]

    There is a tendency to view teachers´ assessment literacy from a deficit perspective, and teachers existing practices are rarely used as a source of knowledge about assessment. Instead of treating teachers as being to some extent experts on assessment, the domain of assessment literacy is primarily represented by viewing researchers as “experts”. In this study teachers´ assessment literacy is approached from an asset perspective. The knowledge and skills that teachers possess can contribute to the description and understanding of classroom assessment literacy.

    The overall aim of the study is to develop knowledge about teachers’ classroom assessment literacy. Studying teachers' collective reflections about assessment, in relation to video-recorded teaching situations, is used to approach the question of what classroom assessment and assessment literacy actually mean. Three primary schools and eleven teachers, heterogeneous regarding age, sex, education and experience, are involved in the study. 

    The results indicate three themes to describe teachers´ classroom assessment literacy: focus on the intention of assessment, focus on the enactment of assessment and focus on the conclusion of assessment. The study shows that teachers have the competence to conduct and use assessment as an integral part of teaching. An overall conclusion is that assessment literate teachers invite students to share power and responsibility in assessment processes. The three themes can be seen as a process of developing, implementing and using assessments, which requires a holistic approach to learning, teaching and assessment.

  • 169.
    Thornberg, Fredrik
    Halmstad University. Halmstad University, School of Teacher Education (LUT). Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Lärares lärande om bedömning: En aktionsforskningsstudie om konsten att ta reda på vad elever kan2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The overall aim is to identify teachers' views of assessment skills. A long-term intention is also to draw attention to teachers' professional development needs within the assessment area. The process was guided by a question regarding the need for knowledge, which is made visible in the teachers' discussions. Research has shown that students learn what they are assessed on which may mean that the assessment rather than policy documents determines what and how students learn. This means that knowledge of assessment processes is important and the study relates classroom assessment to research and political reforms. The study intends to fill the gap the research council´s survey about Swedish research on assessment defines as; projects at the intersection between research, policy and practice. The approach is based on action research as a mean to free knowledge from within. The study therefore relates to a school development project where the teachers' authentic questions and everyday work was in focus. Data were analyzed and made visible a need for teachers to reflect on epistemological beliefs and different assessment methods in order to dare to venture out on the thin ice they described as learning. With reflection protocols, focus group interviews and individual interviews as a basis the results showed that teachers felt the need to be able to: interpret and concretize, show progression and involve students. The result is also discussed in relation to three tensions the teachers needed to manage in order to be considered as assessment literate.

  • 170.
    Thornberg, Fredrik
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL). Göteborgs universitet, Göteborg, Sverige.
    NO-lärares reflektioner om klassrumsbedömning: en studie av filmad undervisning2014Conference paper (Refereed)
    Abstract [sv]

    Syfte och frågeställning

    Studiens övergripande syfte är att utveckla kunskap om NO-lärares bedömningspraktik och den kompetens som lärare besitter för att genomföra klassrumsbedömningar. Att studera lärares kollektiva reflektioner om bedömning i relation till filmade undervisningssituationer kan vara ett sätt att nalkas frågan om vad klassrumsbedömning och bedömningskompetens egentligen innebär, inte minst i relation till den kommunikation och den återkoppling som rimligtvis ingår i all undervisning. Lärande och undervisning kan beskrivas som komplexa processer som samverkar med varandra via bedömning och feedback. För att få tillgång till bästa möjliga information om undervisning och lärande krävs lärare med kompetens att genomföra och använda klassrumsbedömningar av hög kvalitet. Det innebär en riktning där lärares utsagor och existerande bedömningspraktik används som en värdefull källa till kunskap om bedömning. Mot bakgrund av forskningsprojektets övergripande syfte ställs följande forskningsfråga:

    • Hur kan kompetens i klassrumsbedömning beskrivas och förstås?

    Metodologi/design

    Tre skolor är involverade i studien och vid varje skola filmas en lärare vid tre tillfällen. I början, i mitten och i slutet av ett naturvetenskapligt arbetsområde. Efter varje tillfälle genomförs video-stimulated-reflection (VSR) tillsammans med läraren, hans eller hennes kollegor samt forskaren. Studien relaterar, på ett övergripande plan till pragmatiska och sociokulturella perspektiv med fokus på de förutsättningar och processer som ger utrymme för lärande. Utgångspunkt tas i att erfarenheter ligger till grund för systematisk reflektion som i sin tur kan leda till reflektivt handlande.

    Analys och resultat

    I studien genomfördes tematisk analys och begreppet ”tema” i tematisk analys kan placeras på ramverksnivå vilket innebär att den kan användas på olika former av data och inte bara inom vissa specifika forskningsmetoder. Studiens resultat visar att lärares bedömningskompetens kan beskrivas och förstås genom tre teman benämnda: 1. Fokus på bedömningens intention. 2. Fokus på bedömningens realisation. 3. Fokus på bedömningens konklusion.

  • 171.
    Thornberg, Fredrik
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL). Gothenburg University, Gothenburg, Sweden.
    Teachers´ assessment practice: A study of the relationship between teaching and assessment2013In: The 41st Annual Congress of the Nordic Educational Research Association: Disruptions and eruptions as opportunities for transforming education: Abstract book, 2013, p. 178-178Conference paper (Refereed)
    Abstract [en]

    Aim

    The study's overall aim is to develop knowledge about teachers assessment practice. Studying teachers' collective reflections on videotaped teaching situations in order to see what and how they choose to reflect on teaching / assessment may be one way to approach the overall question about what assessment actually is, specifically in relation to the communication and feedback as part of any (reasonable) teaching. In light of the research project's overall aim, the study is guided by the following question:

    • How is assessment represented in teachers reflections about teaching?

    Methodology/research design

    Three schools are involved in the study and at each school one teacher is videotaped on three different occasions. In the beginning-, in the middle- and in the final stage of a work area. After each occasion a video-stimulated reflection session (VSR) takes place with the teacher, his or her collegues and the researcher. The theoretical framework is inspired by pragmatic and sociocultural perspectives. The study´s point of departure is the schoolpractice and elaborate teachers learning through the experiences and reflective conversations which lead to new issues and new actions. When teachers reflect together over videotaped teaching sequences the study´s design provide conditions for a close relationship between reflection and action. Furthermore the study relates to sociocultural epistemology, seeing learning and knowing as social, distributed, situated in a context, and mediated by cultural artifacts.

    Findings and expected findings

    How assessment as teaching and teaching as assessment can be described is a preliminary finding in the study. A non-dichotomous relation between teaching and assessment and between summative and formative assessment can be discussed using the following concepts in a teaching-assessment process: communication regarding knowledge expressions, summative evaluation, feedback, formative use and assessment of learning. The model is tentative and represents a work in progress.

  • 172.
    Wennergren, Ann-Christine
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Att verbalisera sitt lyssnande: en väg till delaktighet?2008Conference paper (Refereed)
  • 173.
    Wennergren, Ann-Christine
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Between two stories: assessment of and for learning2011In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 26, no 4, p. 541-550Article in journal (Refereed)
    Abstract [en]

    The study was conducted in a school for special education with small classes of six to 12 students. The aim was to illuminate how students’ understanding of written assessments could be related to assessment for learning. Twenty-nine students were asked to describe their understanding of written assessment in three different subjects and, further, to describe their perceptions in follow-up interviews. The two-step analysis first focused on individual understanding. Thereafter Vygotsky’s zone of proximal development (ZPD) was used as analytical tool. In the first analysis three categories were identified. Students’ understandings were related to subject matter knowledge, generic skills and attitudes. The findings of the second analysis indicated that written assessment often lacked formative features and cannot be seen as learning in the ZPD. Difficulties with schoolwork were seen as problems of the individual and the measures were directed towards the student. Even though the guidelines ask for a relational perspective a categorical perspective sometimes was adopted in the assessments. The implications of the study relate to the ways teacher’s assessment competences can encompass students’ understanding and how this can be translated into action.

  • 174.
    Wennergren, Ann-Christine
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Dialogue competence: a necessity for school improvement?2008Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is to describe how tools used in action research can promote learning in relation to Vygotsky’s concept of the zone of proximal development (zpd). In the study, Vygotsky’s (2001) theory of the zone of proximal development was used to describe how knowledge development can be manifested in a work of change. The data production took place in a school improvement project where fifty teachers participated over a period of three years. Tools for data production, and at the same time tools for learning, were: facilitation, shadowing and individual log book writing. The tools were initially analysed from three aspects: as used individually, as used in pairs or in a group, and in relation to the zone of proximal development. The responses were divided into confirmations and challenges. Although the participants expressed a need for challenges, they were in practice more prone to confirm one another. This gap showed the importance of analysing and openly talking about the difference between confirmation and challenge in zpd. In the joint analysis work, differences were elucidated between using tools outside zpd and learning through tools within zpd. Knowledge was developed in both situations but at different levels of reflection. In relation to zpd, the importance of colleagues was emphasised. In her/his competence development, a teacher is dependent on one or several critical friends (cf Handal, 2007) to be challenged as a knowledge developer. Giving response proved more difficult in virtual meetings than in physical meetings.

  • 175.
    Wennergren, Ann-Christine
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Elever som aktörer2008In: Grundskoletidningen, ISSN 1652-7844, Vol. 2, p. 10-15Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Begreppet en skola för alla har kommit att bli ett slagord för den inkluderande skolan, ett uppdrag som gäller i svenska skolor, likväl som i andra länder. Rektor har huvudansvaret. Men pedagoger och specialpedagoger har ansvaret för att konkretisera och omsätta olika former av inkluderade arbetssätt tillsammans med eleverna.

  • 176.
    Wennergren, Ann-Christine
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    På spaning efter en kritisk vän2012In: Aktionsforskning i praktiken: Förskolan och skola på vetenskaplig grund / [ed] Karin Rönnerman, Lund: Studentlitteratur, 2012, 2, p. 71-88Chapter in book (Other (popular science, discussion, etc.))
  • 177.
    Wennergren, Ann-Christine
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Teachers as learners – with a little help from a critical friend2016In: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074, Vol. 24, no 2, p. 260-279Article in journal (Refereed)
    Abstract [en]

    Professional learning is intended to improve teaching, benefit student learning and in the longer term improve achievement of targets in schools. When teachers take responsibility not only for their own learning but also for their colleagues’, it can lead to a shift in attitudes towards collaborative learning. This study presents an example of a professional learning community (PLC) based on teachers’ engagement in systematic inquiries. The aim of the study was to explore crucial factors during the process of critical friendship that could be related to a PLC. The research context was a series of shadowing sessions where teachers were expected to document teaching and provide feedback. The analyses are mainly based on documentation, in the form of shadowing logs produced when teachers study each other in action. Findings indicate that the role of critical friend was hard to internalise and that most of the teachers did not use it to its full potential for learning, according to the Vygotskian concept of the Zone of Proximal Development (ZPD). Three crucial factors for learning in a PLC are addressed: Active choices related to teachers’ and students’ learning during different phases in the inquiry, the complexity of mastering several skills in action research at the same time, and the teachers’ attitudes to professional learning. © 2015 Educational Action Research

  • 178.
    Wennergren, Ann-Christine
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    The Power of Risk-Taking in Professional Development2014In: Lost in Practice: Transforming Nordic Educational Action Research / [ed] Karin Rönnerman & Petri Salo, Rotterdam: Sense Publishers, 2014, p. 133-151Conference paper (Refereed)
    Abstract [en]

    The author of this chapter is engaged as a teacher and researcher at the University of Halmstad in Sweden, and has a special interest in professional learning based on action research. The chapter draws on experiences from a professional learning project conducted as a partnership between two municipalities and the University. The local authorities decided that two schools would participate in the project. © Springer International Publishing AG, Part of Springer Science+Business Media

  • 179.
    Wennergren, Ann-Christine
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Tyst kunskap i ljuset av verksamhetsutveckling2010In: Music, Education and Innovation: Festschrift for Sture Brändström / [ed] C. Ferm Thorgersen & S. Karlsen, Luleå: Luleå tekniska universitet, 2010, p. 103-122Chapter in book (Other academic)
    Abstract [sv]

    Som doktorand i ämnet pedagogik hade jag förmånen att ingå i en aktiv forskningsmiljö på Musikhögskolan i Piteå under åren 2002-07 där Sture Brändström var vetenskaplig ledare, tillika min handledare. I forskningsmiljön diskuterades kontinuerligt frågeställningar om: mästarlärartraditioner, lärande som imitation men framför allt lärandesituationer där tyst kunskap var för-givet-tagen. När jag under min forskarutbildning började analysera empiri från olika klassrum i grundskolan visade det sig att även dessa praktiker innehöll olika föreställningar som byggde på tyst kunskap. De femtio pedagoger som deltog i forskningsprojektet använde ett aktionsforskande arbetssätt för att studera och utveckla sitt vardagsarbete med eleverna (Wennergren, 2007). För att kunna utmana traditioner om elevers delaktighet och kommunikation observerade pedagogerna varandras handlingar i klassrummet. På så sätt formulerades en första berättelse om klassrumspraktiken. I detta skede underskattade jag betydelsen av omformuleringar. Senare har jag förstått att om förändring skall leda till förbättring behöver rådande traditioner både formuleras och omformuleras mellan kollegor. Utan att gå vidare in i avhandlingsprojektet nämner jag detta för att lyfta fram hur åren på Musikhögskolan påverkat mitt intresse för praktikens tysta kunskaper och framför allt väckt frågor om hur verksamheter med stor tyst kunskap kan förenas med aktivt utvecklingsarbete.

  • 180.
    Wennergren, Ann-Christine
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Övningsskolor - ett första år fyllt av positiv energi: Utvärdering av grundlärarprogrammet 2014-152015Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Lärarutbildningen i Halmstad ingår i en försöksverksamhet med övningsskolor/förskolor tillsammans med huvudmännen i Falkenberg, Halmstad, Laholm och Ängelholm samt en fristående skola 2014-2019.

    De bakomliggande tankarna om övningsskolor handlar om att koncentrera lärarstudenters VFU på några få skolor och därmed öka kvalitén på den verksamhetsförlagda delen av utbildningen. Minst lika viktigt är att ett intensifierat samarbete mellan skolor och högskolan ska bidra till utveckling och att lärares kompetensutveckling ska vila på vetenskaplig grund och beprövad erfarenhet. I Halmstad har modellen för övningsskolor följande tre hörnstenar: En lokal organisering av VFU genom lokala VFU-ledare, regelbundna VI-dagar (verksamhetsintegrerade dagar) utöver VFU där studier genomförs på övningsskolan samt att lärare och studenter ingår i samundervisning (co-teaching) under VFU eller VI-dagar.

    Syftet med utvärderingen av projektets första år i grundlärarprogrammet har varit att dra lärdomar och identifiera förbättringsområden för kommande år. Sex kritiska faktorer har identifierats som särskilt viktiga för utfallet: 1) De lokala VFU-ledarna har haft en avgörande roll för kvalitet både i VFU och VI-dagar. 2) Bättre framförhållning och tydliga riktlinjer för VI-dagar behövs för att stärka likvärdigheten mellan skolorna. 3) Skolledarnas inställning och delaktighet har haft en avgörande betydelse för att projektet uppfattas som hela skolans angelägenhet. 4) Praktiska frågor, särskilt på små skolenheter, har inneburit merkostnader. 5) De flesta skolor har tagit vikten av handledarutbildning på allvar och det har gjort skillnad när fler än en lärare från varje skola deltagit i samma kursomgång. 6) Ökad närhet till Högskolans personal har bidragit till ett ömsesidigt samarbete med skolorna, där allas röster tagits på allvar.

    En central slutsats är att ömsesidigheten påverkat lärarnas och skolledarnas sätt att se på studenternas utbildning. Redan efter ett år är inställningen att övningsskolorna och Högskolan tillsammans representerar lärarutbildningen.

  • 181.
    Wennergren, Ann-Christine
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Andræ Thelin, Annika
    Pettersson, Bo
    Högskolan i Kalmar.
    "Skolövertagning” inom lärarutbildningen: Ett pilotprojekt inom den verksamhetsförlagda utbildningen vid två skolor i Kalmar2010Report (Other academic)
    Abstract [sv]

    Skolövertagning är en form av verksamhetsförlagd utbildning hämtat från Norge. Konceptet översatt till svenska sammanhang går ut på att lärarstudenter under sin sista verksamhetsförlagda utbildning (VFU) “tar över” hela eller delar av ett arbetslag på en skola. Skolövertagningsprojektet i Kalmar, som ligger till grund för denna utvärdering, hade som syfte att göra den verksamhetsförlagda delen av lärarutbildningen mer verklighetstrogen. Syftet var också att öka samarbetet mellan Högskolan i Kalmar och VFU-skolor.

    För att låta sig inspireras och få nya idéer om progression och kvalitetsaspekter av VFU startade 2007 ett erfarenhetsutbyte mellan Högkolan i Agder (Norge) och Högskolan i Kalmar. Utbytet resulterade i att lärarstudenter som gick sin sista termin erbjöds att genomföra två veckors VFU i form skolövertagning i Kalmar hösten 2009. Deltagandet var frivilligt för både skolor och studenter. Förutom projektets explicita syften fanns bakomliggande frågeställningar om kvalitet, progression och utveckling av VFU samt frågor om samarbete gällande kompetensutveckling. I bakgrunden låg även tankar om att skolövertagning skulle bidra till att alla upplevde sig som vinnare: Högskolan, skolorna, studenterna, eleverna och föräldrarna. En extern utvärderare fick uppdraget att analysera och värdera utfallet av projektet. Datamaterialet bestod av loggböcker, intervjuer samt studenternas bedömningsunderlag. Deltagare var 29 studenter, deras handledare, två skolledare samt tre lärare från högskolan.

    Resultatet visade att projektets ena syfte, att göra VFU mer verklighetstrogen, uppfyllts. Alla parter gav liknande budskap men hade lite olika värderingar om vad som varit verklighetstroget eller inte. Studenterna ansåg att övertagningen varit en ovärderlig del av deras totala lärarutbildning. Många hade först i detta skede av sin utbildning insett och förstått helheten i läraruppdraget. Deras berättelser antydde att de ingått i en socialisering in i yrket och börjat införliva en identitet som lärare. Handledarna och Högskolans lärare gav en mer differentierad bild av skolövertagningsveckorna. På Sundskolan (F-6) var lärarna positiva till själva idén om övertagning och kunde ge många exempel på hur studenterna tagit stort ansvar både i och utanför undervisningssituationen. På Dalskolan (6-9) fanns också många exempel på hur studenterna tagit ansvar med lyckade utfall. Däremot var lärarna skeptiska till konceptet och till hur pilotprojektet inledningsvis hade genomförts.

    Syftet att öka samarbetet mellan högskolan och skolorna, uppnåddes inte inom ramen för projektet. Utvärderingen har dock resulterat i olika 6 förbättringsförslag vilka ger signaler att VFU i form av skolövertagning har potential för att tydliggöra innebörden av läraruppdraget och läraryrkets kunnande. Handlednings- och bedömningssituationen var två centrala delar som behövde granskas och utvecklas vidare.

  • 182.
    Wennergren, Ann-Christine
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Blossing, Ulf
    University of Gothenburg, Gothenburg, Sweden.
    A Professional Learning Community of Teachers and Students2015In: Abstract book, 2015, p. 199-199Conference paper (Refereed)
    Abstract [en]

    Topic, aim and framework

    A professional learning community (PLC) is characterised by teachers sharing and critically reviewing their practices in an on-going collaborative, inclusive and learning-orientated way. Students represent the majority of a school organisation although they are rarely considered as participants in the PLC. The aim of our study was to explore an extended version of a PLC with a focus on participation of teachers and students working together in the classroom. The social theory of Wenger was used as a framework of the study. We have also made an explicit connection between PLC and the classroom as a community of practice (CoP). According to Wenger learning occurs as a function of legitimate participation in the negotiation of the work.

    Methodology/research design

    The qualitative design was based on interviews with eleven teachers at a compulsory school working within a school wide project of professional learning. Teachers selected for the interviews had earlier in the project showed a close collaboration with students during their improvement work in the classroom. Three themes constituting the legitimate participation in the negotiation were used as an analytical tool: shared repertoire, mutual engagement and joint enterprise.

    Findings

    A shared repertoire was in the interviews expressed in terms of how teachers introduced and developed different tools for learning. The use of temporary and permanent tools seemed to change customary teaching into positive learning experiences. A mutual engagement was expressed in terms of how to establish relations and an atmosphere as well as respect for learning among students. A joint enterprise was expressed in terms of how students’ associations and experiences were used to illuminate the content knowledge in planning for learning. Collaboration between teacher and students were initially dependent on the teacher inviting the students to participate. However, gradually transferring invitations into negotiations shaped a community of teachers together with students.

    Conclusion

    We conclude that the CoP is a useful theory for describing and explaining the level of participation and engagement in a PLC for teachers together with students. Enterprise, engagement and repertoire have been essential components when planning and organising teaching, but to encourage democracy and participation those components need to be combined qualities of togetherness – joint, mutual and shared.

  • 183.
    Wennergren, Ann-Christine
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Blossing, Ulf
    Göteborgs universitet, Göteborg, Sverige.
    Handledning för professionsutveckling2016In: Ledarskap, utveckling, lärande: Grundbok för rektorer och förskolechefer / [ed] Maria Jarl & Elisabet Nihlfors, Stockholm: Natur och kultur, 2016, p. 365-384Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Vi som skrivit detta kapitel har ett gemensamt intresse för redskap, strukturer och metoder som används i förskolors och skolors förbättringsarbete. Handledning är ett sätt att rikta förbättringar mot undervisning och elevernas behov. I texten presenteras olika modeller och former för kollegial handledning. Vi delger även exempel från handledningspraktiker samt diskuterar möjligheter och hinder för handledning som professionsutveckling. Genomgående lyfter vi fram ett praktikperspektiv på handledning, där lärares och skolledares handlingar blir synliga. Tanken är att skolledare ska få stöd och inspiration att initiera handledning som en del av skolans kollegiala lärande.

  • 184.
    Wennergren, Ann-Christine
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Blossing, Ulf
    University of Gothenburg, Gothenburg, Sweden.
    Professional Learning Communities in an Extended Version2014Conference paper (Refereed)
    Abstract [en]

    A professional learning community (PLC) has increasingly appeared as an ideal image for school leaders when shaping a successful school organisation. A PLC is characterised by teachers sharing and critically reviewing their practices in an on-going collaborative, inclusive and learning-orientated way. Students represent the majority of a school organisation although they are rarely considered as participants in the PLC. The aim of our study was to explore an extended version of a PLC with a focus on participation of teachers and students working together in the classroom. The social theory of Wenger was used as a framework of the study. We have also made an explicit connection between PLC and the classroom as a community of practice. According to Wenger learning occurs as a function of legitimate participation in the negotiation of the work. 

    Data was based on interviews with eleven teachers at a compulsory school working within a school wide project of professional learning. Teachers selected for the interviews had earlier in the project showed a close collaboration with students during their improvement work in the classroom.

    Three themes constituting the legitimate participation in the negotiation were used as an analytical tool: shared repertoire, mutual engagement and joint enterprise. 1) A shared repertoire was in the interviews expressed in terms of how teachers introduced and developed different tools for learning. The use of temporary and permanent tools seemed to change customary teaching into positive learning experiences. 2) A mutual engagement was in the interviews expressed in terms of how to establish relations and an atmosphere as well as respect for learning among students. 3) A joint enterprise was in the interviews expressed in terms of how students’ associations and experiences were used to illuminate the content knowledge in planning for learning.

    Collaboration between teacher and students were initially dependent on the teacher inviting the students to participate. However, gradually transferring invitations into negotiations shaped a community of teachers together with students. Knowledge of what constitute a PLC is most relevant for school leaders when planning for improvement, especially how PLCs interact with and engage students in the learning process. To promote the building of a PLC our findings showed important qualities for school leaders to be considered in organising teachers´ work and learning.

  • 185.
    Wennergren, Ann-Christine
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Thornberg, Fredrik
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Assessment for learning: Student’s understanding and teachers competence2011Conference paper (Refereed)
    Abstract [en]

    Aim

    The overall aim of this action research project is to increase teachers’ assessment competence and students’ understanding of written assessment. The participating special school is part of the Swedish compulsory school system and the study includes year 6-9. The purpose of the first and present sub-study was to analyze how students’ understanding of written assessments be related to assessment for learning.

     

    Methodology/research design

    In focus of the study was a special educational setting with small classes (7-8 students) and special education teachers. As a part of the planning phase, 29 students were asked to describe their understanding of written assessments in three different subjects and furthermore discuss their descriptions in follow-up interviews. The theoretical framework was Vygotsky’s theories of learning. The two-step analysis first focused on individuals’ understanding and then the zone of proximal development (zpd) was used as an analytical tool.

     

    Findings and expected findings

    In the first analysis three categories were found. Thus students’ understandings were related to: subject matter knowledge, generic skills and attitudes. The findings of the second analysis indicated that written assessment often lacked formative features and cannot be seen as learning in the ZPD. A categorical perspective was used in practice since difficulties with schoolwork were seen as problems of the individual student and the actions were directed towards the student.

     

    The second sub-study, in progress, shows trends that developing assessments competence requires rethinking and applying new principles of assessments for learning. Rethinking one’s own conception of knowledge and learning might foster conflicts between teacher as a coach and teacher as a judge – in the US mentioned as “the assessment crisis”.

     

  • 186.
    Wennergren, Ann-Christine
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Zimmerman Nilsson, Marie-Helene
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Litteraturseminarium med förutsättningar för lärande?2014In: Modellskolan: en skola på vetenskaplig grund och beprövad erfarenhet / [ed] Tomas Kroksmark, Lund: Studentlitteratur AB, 2014, 1, p. 81-97Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Detta kapitel handlar om litteraturseminarier och dess potential för kollegialt och kollektivt lärande. Lärare och skolledare i Modellskolan ingick regelbundet i seminarier för att bearbeta litteratur i grupp. Seminarierna vara styrda av en given struktur och avslutades med ett gemensamt reflektionsprotokoll. I projektet har vi varit aktiva som lärare och forskare där vi bland annat gjort analyser av reflektionsprotokoll som återkopplats till lärarna. Vi har valt att relatera bearbetning av litteratur till begreppet lärande loop. Några loopar startar inåt mot den egna praktiken och andra startar utåt mot litteraturen. Det innebär att samtalen pendlat mellan konkreta och abstrakta infallsvinklar. Vi drar slutsatsen att litteraturseminarier i vissa fall kan betraktas som miljöer med förutsättningar för kollegialt lärande. 

  • 187.
    Wennergren, Ann-Christine
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Åman, Pia
    School of Education and Communication, Jönköping University, Jönköping.
    Shadowing as a tool for research and learning2012In: Welcome to the 40th Annual Congress of the Nordic Educational Research Association, 8-10 March 2012, Department of Education, Aarhus University, Copenhagen, Denmark: Everyday life, education and their transformations in a Nordic and globalized context: Abstract Book, Copenhagen: Nordic Educational Research Association , 2012, p. 291-291Conference paper (Refereed)
    Abstract [en]

    Aim

    The overall aim of this action research project is to illuminate working methods in the classroom in order to increase students’ target achievement. An additional aim was to develop research methods for cooperative research. The research question in this initial phase was: What are the rationales for teacher’s choice of approach in the classroom? 

    Methodology/research design

    In focus of the study was a compulsory school where 40 teachers recently started their master thesis. As a part of the education program the teachers observed each other as “critical friends” in the classroom. The task was to make several observations of, and critical reflections to, the colleague: a method we call shadowing. As a parallel process the two researchers used the same method for observation. During the periods of shadowing we met the teachers for following-up dialogues and for preparation we made comprehensive analysis of each shadowing session.

    Findings

    Since the study still is in progress we only present preliminary data and the in-depth analyses are still pending. Our results so far display that teachers have vague arguments for their approaches in the classroom. We used and developed a method of shadowing which in addition to documentation also included feed-back.

  • 188.
    Wennergren, Ann-Christine
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Åman, Pia
    Högskolan för kommunikation och lärande, Jönköping.
    Skuggning för att synliggöra det osynliga2014In: Modellskolan: en skola på vetenskaplig grund och beprövad erfarenhet / [ed] Tomas Kroksmark, Lund: Studentlitteratur AB, 2014, 1, p. 207-222Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Detta kapitel handlar om hur lärare och forskare använt sig av skuggning som ett interaktivt redskap för lärande, utveckling och forskning. Som aktionsforskare har vi båda ett särskilt intresse för utveckling av undervisning och verksamhet genom kollektivt och kollegialt lärande. Vår roll i föreliggande arbete har varit att forska med lärare som bjudit in oss till undervisning men framför allt har vi initierat strukturer för lärare att studera undervisning som kritiska vänner. Att ingå i skuggning är ett mångfasetterat uppdrag att dokumentera, kritiskt granska samt dra slutsatser om undervisningens kvaliteter. Att ta steget från att vara kollegan i rummet bredvid till att undersöka varandras undervisning har varit en händelserik resa genomsyrad av emotionella aspekter såsom: ängslan, mod och stolthet.  

  • 189.
    Wennergren, Ann-Christine
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Åman, Pia
    Högskolan för lärande och kommunikation, Högskolan i Jönköping, Jönköping, Sverige.
    Vägar till en skola på vetenskaplig grund2011In: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 20, no 4, p. 207-230Article in journal (Other academic)
  • 190.
    Zimmerman Nilsson, Marie-Helene
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Inclusion functioning as exclusion: new students entering the Academy of Music in Sweden2015In: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 21, no 3, p. 277-288Article in journal (Refereed)
    Abstract [en]

    This article presents findings from a pioneer study addressing the first co-action between students with intellectual disabilities and an Academy of Music in Sweden. The aim of the article is to study and discuss subject positions that are constructed in rhythmic lessons related to a gathering where students with intellectual disabilities interact with a group of Master of Education in Music students at an Academy of Music, and also to describe how constructions of identity are manifested in the interaction between the actors. With poststructuralist and social constructionist theories as theoretical framework, video observations were conducted to enable an overarching view of the pedagogic practice. The findings reveal that the gathering between the groups becomes an expression of inclusion functioning as exclusion, since the teacher’s position the students with intellectual disabilities in ways that obstruct equal interaction with the other student group. Finally, implications of the findings are discussed in addition to inclusion as an ideal model in educational settings.

  • 191.
    Zimmerman Nilsson, Marie-Helene
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Ericsson, Claes
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Studenter med intellektuell funktionsnedsättning i rytmikundervisning inom högre musikutbildning: subjektspositioner, identitet och kunskapsbildning2013In: Nordisk musikkpedagogisk forskning: Årbok, ISSN 1504-5021, Vol. 14, p. 105-125Article in journal (Refereed)
    Abstract [en]

    This article is based on a larger research project where the overall ambition is to critically discuss the encounter between students with intellectual disabilities and the Academy of Music. The aim of the article is to study the subject positions that are offered to the students, and how identity is constructed in interaction between the participants in teaching situations. The aim is also to describe the knowledge formation in a broad sense. The theoretical points of departure are the poststructuralist and the social constructionist theories, where the subject is considered as an agent that constructs reality in social interaction, but also as restricted by prevailing discourses. Discourse analysis is being used, with the aid of analytic tools developed within discursive psychology. Two different promi- nent discourses in rhythmics are identified: the protective therapeutic discourse, and the reproductive musical discourse. As a final conclusion, subject positions as well as knowledge formations contained in these discourses are discussed. 

  • 192.
    Zimmerman Nilsson, Marie-Helene
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Ericsson, Claes
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    The silenced discourse2012In: NORDISCO 2012, Book of Abstracts, 2012, p. 77-77Conference paper (Refereed)
    Abstract [en]

    In this study, based on a larger research project, the ambition is to problematize the first appointment between persons with intellectual disabilities and Swedish Higher Music Education. The aim of the study is to investigate subject positions that are constructed in eurhythmics related to the appointment between a group of students with intellectual disabilities and a group of student teachers, and to study how identity is constructed in interaction between the actors. Also, the aim is to describe the knowledge formation that is materialized. The theoretical framework is built on post-structuralist and social constructionist theory. Discursive psychology has been useful in the micro analysis of the situations in the classroom. A Foucault inspired analysis has contributed with an overarching view on the concept of discourse as well as a point of departure to reveal the silent discourse. Finally, Discourse theory as it is formulated by Laclau and Mouffe is suitable for discussing different available subject positions and a so called overdetermined identity. Inspired by an ethnografic approach, video observations were made for an extended period of one term in order to develop an understanding of the culture constructed in the practice. The results show that the silenced discourse, the unspeakable, is constructed from the fact that the students with intellectual disabilities both are insufficiently skilled for the task as leaders in eurhythmics, and less skilled than the student teachers. When the teachers feel awkwardness spreading among the visiting students, they use verbal and bodily strategies trying to cover up the fact that the disabled students do not possess adequate skills. Finally, the silenced discourse is discussed in addition to a hegemonic discourse in the Swedish politics of education.

  • 193.
    Zimmerman Nilsson, Marie-Helene
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Holmberg, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Immanence, realism and construction: variations of posthumanistic subjects2015In: Abstract book, Gothenburg: University of Gothenburg , 2015, p. 163-163Conference paper (Refereed)
    Abstract [en]

    In recent years, posthumanist perspectives have become increasingly influential in the pedagogical research debate. The need for theories also capable of handling materialities as actors can be related to the increasing amount of technical devices present in everyday life, as in teaching contexts from preschool to university. Today, human´s use of different materialities is taken for granted, but materialities´ influence on the human has not been as obvious. From a posthumanist perspective characterized by anti-anthropocentrism where immanence and non-hierarchical approaches are emphasized, opportunities to understand materialities as acting subjects are created.

    Within this perspective, different ways of handling the subject have evolved which we find both interesting and important to further explore. The aim of the study is to analyze and problematize posthumanist subjects in pedagogical research. Thus, the ambition is to clarify subject formations and specify subjects that appear, which in turn contributes to visualizing different subject forms. Methodological tools from posthumanist theory are used to find different Entrances in the research Rhizome. The findings are presented as specific Entrances in the Rhizome. The Entrances show different subject formations, where subjects with similarities to poststructuralist perspectives, subjects in a critical framework, as well as more radical posthumanist subjects emerge. Finally, the subject variation that has appeared is further discussed and problematized. 

  • 194.
    Zimmerman Nilsson, Marie-Helene
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Holmberg, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Students served at all costs and rescued from difficulties: consequences of neoliberal ideas in teacher education in Sweden2014In: ICERI2014 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Valencia: IATED Academy , 2014, p. 867-873Conference paper (Refereed)
    Abstract [en]

    During the last decades, neoliberal ideas have increased their influence in society at large, as well as in higher education. As teacher educators, we experience a growing trend that emphasizes the teacher's ability to be “liked” and “popular” at different levels of the educational system. Also, teacher education at large seems to profile through management, where a good reputation becomes weapon in the race to gain market shares. As a consequence of this emphasis is placed on quantification of students´ apprehensions, as it becomes a tool for success in the popularity-rankings, which in turn create possibilities to attract more students. For students already in the system, we have identified that they are more concerned about them selves and their own education than they are taking collective responsibility for a mutual education.

    This is in great need of further studying, enabling a more complex discussion, giving emphasis to varying consequences of neoliberal ideas in teacher education. Such a discussion opens up for issues as student freedom related to knowledge, teaching and becoming a teacher in a market-driven logic as well as issues related to the educational system at large and to society.

    Based on these considerations, the aim of this ongoing project is to study dialogues between students and teachers related to activities in teacher education and to discuss this in the light of neoliberal ideas. Data consists of written correspondence between teacher students and teachers produced during two months in 2014. The theoretical framework is built on social constructionist and poststructuralist theory, with discursive psychology and discourse theory as methodological approach.

    Findings show several aspects in the dialogues between teachers and student teachers, presented as different interpretative repertoires. From a student perspective, the repertoire of demands implies claiming to be served at all costs, while the repertoire of resignation implies appealing to be rescued from difficulties. The students are positioning themselves as consuming children in need of support whereas the teachers are positioned as helping facilitators. From a teacher perspective, the repertoire of adherence is characterized by responsiveness, whereas the repertoire of resistance means questioning students´ matter. Here, the teachers position themselves as facilitators or as critics, where the latter is seen as an expression of a competing idea, challenging the repertoires from a student perspective. From an educational perspective, several problematic aspects on education quality as well as on the supply of teachers to society appears. Finally, implications for teacher education settings are discussed in addition to neoliberalism as an influential tendency. 

  • 195.
    Zimmerman Nilsson, Marie-Heléne
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Estetisk verksamhet inom högre utbildning2011In: Musik och kunskapsbildning: En festskrift till Bengt Olsson / [ed] Monica Lindgren, Anna Frisk, Ingemar Henningsson, Johan Öberg, Göteborg: Konstnärliga fakulteten, Göteborgs universitet , 2011, p. 201-205Chapter in book (Refereed)
  • 196.
    Zimmerman Nilsson, Marie-Heléne
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Högre musikutbildning för studenter med intellektuell funktionsnedsättning2011Conference paper (Refereed)
  • 197.
    Zimmerman Nilsson, Marie-Heléne
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Inclusion as exclusion2013In: The 41st Annual Congress of the Nordic Educational Research Association: Disruptions and eruptions as opportunities for transforming education: Abstract book, 2013, p. 305-305Conference paper (Refereed)
    Abstract [en]

    In this study, which is a part of a larger research project, the ambition is to problematize and to critically discuss the first appointment between students with intellectual disabilities and the Academy of Music in Sweden. The aim of the study is to investigate subject positions which are constructed in an encounter between a group of music instrumentalist student teachers and a group of students with intellectual disabilities. Also, the aim is to study how identity is constructed in interaction between the actors. The theoretical framework is post-structuralist and social constructionist theory. Discursive psychology has been used in a micro analysis of the activities in the classroom. A Foucault inspired analysis has provided an overarching view on the concept of discourse and Discourse theory as it is formulated by Laclau and Mouffe is suitable for a discussion of different available subject positions and a so called overdetermined identity. Inspired by an ethnografic approach, video observations were made for an extended period of time in order to study how the culture was constructed in practice. The results show that inclusion can be considered as exclusion, since the teachers positions the group of students with intellectual disabilities in ways that obstruct interacting with the other student group, constructing a practice that widen the gap between them.

    Finally, the results are discussed in addition to inclusion as an ideal model in educational settings. The study´s relevance to Nordic educational research show as it is a pioneer study, covering the first time students with intellectual disabilities are gaining access to an university setting in Sweden, enabling a discussion of similar projects in other countries. Also, the issue of inclusion is of interest, as it constitutes a hegemonic discourse in Swedish, as well as in Nordic politics of education.

  • 198.
    Zimmerman Nilsson, Marie-Heléne
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Music Teachers´ Choice of Teaching Content: A Study of the Teaching of Ensemble and Music theory in Upper Secondary School2010In: Crossing borders: Nordic research in music education in an international perspective / [ed] Karin Johansson, Malmö: Malmö Academy of Music , 2010, p. 24-25Conference paper (Refereed)
    Abstract [en]

    The way in which music teachers choose and use the subject content in ensemble and music theory in upper secondary school is focused in this study. The point of interest is the everyday classroom teaching of music teachers. The intentions that music teachers have with their teaching are also studied. This thesis is a study of music teaching and is a subject-didactic investigation, inspired by variation theory. The study is a contribution to empirical-oriented didactics since it generates knowledge of how the relation between content and teaching methods is constituted in music teaching. The overarching aim of the thesis is to study how music teachers in upper secondary school choose teaching content when teaching ensemble and music theory. The teachers´ use of teaching content implies that they choose to focus and teach certain parts in their teaching. This choice of content and how it is used is in focus in this study. The research questions are: How do music teachers choose teaching content when teaching ensemble and music theory in upper secondary school? How do music teachers use the teaching content in their teaching? The data collection includes video-documented lessons and qualitative interviews with five music teachers in upper secondary school. The selection of music teachers was made by strategic selection in order to obtain varied, substantial information of the ways music teachers handle the music content. The analysis reveals two different choices of content. When the teachers have music and theory as the content of their teaching, it is the content that guides the teaching methods, where the teacher uses a fixed content, which is presented in different ways; this was mainly in music theory. When the content is music activities, the music teacher adjusts the activity-based content in accordance with the pupils’ level of skills in ensemble. Music as a subject matter of facts describes the teaching that occurs. In teaching, verbal instructions are made explicit by practical instructions. The pupils´ forms of activity are principally reproductive and reflective. The holistic approach, which is prominent in the intentions music teachers have with their teaching, is not reflected in their actual teaching. Instead, they choose to focus a part of the text without paying attention to its relation to a broader musical context. The teaching corresponds to the curriculum with regard to teaching fundamental concepts, but does not relate to music-making. When teachers express musical intentions, these do not correspond to their teaching and vice versa. The variation theory analysis is a result of the researcher´s external perspective, where analytical tools have been used on the empirical material. The teachers have not been informed about the variation theory perspective. The music teachers choose a content to teach their pupils. By way of the learning objects, which might be constituted by actions as mentioned earlier, the teacher develops the pupils´ skills by focusing and varying the critical aspects of the content in question, which generates different patterns of variation. For example, in order to teach a chromatic scale, the teacher focuses on the pupils´ skills to define, recognise and write the scale. This implies more than one critical aspect in the teacher´s use of the teaching content. From an overall perspective, the critical aspects are characterized by motor skills and by following rules. The differences that occur in the variation results are closely related to the teaching content. In music theory, the most prominent pattern of variation is generalisation, which implies that a phenomenon is varied by focusing on different expressions of it. In ensemble, the patterns of variation are principally constituted by generalisation and separation. The teachers´ ways of handling the teaching content in ensemble also imply that they separate a part of this content and use it separated from the larger context in which it appears. Teaching addressed to one individual pupil is characterised by separation, whilst teaching addressed to a group of pupils relates to generalisation. Furthermore, the sequence of the patterns of variation seems to relate to different contents in different ways. The pattern of variation occurs in different orders of appearance depending on the content. The foundation for the two different choices of content that are made by the music teachers, as well as the significance of the learning objects, are finally discussed. Music and theory as content relate to anaesthetic foundation, while music as activity as the content implies a social foundation. These foundations of content are also related to theories of Bildung. A learning object signifies a certain way of apprehending the content. The occurrence of different patterns of variation has a significant relation to the teaching content. The music-oriented didactic and variation theory perspective in this study are related to one another by way of expressions of an emic and etic approach, respectively, where the music teachers´ focus on skills validates the two analyses of this study. Music as a subject matter of skills is discussed. Higher music education and the curriculum for ensemble and music theory in upper secondary school are also included in the discussion. Pedagogical implications of this study are that different content generates different ways of teaching, shown by the sequencing of the pattern of variation. The way music teachers handle the content differs when teaching is addressed to an individual pupil or a group of pupils. All four pattern of variation, separation, generalisation, contrast and fusion, occur in this study, though not in all learning objects. Thus, the character of the content seems to have an impact on the patterns of variation.

  • 199.
    Zimmerman Nilsson, Marie-Heléne
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Ericsson, Claes
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    The Silenced Discourse: Students with Intellectual Disabilities at the Academy of Music in Sweden2012In: Australian Journal of Teacher Education, ISSN 1835-517X, Vol. 37, no 9, p. 67-80Article in journal (Refereed)
    Abstract [en]

    In this article, based on a larger research project, the ambition is to critically discuss the first collaboration between students with intellectual disabilities and the Academy of Music in Sweden. The article presents an analysis of video observations of lessons in rhythmics, related to an encounter between the students with intellectual disabilities and a group of student teachers. The theoretical and methodological framework emanates from post-structuralist and social constructionist theories. The results show that the silenced discourse, the unspoken, is constructed from the fact that the students with disabilities both are insufficiently skilled for the task as leaders in rhythmics, and less skilled than the student teachers. Finally, the silenced discourse is discussed, where assumptions of normality and issues of inclusion are addressed as well as a hegemonic discourse in the Swedish politics of education.

  • 200.
    Zimmerman Nilsson, Marie-Heléne
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Holmberg, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    The Sounding iPad as a Resource for Teaching Children in Preschool2014In: Minding the Sound – Sounding the Mind: Soundscapes Past and Present, Imagined and Real: 27-28 November 2014, Halmstad: Halmstad University , 2014, p. 6-6Conference paper (Refereed)
    Abstract [en]

    In recent years, digital technologies have become more important in educational contexts in general and in preschool educational activities in particular. This paper is a part of a larger study focusing on every day activities in preschool where educators and children are using I-pads as musical and physical movement resources. More specifically, the aim in this paper is to study how musical activities with sounding I-pads in preschool are staged. The theoretical framework is built on discursive psychology, which emanates from social constructionist and poststructuralist ideas. Discursive psychology has been used in an extensive micro-analysis of video recorded I-pad related music activities in preschool. Data was collected during March/April 2013. Findings show that an increased space for children's participation and agency constructs an educator position that is challenged, transformed and opened up for negotiation. The educator position is questioned by the child's alternative music repertoire and prominent position related to the sounding I-Pad. At the expense of other sounding musical resources that enable the teacher to position him-/herself as a competent educator, the I-pad permeating the music activities implies a resource that both teachers and children have mutual access to. Hereby, the educator position becomes open to both teachers and children. Altogether, this legitimates a dismantled educator responsibility, Findings are considered problematic referred to quality and available knowledge formation in the music activities.

1234 151 - 200 of 200
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf