hh.sePublications
Change search
Refine search result
4041424344 2101 - 2150 of 2168
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.
  • 2101.
    Wibring, Anna
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Sagström, Anders
    Halmstad University, School of Education, Humanities and Social Science.
    "Det viktigaste är inte att det är perfekt, utan det är att man pratar": En intervjustudie om lärares syn på muntlig engelskundervisning på mellanstadiet2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Ett av huvudsyftena med engelskundervisningen är att elever ska utveckla en tilltro till sin egen kommunikativa förmåga. Många elever upplever dock en osäkerhet och otrygghet inför att prata på ett främmande språk, vilket försvårar utvecklingen av den muntliga förmågan i det nya språket. Studiens syfte är att belysa lärares erfarenheter av undervisning inom muntlig kommunikation i ämnet engelska och mer specifikt svara på frågeställningen hur kan lärare stötta elevers muntliga kommunikation i engelska? Intervjuer med sju utbildade engelsklärare verksamma i årskurs 4–6 utgör studiens empiri. Resultatet av studien visar på att lärarna stöttar eleverna inom muntlig engelska på flera olika sätt. Lärarna arbetar med elevers utveckling av muntlig engelska främst genom att motverka elevers rädsla för att prata på engelska. Även detta sker på varierande sätt, då en del av lärarna fokuserar på korrekthet medan de andra försöker främja att eleverna ska prata fritt. Resultatet visar även att samtliga lärare i studien menar att elever vågar mer när de får prata i mindre grupp.

  • 2102.
    Wibring, Anna
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Sagström, Anders
    Halmstad University, School of Education, Humanities and Social Science.
    Elevers flyt i talad engelska2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Elever i grundskolan ska ges möjlighet att genom sin engelskundervisning utveckla en allsidig kommunikativ förmåga. Denna förmåga innebär att kunna anpassa sitt språk till olika situationer, syften och mottagare i det engelska språket. När en person talar med flyt utan pauser och stakningar har den ett utvecklat oral fluency. Det krävs en god förkunskap inom språket gällande bland annat vokabulär och grammatik, för att göra det möjligt att kunna tänka och prata samtidigt och på så sätt tala med oral fluency. Syftet med denna kunskapsöversikt är att bidra med en sammanfattning av vad forskning säger om grundskoleelevers utveckling i flyt i talad engelska och mer specifikt besvara frågeställningen: vilka faktorer påverkar grundskoleelevers oral fluency i ämnet engelska? De systematiska sökningar som gjorts har resulterat i ett empiriskt material bestående av 10 vetenskapliga studier, som bearbetats och analyserats. Resultatet av studien säger att de viktigaste faktorerna för att utveckla oral fluency är att bli exponerad för språket, få tillgång till effektiva undervisningsmetoder samt att befinna sig i en trygg studiemiljö.

  • 2103.
    Widén, Hanna
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Björklund Reijnow, Johan
    Halmstad University, School of Education, Humanities and Social Science.
    En lysande studie om läroböcker i fysik: En text- och bildanalys om det fysikaliska fenomenet ljus i två läroböcker för årskurs 4–62018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I grundskolan förväntas elever tillägna sig kunskaper om naturvetenskapens begrepp, processer och teorier, för att förstå olika fysikaliska, biologiska och kemiska samband. Forskning visar att de naturorienterande ämnena har störst andel elever som inte uppnår kunskapskraven efter avslutad grundskola, vilket kan bero på att innehållet i läroböcker är otillräckligt i förhållande till aktuella styrdokument och forskning. Innehållet i text och bild kan ha ett diffust samband samt att vardagsanknytning saknas, vilket kan göra kunskapen svårtillgänglig för elever. Syftet med studien är att analysera vilka förutsättningar för lärande läroböcker för årskurs 4–6 i de naturorienterande ämnena erbjuder elever i grundskolan. De forskningsfrågor vi kommer besvara är: 1) hur framskrivs det fysikaliska fenomenet ljus genom texter i två läroböcker för årskurs 4–6? 2) hur representeras det fysikaliska fenomenet ljus genom bilder i två läroböcker för årskurs 4–6? Vi har utfört en kvalitativ studie och använt en läsbarhetsanalys samt en bildanalys för att bearbeta vår data. Resultaten visar att läroböckerna inte sätter kunskapen i ett större perspektiv. De visar även att alternativa uppfattningar om fenomenet ljus kan uppstå genom de båda läroböckerna. Ytterligare resultat är att läroböckerna ställer höga krav på elevers läsförmåga, samt att de ställer olika krav på elevers förkunskaper genom de analogier som används. Resultaten visar även att läroböckernas språk och kontext framskrivs och representeras på ett enkelt eller ett avancerat sätt. Vår slutsats är att de två läroböckerna ger olika förutsättningar för lärande, och att ingen av dem ger tillräckliga förutsättningar på egen hand. Detta ställer höga krav på lärares förmåga att kritiskt granska läroböcker och komplettera undervisningen på rätt sätt, i förhållande till de förutsättningar läroböckerna ger.

  • 2104.
    Wiedenkeller, Johanna
    Halmstad University, School of Education, Humanities and Social Science.
    Namnets betydelse för den kulturella identiteten hos flerspråkiga gymnasieelever2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Individuals or families migrating between countries and starting a new life abroad has been a constant throughout human history. Sometimes, the migrants have children in the new host country; usually these children are then raised bilingually. Earlier studies show that in these cases, the children usually receive names common either in the country where they were raised, or the one(s) their parents migrated from. However, these studies typically do not analyse how this naming choice would affect second-generation individuals later in life, despite names being one of the earliest ways for individuals to form a cultural identity.

    The study aims to determine how the names of bilingual high school students tie together with which names they would give their hypothetical children, using a survey aimed at such students living in Halmstad, Sweden. The names of both students and their hypothetical children were categorised as “marked” or “unmarked”, judging by how many by similar names were born in Sweden, both during the years 1998-2000 and 2016-18.

    Out of the students that answered the survey, 45 of them were bilingual; out of them, 80% had “marked” first names, i.e. names which would be seen as unusual/foreign in Sweden. However, they suggested a total of 79 names for their future children, and out of those suggestions, 70% would be considered “marked” – a decrease of 10 percent, despite the larger name pool involved. There was also a notable difference in naming habits based on gender: very few of the students with “unmarked” names were male, but the surveyed group suggested a balanced amount of female and male unmarked names for their own children.

  • 2105.
    Wifvesson, Anna
    Halmstad University, School of Education, Humanities and Social Science.
    "Ett vitt och fritt tillträde att rädda världen?": En studie av tidigare svenska volontärturisters resonemang kring maktstrukturer och koloniala spår i afrikanska utvecklingsländer2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The following study investigates volunteerism as a possible form of reproduction of postcolonial structures. The purpose of this study is to investigate earlier Swedish volunteers’ argument about social effects generated by commercial volunteerism and possible macrostructures that can be distinguished as an effect of colonial history, in order to see if volunteer travel influenced their way of resonating around dichotomic relationships and colonial stereotypes in volunteerism. The study has been conducted from a qualitative research using loosely structured interviews and analyzes of two Swedish volunteer agencies 'web materials. The result shows that there is superiority in view of the fact that the Western volunteers ‘must’ help while Africa is in need of Western help. Furthermore, the study shows that volunteers believe that media play a vital role in the exotification of Africa where volunteers can reproduce a narrative of the vulnerable Africans, which could lead to neocolonialism. All volunteers agree that the volunteer rather than the host society profit from volunteer tourism and that it provides a volunteer empowerment. Conclusions that can be deduced from the result are that the resonance of power structures and social effects differs from the previous volunteers compared to the latter volunteers, but that all volunteers believe that volunteer travel is an egoistic act that primarily favors the Western volunteer. Arguments also shows that with time to few years of reflection, the former volunteers resonate differently around the power structures that exist compared to the latter volunteer who traveled less than a year ago.

  • 2106.
    Wifvesson, Anna
    Halmstad University, School of Education, Humanities and Social Science. 1995.
    Ett vitt och fritt tillträde att rädda världen?: En studie av tidigare svenska volontärturisters resonemang kring maktstrukturer och koloniala spår i afrikanska utvecklingsländer2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 2107. Wikdahl, Magnus
    et al.
    Nilsén, Åke
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Inledning - Idrott i förändring2007In: Idrott i förändring: en flervetenskaplig antologi om idrottens betydelse för hälsa, identitet och kultur i det senmoderna samhället / [ed] Åke Nilsén och Magnus Wikdahl, Lund: Idrottsvetenskapligt Centrum vid Lunds Universitet (ICLU) , 2007, p. 7-29Chapter in book (Other academic)
  • 2108.
    Wikström, Klara
    Halmstad University, School of Education, Humanities and Social Science.
    Medborgarlöften – ett sätt att förnya och utveckla den representativa demokratin?: En kvalitativ fallstudie om utformandet av medborgarlöften i Halmstads Kommun2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det kommer ständigt nya förslag om hur demokratin ska utvecklas och förnyas. Syftet med denna uppsats är att Polismyndighetens verksamhetsidé medborgarlöften, som är en form av medborgardialog, ska analyseras för att se om medborgarlöften är ett bidrag till utvecklingen av den representativa demokratin. Det teoretiska ramverk som studien utgår ifrån är modellen EPG som innehåller ett antal kriterier som bör uppnås för att medborgardialogen ska vara ett bidrag till förnyandet av demokratin. Undersökningen ska ske genom textanalys av dokument samt intervjuer som ska analyseras utifrån modellen EPG. Resultatet av undersökningen är att alla kriterier inte uppfylls i varken dokumentanalysen eller intervjuerna. Polismyndighetens målbild av medborgarlöften är större än vad verkställandet lyckades åstadkomma. Eftersom att alla kriterier inte är uppfyllda är slutsatsen att Polismyndigheten i Halmstad och Halmstads kommuns samarbete med framtagandet av medborgarlöften i nuläget inte är ett bidrag till förnyandet och utvecklingen av den representativa demokratin. 

  • 2109.
    Wiland, Emma
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Nilsson, Ida
    Halmstad University, School of Education, Humanities and Social Science.
    Interaktioner på förskolegården: En kvalitativ observationsstudie om barns demokratiska värden i lekhandlingar.2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    En problematik som tidigare studiers resultat visat är att pedagoger inte utformat den sociala miljön på ett sådant sätt att barn kan agera självständigt i sina interaktioner, vilket blir problematiskt eftersom det saknas forskning som visar hur barn i en specifik ålder interagerar. Syftet med föreliggande studie är att bidra med kunskap om vilka demokratiska värden barn får möjlighet att pröva genom att observera barns samspel i olika leksituationer på förskolegården. Våra frågeställningar är; vad kännetecknar barns lekhandlingar i interaktioner med andra barn? Vilka demokratiska värden kommer till uttryck i barns lekhandlingar och interaktioner? Vilka konfliktstrategier använder barn i lekhandlingar? Vår vetenskapsteoretiska utgångspunkt är sociokulturellt perspektiv, där samspel mellan kollektiv och individ är i fokus. Studien har genomförts på en förskoleavdelning under två dagar, där vi videoobserverat barn i fem års ålder. Materialet har sedan transkriberats och analyserats med stöd av interaktionsanalys. Studiens resultat visar att barns lekhandlingar kännetecknas av att de är uteslutande, tillrättavisande och inbjudande. De kan också präglas av osäkerhet, våldsamhet, bestämdhet, inflytande, avundsjuka och hotfullhet. Ett framträdande resultat är att barns demokratiska värden speglas i hur de agerar gentemot varandra. Vår förhoppning är att studiens resultat kan bidra till att pedagoger känner sig inspirerade att kontinuerligt arbeta med demokratiska värden och tillämpa dessa i verksamheten för att även barnen ska känna att de äger dessa.

  • 2110.
    Wilhelmsson, Lars
    Halmstad University, School of Education, Humanities and Social Science.
    Läsförståelse enligt en läsande klass: En granskning av ett modernt perspektiv för effektivt lärande2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 2111.
    Wilhelmsson, Lars
    Halmstad University, School of Education, Humanities and Social Science.
    Läsutveckling på mellanstadiet: En jämförelse av fyra Svenska forskares undersökningar om elevers utbildning i läsning för mellanåren2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 2112.
    Wirén, Frida
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Johansson, Rebecca
    Halmstad University, School of Education, Humanities and Social Science.
    "...Vad krävs av mig nu liksom?": En aktionsforskningsstudie om undervisningsprocessen i matematik2016Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [sv]

    Abstrakt: Studiens syfte är att bidra till kunskap om hur elever ges förutsättningar att äga sin egen kunskapsutveckling i matematik. Genom att ge elever förutsättningar att självreglera kan de dels bedöma sin egen prestation och dels utan yttre stöd reflektera över vad nästa steg i deras lärande är och därmed förbättra sina prestationer. Det finns forskning som visar att elever som kan bedöma sin egen prestation och reglera den, lyckas i skolan. Studien har en aktionsforskande ansats där vi infört tre aktioner i matematikundervisningen i årskurs nio. Aktionerna gick ut på att synliggöra och bearbeta kunskapskraven tillsammans med eleverna med syfte att de i slutet av arbetsområdet skulle kunna göra en korrekt självbedömning samt motivera bedömningen. Vi har genom fokusgruppsintervjuer tagit reda på vad eleverna beskriver hjälper dem att kunna bedöma den egna prestationen. Analysen av data har lett till två huvudteman “lära tillsammans” och “förutsättningar för bedömning”. Eleverna uttrycker ett behov av att kunskapskraven görs tillgängliga och konkreta samt har en tydlig koppling till ämnesinnehållet. De belyser också vikten av kamratsamverkan i undervisningen. Vi drar slutsatsen att varje del i undervisningsprocessen måste bearbetas tillsammans med eleverna i varje nytt arbetsområde och kopplas till det specifika ämnesinnehåll som ska behandlas.

     

    Nyckelord: bedömningsmatriser, kamratsamverkan, matematik, självbedömning, självreglering, undervisningsprocessen

     

     

  • 2113.
    Witt, Ann-Katrin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Gemenskapers betydelse för fria yrkesutövare, exemplet konsthantverkare2005In: Ensam tillsammans: senmodernitet, gemenskap, individualisering / [ed] Ann-Katrin Witt, Thomas Knoll, Lund: Studentlitteratur, 2005, p. 29-56Chapter in book (Other (popular science, discussion, etc.))
  • 2114.
    Witt, Ann-Katrin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Gender Division in Sociology Degree Program – Causes and Effects?2008Conference paper (Refereed)
    Abstract [en]

    In recent years there has been a tendency for Swedish higher education students to choose to study degree programmes rather than single subject courses. Due to the decreasing number of students taking for example sociology, Halmstad University in Sweden has constructed a degree programme, Sociologi och socialt utvecklingsarbete, with focus on community development and social action, with Sociology as the main specific subject. In the autumn of 2007 ninety-five percent of the 61 students were female, compared to the seventy-five percent of female students in sociology degree courses that Sweden has had in the past seven years. An increased gender division previously related to specific professional fields such as technology/engineering and care/nursing, seems to come into academic disciplines that earlier have not had problems with such a skewed gender representation. I look upon gender division in all its shapes as problematic.

    The paper is based on a lager study on students at Halmstad University in which the students’ motives for taking the sociology programme and their expectations on sociology as well as the programme are investigated. The importance of equal gender representation in sociology is discussed in this paper and its consequences for educational practices in sociology as well as the contents and status of the discipline in the future will be illuminated.

  • 2115.
    Witt, Ann-Katrin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Gender division in sociology degree programmes - causes and effects?2009In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326, Vol. 33, no 4, p. 449-461Article in journal (Refereed)
    Abstract [en]

    In spite of engagement and efforts to bring about gender equality in Swedish universities, gender division paradoxically appears in both old and new degree programs and academic disciplines. In recent years there has been a tendency for higher education students to enrol in degree programmes rather than in single subject courses. Due to the decreasing number of students taking subjects like sociology, Halmstad University College has constructed a degree programme, Sociologi och socialt utvecklingsarbete [Sociology and social development], focused on community development and social action; sociology is the main specific subject here. In the autumn of 2007, 95% of the 61 students were female, compared to the 75% of female students in sociology degree courses that Sweden has had in the past seven years. The problem of skewed gender representation in sociology is discussed here, and its consequences for educational practices in sociology as well as for the contents and status of the discipline in the future.

  • 2116.
    Witt, Ann-Katrin
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Konsthantverkare, genus och omvänd ekonomi: om hinder och möjligheter att agera på konsthantverkets arena2004Doctoral thesis, monograph (Other academic)
    Abstract [sv]

    This dissertation focuses on the possibilities for artist craftsmen or handicrafters to operate their independent small enterprises under the conditions of late-modern society. It describes and analyses the game in the arena of handicraft production. The powerful influence of gender constructions on this game is considered. The theoretical discussion starts with Bourdieus´ theory about fields of cultural production characterised by reversed economy. It then proceeds towards a synthesis with theory about segregation by gender in working life. My analysis of the transcendence of traditional gendered frames by handicrafters who wish to go beyond conventional expectations employs the concept of desire. A combination of quantitative and qualitative methods is used. Empirical material has been gathered by means of 204 questionnaires submitted to handicrafters and members of co-operatives, and interviews with six well-established female handicrafters. The material indicates that women and men develop partly different strategies in the practice of their crafts. This is evident although women to a larger extent combine their handicraft with employment as designers or teachers while men to a larger extent apply professional help with administrative tasks and more routinised phases of the production process. Men who work in co-operatives also generally achieve a considerably higher turnover than women. In addition to the survey results, the views and experiences of six well-established full-time working women are introduced. Their ways of practising their craft are presented here, and their narratives about advantages and disadvantages are analysed. The women?s individual stories combine into a collective story about their attempts to find new ways of practising their craft, about how to improve the economical situation of their enterprises, etc. Finally, the study emphasises the personal satisfaction that people in the field of handicraft derive from their work. As a matter of fact, it has been described as an ideal kind of work by sociologists and spokesmen of the craft. Craftspeople themselves suggest that their task is so interesting and stimulating that they continue to carry on for many years regardless of persistent economic difficulties.

  • 2117.
    Witt, Ann-Katrin
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Cuesta, Marta
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Gender consciousness in the classroom generates social justice and democracy outside it2012Conference paper (Other academic)
    Abstract [en]

    In order to reflect about methods that can generate social justice and democratization, this article emphasises on practical implementations, connected to gender pedagogy. Gender pedagogy aims at overcoming the myth of objectivity, and by questioning through teaching what is considered as common sense and ‘normal’. Studying gender in the classroom entails therefore, acting and reflecting on breakthroughs, for example about an understanding of how gender codes influence everyday instances as well as working life. The collected data is based on narratives from alumni students who were asked to memorise and reflect on their gender studies and particularly about how useful this type of knowledge is in connection with everyday and working life - as politician, lecturer, IT-manager, doctoral student etc. The aim of this article is to focus on how teachers support students to be gender confident and as a consequence of that, becoming gender actors outside the university, in working life. Some central questions are: how are gender issues represented and integrated in the different areas of studies; what can teachers do in order to generate equality in the classroom; in what way and how are students given possibilities of understanding, internalizing and discussing gender issues. Our experiences as lectors, especially in gender studies, play a central role.

  • 2118.
    Witt, Ann-Katrin
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Nelson, Anders
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Björk, Peter
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Durable and Increasing Gender Segregation in Higher Education: Students´ Motives for Applying to University Degree Programs2010In: XVII ISA World Congress of SociologySociology on the MoveGothenburg, Sweden 11 - 17 July, 2010Conference Abstracts Prepared in Cooperation with CSA Sociological Abstracts, 2010Conference paper (Other academic)
    Abstract [en]

    Higher education (HE) has changed from elite to mass education (HSV 2006:26R, Leathwood & Read 2009). In the last few decades, the number of women in higher education has increased substantially in most OECD countries. Sweden’s reform of HE in 1993 encourages university institu- tions to develop new degree programs (SFS 1993:100). This opened opportunities for the development of programs designed to attract women & men in equal numbers but the result was disappointing. According to a Swedish study, an increasing number of new degree programs attract almost exclusively one gender (Witt 2009, Nelson et al 2009). It is a well- established fact that technical educations are male-dominated while care- related educations are predominantly chosen by women. This paper inves- tigates the motivations for choice reported by 620 students in 17 programs. We have categorized these motives as follows: knowledge seeking; work- ing life orientation; shoulder responsibility for society; program design; second choice and “follow the map”. Moreover, the paper discusses how gender-segregated educational choices may affect the future opportunities of student in terms of professional careers, income development and, con- sequently, social standing & life styles. To study gender segregation within HE is like looking at a three dimensional picture. We can focus at different parts or images a one image shows the gender division among the students, another show the genderized division between program choices, while the third image is about the vertical gender division among teachers and researchers & their career opportunities. This paper deals with the first two.

  • 2119.
    Witt, Ann-Katrin
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Nelson, Anders
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Björk, Peter
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Hur studenter motiverar sina val av utbildningsprogram i högskolan: Beständig ojämlikhet2010Conference paper (Other academic)
    Abstract [en]

    Higher education (HE) has changed from elite to mass education (HSV 2006:26R, Leathwood & Read 2009). In the last few decades, the number of women in higher education has increased substantially in most OECD countries. Sweden ́s reform of HE in 1993 encourages university institutions to develop new degree programs (SFS 1993:100). This opened opportunities for the development of programs designed to attract women and men in equal numbers but the result was disappointing. According to a Swedish study, an increasing number of new degree programs attract almost exclusively one gender (Witt 2009, Nelson et al 2009). It is a well- established fact that technical educations are male-dominated while care-related educations are predominantly chosen by women. This paper investigates the motivations for choice reported by 620 students in 17 programs. We have categorized these motives as follows: knowledge seeking; working life orientation; shoulder responsibility for society; program design; second choice and “follow the map”. Moreover, the paper discusses how gender-segregated educational choices may affect the future opportunities of student in terms of professional careers, income development and, consequently, social standing and life styles. To study gender segregation within HE is like looking at a three dimensional picture. We can focus at different parts or images – one image shows the gender division among the students, another show the genderized division between program choices, while the third image is about the vertical gender division among teachers and researchers and their career opportunities. This paper deals with the first two.

  • 2120.
    Wärn, Anton
    Halmstad University, School of Education, Humanities and Social Science.
    Adapting THIEVES in the ESL classroom: Adapting a pre-reading strategy using lyrics in the ESL classroom2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this essay is to test how a teacher can use a pre-reading strategy in the ESL classroom. The pre-reading strategy will be used with song lyrics instead of the usual classroom textbooks.

    The reaserch questions for this essay are

    Does the pre-reading strategy “THIEVES” give any results when teaching English as a second language in the classroom?

    Can any results be discerned after six weeks of working with this pre-reading strategy in a Swedish ESL classroom context?

    Do students find it easier to work with song lyrics rather than other types of texts?

  • 2121.
    Wärn, Anton
    Halmstad University, School of Education, Humanities and Social Science.
    Rasism i amerikansk hiphop: En innehållsanalys av hur rasism framställs i amerikansk hiphop på 2010-talet2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay will analyse how racism is represented in hip-hop lyrics from the first 7 years of the 2010th decade. The lyrics will be divided into four various categories to show how the artist is using history to connect with the listener.

    When analysing the lyrics, a content analysis will be used were the lyrics are broken down into smaller parts. These smaller parts will be broken down and the valuable information is extracted. When doing this analysis, it is important to not break the lyrics into too small parts, if done the context can be lost.

  • 2122.
    Xhemaili, Liridona
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Mavraj, Floriana
    Halmstad University, School of Education, Humanities and Social Science.
    Läskunnighet är nyckeln som ska ge tillträdde till all annan kunskap: En kvalitativ studie om hur svensklärare undervisar i läsförståelse och lässtrategier.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna studie undersöker vi utifrån ett lärarperspektiv läsförståelseundervisningen på två kommunala grundskolor, i södra Sverige. Studiens fokus ligger vid att undersöka om och hur lässtrategier tillämpas i undervisningen. Studien har även behandlat om fortbildningen Läslyftet har fått ett genomslag på skolorna och om Läslyftet har bidragit till någon skillnad när det gäller att modellera lässtrategier i undervisningen, bland de sju intervjuade grundskolelärarna. Efter de genomförda intervjuerna har studien visat att lärare implementerar lässtrategier i sin undervisning då samtliga betonar att läsförståelsen påverkar alla skolämnen och därmed har Läslyftet som en kompetensinsats bidragit till ett kollegialt lärande, där lärarna hävdar att de genom pedagogiska diskussioner med alla ämneslärare kunnat påverka varandra i att modellera lässtrategier i undervisningen. I studien framkom det således att eleverna behöver få systematisk och strukturerad undervisning i läsförståelsestrategier i tidig ålder, för att vidare på egen hand kunna ta sig an en text och bli medskapare av olika texter.

  • 2123.
    Yorgun, Helin
    Halmstad University, School of Education, Humanities and Social Science.
    Högläsning ur elektroniska böcker: En kvalitativ studie om en ny företeelse av högläsningspraktiker inom förskolans verksamhet.2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Med grund i tidigare forskning som belyser problematiken om att barn lämnas ensam med digitala verktyg vid högläsning av elektroniska böcker har denna studie fokuserat på högläsning av elektroniska böcker med pedagoger. Syftet med studien är att undersöka vilka kunskaper inom literacy som konstitueras när pedagoger läser högt ur elektroniska böcker. Studien har tar sin utgångspunkt ifrån följande frågeställningar, Vad kännetecknar pedagogens handlingar under högläsningsaktiviteten av den elektroniska boken och hur möjliggör handlingarna interaktionen mellan deltagarna? Vilka kunskaper medierar den elektroniska boken till barnen? samt Hur medierar den elektroniska boken dessa kunskaper? Studien grundar sig på ett sociokulturellt perspektiv på lärande och genomfördes utifrån en kvalitativ ansats med observation som metod och videodokumentation samt fältanteckningar som dokumentationsverktyg. Observationerna skedde på en avdelning, på en förskola, i södra Sverige med barn i åldern 2-4 år. Resultatet har analyserats med analysmetoden interaktionsanalys och är tematiserad tre i teman, Pedagogens handlingar som ett stöd för barns begreppsförståelse, Pedagogens handlingar som ett stöd för e-bokens hotspots  och E-bokens mediering av begrepp. Resultatet visar hur pedagoger genom verbala och icke-verbala handlingar stöttade barns begreppsförståelse samt vägledde de genom e-bokens interaktiva funktioner och berättelse. De verbala handlingarna kännetecknas av undervisande frågor, uppmaningar och vägledning medan de icke-verbala handlingarna är blickarnas riktning, gester och fysisk beröring. Pedagogernas handlingar har även möjliggjort interaktion mellan deltagarna. Ett annat framstående resultat är hur e-boken medierade olika begrepp för barnen genom sina illustrationer, animationer och ljudeffekter. Dessa interaktiva funktioner levandegjorde begreppen stundvis och gav barnen möjlighet att delta i undervisningen, istället för att endast lyssna.

  • 2124.
    Zachrisson, Anna
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Centre for Studies of Political Science, Communication and Media (CPKM), Media and Communication Science.
    Persson, Ida
    Halmstad University, School of Social and Health Sciences (HOS), Centre for Studies of Political Science, Communication and Media (CPKM), Media and Communication Science.
    "Alla vi andra?" - konstruktioner av Vi och Dem i Elle: En kritisk diskursanalys av personporträtt i Elle - världens största modemagasin2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte: Svenska Elles personporträtt har studerats med syfte att belysa hur ett Vi och Dem förhållande konstrueras, men även för att klargöra vilka som utgör Vi och Dem i kontexten. Detta för att ta reda på vilka sociala konstruktioner som Elle medverkar till.

    Metod: Studien är en kritisk diskursanalys vilken är inspirerad av Norman Fairclough Critical discourse analysis. Texterna har vidare behandlats utifrån en symtomal innehållsanalys, med hjälp utav verktyg hämtade ur semiotiken.

    Resultat: Studiens resultat visar på att ett specifikt narrativ appliceras på samtliga av Elles personporträtt. Detta sker likt en schablon som skapar en fiktiv karaktär av intervjuobjektet vilket därmed konstrueras till ett Vi. Genom flertalet faktorer exkluderas läsaren i relation till vi:et och blir därmed ett uttalat Dem.

  • 2125.
    Zekolli Januzi, Arbesa
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Nilsson, Ruth
    Halmstad University, School of Education, Humanities and Social Science.
    Vilka metoder är lämpliga för att öka elevers muntliga kommunikation i engelskundervisning? - en litteraturöversikt2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna litteraturöversikt presenterar problem inom engelskundervisningen, där engelskundervisningen ofta följer samma rutin och utgår från läromedelsböcker. Ett annat problem är att elever inte pratar engelska under engelskundervisningen. Syftet med denna översikten var att ta reda på vad forskningen säger om de metoder som används i klassrummet. Denna litteraturöversiktens syfte är att besvara frågan: Vilka metoder är lämpliga för att öka eleversmuntliga kommunikation i engelskundervisning? Denna litteraturöversikten har analyserat forskningsresultat som var relevanta till syftet och frågeställningen. Resultaten visar att grupparbete, rollspel, strategier och feedback är möjliga metoder för att öka elevers muntliga kommunikation i engelska. Implikationer visar att lärare borde reflektera över engelskundervisningen, där det rekommenderas att läraren börjar använda metoder som: grupparbete, rollspel, strategier och feedback för att öka antalet elever som pratar engelska under engelskundervisningen. Fortsatt undersökning rekommenderas där flera av resultaten visar en koppling mellan metoder och självförtroende. Ytterligare forskning behövs för att undersöka rollspel och grupparbetets betydelse för självförtroende och rädslan inför att prata engelska.

  • 2126.
    Zetréus, Emma
    Halmstad University, School of Education, Humanities and Social Science.
    ”Jag ser det som en buffé av möjligheter för mig i mitt klassrum”: En kvalitativ studie av fyra gymnasielärares uppfattningar om digitala medier och verktyg i undervisningen i religionskunskap2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsen är en kvalitativ analys av fyra lärares, som undervisar i religionskunskap på gymnasiet, uppfattningar och åsikter av att undervisa med digitala medier och verktyg i undervisningen. Syftet med uppsatsen är att undersöka vilka digitala medier och verktyg som används av fyra gymnasielärare, som arbetar på två olika skolor i samma kommun, i deras undervisning i religionskunskap. Uppsatsen ska ge svar på vilket sätt som de digitala verktygen används i lärarnas undervisning. Även hur deras uppfattning är om digitala medier och verktyg i undervisningen samt hur de anser att det mottas av eleverna. Frågeställningarna som besvaras i uppsatsen är; ”Vilka digitala medier och digitala verktyg använder sig fyra gymnasielärare, på två olika skolor, av i skolan och i undervisningen i religionskunskap?”, ”På vilket sätt använder sig gymnasielärarna av digitala medier och digitala verktyg i undervisningen i religionskunskap?” samt ” Vilken uppfattning har gymnasielärarna om användningen av digitala verktyg i undervisningen i religionskunskap, samt hur de upplever att eleverna har för uppfattning om digitala verktyg i undervisningen?”

    Metoden som används är kvalitativa intervjuer. Empirin analyseras med hjälp av Frida Monséns undervisningsmodell samt Karin Nygårds tre kompetensområdena inom digital kompetens. Resultatet är att lärarna använder sig av digitala medier och verktyg i sin undervisningen men vilka de använder skiljer sig mellan lärare och mellan skolorna. De använder sig av bla. av Digilär, MTM, UR, SLI, olika presentationsverktyg, digitala quiz och prov m.m. Ett annat resultat är att uppfattningen om digitala medier och verktyg i undervisningen är generellt väldigt positiv. Lärarna anser att det är smidigare än tidigare att genom digitala medier att få fram information, lekitonsplaneringar och tillgången till t.ex. filmer.

  • 2127.
    Zetréus, Emma
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Olsson, Moa
    Halmstad University, School of Education, Humanities and Social Science.
    To design security: A quantitative study of high school students security in the physical school environment2019Independent thesis Advanced level (professional degree), 300 HE creditsStudent thesis
    Abstract [en]

    High school students' schooling is preparing for their future. It is therefore important that their school time is characterized by security and a good physical school environment. The purpose of this thesis is to investigate how the physical school environment outside the classroom affects the safety of high school students. The aim of the study is also to highlight a possible connection between how the design of various places in the school affects the safety of the students, connected to where the students mostly stay during the school day. Previous science and background facts about safety in the physical school environment emphasize how important it is with the school's design. There are numbers of relevant factors to consider when designing a school and how to promote security in the physical school environment. To be able to answer the issues of the thesis, quantitative surveys have been sent out to high schools students at a secondary school. Through bar charts, the result is presented and then analyzed based on the method bivariate analysis. The theoretical framework of the thesis consists of Simmel's sociological theory and the spatial theory perspective. The results of the study are analyzed on the basis of the theory perspective and compared with previous science and other background facts. The results of this study shows that students are safest in the dining room, the library and in the places where they mostly stay daily. The factors that contribute to security are mainly that people they feel safe with are there, open spaces and comfortable sound levels. 

  • 2128.
    Zillinger, Malin
    et al.
    Department of Service Management, Lund University, PO Box 882, SE-251 08 Helsingborg, Sweden.
    Jonasson, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Adolfsson, Petra
    School of Business, Economics and Law, University of Gothenburg, Göteborg, Sweden.
    Guided tours and tourism2012In: Scandinavian Journal of Hospitality and Tourism, ISSN 1502-2250, E-ISSN 1502-2269, Vol. 12, no 1, p. 1-7Article in journal (Other academic)
  • 2129.
    Zimmerman Nilsson, Marie-Helene
    Halmstad University, School of Teacher Education (LUT). Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Contrasts in Teacher Educators´ Discursive Positions; an Effect of Changes in Educational Policy Discourses?2017In: ECER 2017" Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and the role of educational research”, 2017Conference paper (Refereed)
  • 2130.
    Zimmerman Nilsson, Marie-Helene
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Coteaching in ”music-drama”: An arena for joint creative learning2016Conference paper (Refereed)
    Abstract [en]

    In an aesthetic methods course within teacher education, teachers and students experienced that the different aesthetic subjects and the teachers were separated from one another. In order to improve subject collaboration and joint professional reflection in action, a coteaching project in “music-drama” was initiated. The aim of the project was to investigate how three aesthetic teachers in teacher education engaged in a coteaching project concerning music and drama and to explore the potential of coteaching in addressing the issue of providing a more integrated approach to teacher learning.. The project was designed in three phases; coplanning, coteaching and coevaluation (Murphy & Scantlebury, 2010). The aim of the study was to analyse how a music teacher and two drama teachers reflected in action in a coteaching project. The theoretical framework is sociocultural, where aspects of learning from ´the other´ in praxis by working in a ZPD is of special interest. Empirical material consists of classroom reflections in action, focus group conversations and students´ written reflections. Preliminary findings show three prominent patterns in the empirical material: • creativity as a problem solver, • synergies in subjects parallels • differences as resources for joint learning. Coteaching provided an arena for joint creative intutitive learning where trust among the teachers enabled them to work in their ZPD, a process that acquired courage and self-confidence. In conclusion, the teachers´ reflections in action appeared as expressions of being in their zone of proximal development, where courage and trust were crucial in order to engage in mutual professional learning.

  • 2131.
    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.

  • 2132.
    Zimmerman Nilsson, Marie-Helene
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Practical and Theoretical Knowledge in Contrast: Teacher Educators´ Discursive Positions2017In: Australian Journal of Teacher Education, ISSN 1835-517X, Vol. 42, no 8, p. 29-42Article in journal (Refereed)
    Abstract [en]

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

  • 2133.
    Zimmerman Nilsson, Marie-Helene
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Why using a digital learning platform?: Teacher and school leader conversations about digital devices in teaching2018In: ICERI2018 Proceedings / [ed] L. Gómez Chova, A. López Martínez & I. Candel Torres, Seville: The International Academy of Technology, Education and Development, 2018, p. 9372-9376Conference paper (Refereed)
    Abstract [en]

    At present, digital technologies are implemented in school and as such, influence teachers´ practices in different ways. Digital resources could involve a reconsideration of the concept of learning in educational contexts, as well as a change in teachers´ roles and practices in the classroom. In an implementation process, different agendas and arguments could be in conflict. This is in great need of further studying, enabling a more complex discussion, giving emphasis to varying arguments concerning digital resources in school. Based on these considerations, this study focuses on a secondary school, where the municipality has decided to implement a software related to a digital learning platform for different teaching subjects. For the specific software, the software company needs to approve teachers´ design before allowing them to accomplish their teaching. In this way, it might be assumed that the software company governs the teachers´ in a way that could have consequences for their possibilities to implement their professional knowledge into their teaching practice. The aim of this paper is to study dialogues between principal and teachers related to the implementation of a digital platform in teaching, and further to discuss in what way this digital platform influences on teachers´ teaching practices. The empirical material consists of group conversations during staff meetings between principal and teachers. The theoretical framework emanates from social constructionist and poststructuralist theory, with discursive psychology and discourse theory as methodological approach. Findings reveal several aspects in the conversations, presented as different interpretative repertoires. From a principal perspective, the repertoire of persuasion is characterized by stressing positive aspects of the learning platform, regardless of subject. The principal is positioning himself as knowledgeable of the digital platform on a general level. From a teacher perspective, two repertoires appear. The repertoire of promoting is characterized by emphasizing the digital platform as user friendly for the students, while the repertoire of resistance implies questioning the adequacy of the platform related to subject matter content and student learning. The former implies that the teachers are positioning themselves as supporters of the digital platform whereas the latter means teachers positioning themselves as disputing the adequacy of the platform related to student needs. Concludingly, according to the repertoire of persuasion and the repertoire of promoting, student learning and student needs related to a specific subject matter content is considered as less important, than implementing the digital platform per se. From an educational perspective, several problematic aspects on teaching quality as well as on teacher agency appear. These aspects, as well as implications for secondary school settings, are finally discussed in addition to digital technologies as an influential tendency.

  • 2134.
    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. 

  • 2135.
    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.

  • 2136.
    Zimmerman Nilsson, Marie-Helene
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Fritzdorf, Liselott
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Panzio, Fredrik
    Halmstad University, School of Health and Welfare.
    Mission Possible 2.0: Livesändning som fördjupning av examination2017In: Högskolepedagogisk konferens: Aktiv studentmedverkan i högre utbildning - vad innebär det?: Program 16 november 2017, 2017Conference paper (Refereed)
    Abstract [sv]

    Lärarlaget i Förskollärarutbildningen på Högskolan i Halmstad har sedan starten HT 2011 systematiskt arbetat med utbildningens digitala progression. Vi har hittills genomfört digitala projekt med studenterna trots att brist på utrustning och teknikstöd har gjort det komplicerat. I föreliggande projekt har vi tagit nästa steg i kvalitetsutvecklingen av den digitala progressionen med stöd av de nya möjligheter Digitalt laborativt center (DLC) erbjuder. Examinationsformer inom högre utbildning tenderar att präglas av kunskapsredovisning och akademiskt skrivande. Mot bakgrund av detta är motivet för projektet att bidra till att synliggöra hur digital ljud- och bildproduktion kan utgöra examinationsformer i lärarutbildning, vilket vi ser som strategiskt viktigt för utbildning vid såväl akademi som hela Högskolan. Motivet är också att lyfta fram hur kvalitet i lärarutbildningen kan utvecklas via studentaktivt lärande med stöd av DLC för redan befintliga utbildningsdelar. Vårt projekts ambition är sammantaget att uppmärksamma lärar- och studentroller i vår undervisning med nya digitala redskap och att beakta de kritiska aspekter som förs fram. Projektets syfte är att utveckla kursmomentet Mission Possible till 2.0, vad gäller digital visuell produktion. Detta har inneburit att del av examination har sänts live ifrån DLC, där det finns ljud och bild av god kvalitet. Studenter har skött den digitala tekniken respektive agerat experter utifrån de områden de har läst in sig på i kursen och ställt frågor till inbjudna gäster inom respektive område ifrån fältet. Lärarna har haft rollen som debattmoderatorer. Den live-sända examinationsdelen har utvärderats specifikt av studenterna, vilket också inbegriper deras perspektiv på projektet i relation till erfarenheter av deltagande. Under presentationen kommer examinationens utformning och genomförande att beskrivas närmare tillsammans med en problematisering av såväl process som produkt.

  • 2137.
    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. 

  • 2138.
    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. 

  • 2139.
    Zimmerman Nilsson, Marie-Helene
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Does content matter?: Developing preschool teachers' pedagogical content knowledge in music education2018In: The Finnish Journal of Music Education, ISSN 1239-3908, Vol. 21, no 1, p. 25-38Article in journal (Refereed)
  • 2140.
    Zimmerman Nilsson, Marie-Helene
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Teaching in a digital learning platform: A case study of how second language English teachers express their Technological Pedagogical Content Knowledge (TPACK) during collegial reflections2018In: ICERI2018 Proceedings, The International Academy of Technology, Education and Development, 2018, p. 9366-9371Conference paper (Refereed)
    Abstract [en]

    During the last decade, digital technologies have been more and more integrated into teachers´ classroom practice. Perceptions of knowledge and the teacher´s role might change when digital resources are introduced in the classroom - regardless of the subject. As a consequence, teachers might reconsider the concept of learning in educational contexts. Despite a vast number of studies from a Technological pedagogical content knowledge (TPACK) perspective, there is still a need for studies that focus on how TPACK develops among teachers. Thus, the aim of this case study is to explore how three teachers´ Technological pedagogical content knowledge (TPACK) is expressed during a second language English project in secondary school. The research question is: How are teachers´ components of TPACK expressed and integrated within their reflections on their teaching in a second language English project with a digital learning platform? The theoretical framework is based on Pedagogical Content Knowledge (PCK) and more specifically on technological pedagogical content knowledge (TPACK), which is essential to this study. The empirical data consists of video recorded stimulated recall group interviews and the analysis is inspired by the structures of content analysis. The research context was a compulsory school situated near a larger town. The school had a special license with a digital learning company that provided a digital learning management system called Digital learning platform (DLP), that offered opportunities to arrange teaching projects digitally. The results show that several combined components of TPACK are present in teachers´ reflections on their teaching; Technological pedagogical knowledge (TPK), Technological content knowledge (TCK), and Pedagogical content knowledge (PCK). The way in which these components appear seems to depend on the phase in the project. Thus, when planning the project, expressions of TPACK are characterised by suggestions of how to use the Digital Learning Platform (DPL), whereas reflections after teaching were characterised by analysing the use of the DPL related to advantages or disadvantages for students´ learning processes. Overall, the teachers´ reflections on their teaching developed, where components of TPACK related to functions in the DPL after the project were referred to in a more deepened and differentiated way. In summary, discussions and reflections with regard to the possibilities and limitations for learning with the use of DPL in school and important questions concerning teachers´ digital competence were elucidated. As such, the result of this study might create a discussion of and recommendations for how teachers choose, combine, implement, and evaluate digital technologies for different teaching and learning situations.

  • 2141.
    Zimmerman Nilsson, Marie-Helene
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    When Content Matters - Capturing and Developing Preschool Student Teachers´ Pedagogical Content Knowledge in Music2017In: ABSTRACTS: SENIOR RESEARCH: NNMPF 2017: The 22nd Annual Conference of the Nordic Network for Research in Music Education, March 14-16 2017, 2017, p. 37-37Conference paper (Refereed)
    Abstract [en]

    This study focuses on a group of preschool student teachers´ reflections of their Pedagogical Content Knowledge (PCK) during a 10-week music methods course. The student teachers created Content Representations (CoRe) when planning before and reflecting after their music lessons in a preschool context. The analysis of written reflections in CoRe protocols about the teaching of “Dynamics” indicates changes in focus between CoRe 1 and CoRe 2, suggesting a development of PCK. More specifically it was a progress from children gaining experience to children´s understanding, from teaching strategies to children´s learning, and from the teacher governing the activity to involve children collaboration. In conclusion, this approach to enhancing preschool teachers´ professional development in music adapting a CoRe based methodology has a promising potential to make their PCK more explicit and elaborate.

  • 2142.
    Zimmerman Nilsson, Marie-Helene
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Wennergren, Ann-Christine
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Sjöberg, Ulrika
    Malmö University, Malmö, Sweden.
    Tensions in communication – Teachers and academic facilitators in a critical friendship2018In: Action Research, ISSN 1476-7503, E-ISSN 1741-2617, Vol. 16, no 1, p. 7-24Article in journal (Refereed)
    Abstract [en]

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

  • 2143.
    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)
  • 2144.
    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)
  • 2145.
    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.

  • 2146.
    Zimmerman Nilsson, Marie-Heléne
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Muntlig gestaltande examination som lärtillfälle2015Conference paper (Refereed)
    Abstract [en]

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

  • 2147.
    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.

  • 2148.
    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.

  • 2149.
    Zimmerman Nilsson, Marie-Heléne
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Holmberg, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Quality and Knowledge Content in Music Activities in Preschool: The Impact of Human Materiality Combinations2017In: Journal of Research in Childhood Education, ISSN 0256-8543, E-ISSN 2150-2641, Vol. 31, no 1, p. 103-112Article in journal (Refereed)
    Abstract [en]

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

  • 2150.
    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.

4041424344 2101 - 2150 of 2168
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