hh.sePublications
Change search
Refine search result
1234 51 - 100 of 199
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.
  • 51.
    Johansson, Jörgen
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL). Karlstads universitet, Karlstad, Sverige.
    Regionalpolitikens utveckling: Mellan politisk kamp och ekonomisk nytta2013In: Det regionala samhällsbyggandets praktiker: Tiden, makten, rummet / [ed] Tomas Mitander, Line Säll & Andreas Öjehag-Pettersson, Göteborg: Daidalos, 2013, 1, p. 51-72Chapter in book (Refereed)
  • 52.
    Johansson, Jörgen
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL). Karlstads universitet.
    Regionalpolitikens utveckling: Mellan politisk kamp och ekonomisk nytta2013In: Det regionala samhällsbyggandets praktiker: Tiden, makten, rummet / [ed] Tomas Mitander, Line Säll & Andreas Öjehag Pettersson, Göteborg: Daidalos, 2013, p. 51-72Chapter in book (Refereed)
  • 53.
    Johansson, Jörgen
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL). Karlstads universitet, Karlstad, Sverige.
    Niklasson, Lars
    Linköpings universitet, Linköping, Sverige.
    Persson, Bo
    Linköpings universitet, Linköping, Sverige.
    Sjöstrand, Niklas
    Linköpings universitet, Linköping, Sverige.
    "Kommunernas region" – kommunernas inflytande i en sydsvensk storregion2014In: Behöver vi en sydsvensk region?: Tio röster om möjligheter och fallgropar för medborgare, vård, näringsliv, politik och utveckling / [ed] Erik J. Rudvall, Sydsvensk regionbildning , 2014, p. 91-112Chapter in book (Other academic)
    Abstract [sv]

    Vilka möjligheter till verksamhetsutveckling ser kommunerna i de fyra berörda länen (Blekinge, Kalmar, Kronoberg och Skåne)? Vilka vinster kan kommunerna göra om länen slås samman och kommunerna får ett inflytande över den nya regionorganisationen? Vilka samverkansmöjligheter finns mellan kommunerna och mellan kommun och region? Vilken organisationsform krävs för att samverkan ska utvecklas på ett positivt sätt?

  • 54.
    Karlsson, Erica
    et al.
    Ribbaskolan, Jönköping, Sverige.
    Wennergren, Ann-Christine
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Att använda elevsvar i undervisningen2014In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, no 13, p. 53-66Article in journal (Refereed)
    Abstract [sv]

    Skolinspektionens granskning av svenska skolor från 2010 visar att tyst arbete premieras och att elever inte ges möjligheter att lära tillsammans eller reflektera kring sitt eget lärande. Analysen ger en dyster bild av undervisning som ofta gynnar elevers individuella projekt, där tid för gemensamma upplevelser har minskat och där innehållet i det gemensamma samspelet har förändrats. Syftet med föreliggande studie var att utveckla kunskap om hur lärare systematiskt kan basera sin undervisning på samtal som utgår från elevernas förståelse. Nio lektioner i matematik i årskurs fyra har videofilmats. I analysen framkom tre kategorier. Först och främst använder sig läraren av olika sätt att ställa följdfrågor där kontrollerande frågor var vanligt förkommande. Läraren förstärkte också elevsvar genom att både lyfta fram det som var rätt och visa på vad som blev fel. Slutligen följdes elevsvar upp för att föra lektionen framåt. Resultaten indikerar att det i elevernas ”fel-svar” ligger en potential för lärande. Studien ger därmed implikationer att lärarens förmåga att ta tillvara elevsvar som underlag för undervisning i hög grad påverkar elevers möjligheter att lära.

  • 55.
    Karlsson, Göran
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Students' Joint Reasoning about Gas Solubility in Water in Modified Versions of a Virtual Laboratory2015In: International Journal of Online Pedagogy and Course Design, ISSN 2155-6873, E-ISSN 2155-6881, Vol. 5, no 4, p. 67-77Article in journal (Refereed)
    Abstract [en]

    Laboratory work in science education is essential for students’ conceptual understanding of natural phenomena. Computer-simulated laboratory experiments have been proposed to facilitate traditional laboratory work. A virtual laboratory was designed to enable students to collaboratively discover the concept of gas solubility in water at different physiological conditions. The virtual laboratory was developed through a design experiment involving three successive versions with different guiding structures. Analysis of 12 dyads’ reasoning about gas solubility in water revealed that the problem was not primarily for the students to realise how the volume of gas changed, but rather to understand the concept of solubility of gases. It was also observed how the guiding structures within the three different versions influenced the students’ reasoning about the concept. The analysis indicates that the affordances of virtual laboratories might, to a certain extent, enhance joint discovery of a scientific concept.

  • 56.
    Karlsson, Monica
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Advanced learners’ L1 (Swedish) versus L2 (English) inferencing2014In: Australian Review of Applied Linguistics, ISSN 0155-0640, Vol. 37, no 1, p. 3-23Article in journal (Refereed)
    Abstract [en]

    Research shows that the most important skill to possess when learning a previously unknown word is to be able to interpret its meaning based on the context in which it is found (Nation, 2001). This is especially true for L1 learners, but regrettably, research shows, not as true for students learning a second language (Nation, 2001). The aim of the present study is therefore to investigate what differences, if any, there are between advanced learners’ inferencing skills in their first versus their second language. This is done by subjecting 15 first-term university students to two parallel inferencing tests in their L1 (Swedish) and L2 (English) respectively. Although the number of inferences and the success rate vary from student to student, the results of the present study showthat the learners made extensive use of contextual clues, in their L1 as well as in their L2. Also, the success rate was comparatively high, indicating the great potential learners possess for inferencing. However, in order to improve the students’ results, it may be that the teaching syllabus needs to make room for instruction on how to make use of contextual clues so that the potential learners clearly possess is nurtured further.

  • 57.
    Karlsson, Monica
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Advanced students’ L1 (Swedish) and L2 (English) mastery of suffixation2015In: International Journal of English Studies (IJES), ISSN 1578-7044, E-ISSN 1989-6131, Vol. 15, no 1, p. 23-49Article in journal (Refereed)
    Abstract [en]

    Developing the skill to form derivatives is a slow incremental process even for native speakers of English, starting in elementary school and continuing through high school. In fact, it appears to be a universally challenging area of the lexicon. Nevertheless, studies have shown that it is one of the most important skills to possess for a learner aiming to enlarge his/her L2 vocabulary and that it therefore may be worth the while for learners spending time on gaining mastery of derivative forms. In the present investigation, 15 Swedish first- term university students were asked to take two gap-filling context-based tests on suffixation, one in their L1 (Swedish) and one in their L2 (English), both of which were frequency-based (both stem and suffix considered). The students were also asked to evaluate their L1 and L2 knowledge of suffixation. The present study thus addresses the following research questions: Considering 1) the combined frequency of the stem and suffix, 2) the complexity of the suffix (in terms of frequency, predictability, productivity and regularity) and 3) what word classes the suffixes are able to form, what 1) quantitative and 2) qualitative knowledge of suffixation do Swedish university students have in English as their L2 as compared to their L1?

  • 58.
    Karlsson, Monica
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    L1 and L2 quantitative and qualitative knowledge of suffixation2012Conference paper (Other academic)
    Abstract [en]

    Considering frequencies of stems and suffixes as well as meanings of suffixes and what word classes they form, the presenter discusses what quantitative and qualitative knowledge of suffixation Swedish university students have in English as their L2 as compared to in their L1.

  • 59.
    Karlsson, Monica
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    L1 (Swedish) versus L2 (English) mastery of free combinations of noun/verb + preposition as compared to multi-word verbs2014In: International Journal of Language Studies, ISSN 2157-4898, E-ISSN 2157-4901, Vol. 8, no 3, p. 27-54Article in journal (Refereed)
    Abstract [en]

    In the present investigation, 15 first-term university students were asked to produce 100 idiomatically used prepositions of varying frequency in given contexts in Swedish (L1) and English (L2) respectively, 40 of which were used in free combinations of noun/verb + preposition as in ‘reason for’ and 60 of which were part of multi-word verbs such as ‘take off’ and ‘get down to (business)’. Native speaker results of English were used as a point of reference. One main research question was thus addressed: In quantitative and qualitative terms, what productive L1/L2 knowledge do advanced students have of on the one hand bound prepositions in free combinations and on the other hand of bound prepositions in combinations of verbs and particles categorized as phrasal verbs? The results show that, while the Swedish informants achieved almost the same L1 result as the native speaker of English did in his mother tongue, they displayed a poor L2 knowledge. More importantly, the results show that while particles used in L2 multi-word combinations appear to be stored as units together with the preceding verbs, this was not the case with prepositions used in free combinations where knowledge of the meaning of the preceding noun/verb was very often combined with an uncertainty as to what preposition to choose. © IJLS 2014

  • 60.
    Karlsson, Monica
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Quantitative and qualitative aspects of advanced learners' L1 and L2 mastery of polysemous words2013In: Hermes - Journal of Language and Communication Studies, ISSN 0904-1699, E-ISSN 1903-1785, no 51, p. 79-112Article in journal (Refereed)
    Abstract [en]

    In the present investigation, 15 fi rst-term university students were faced with forty decontextualised polysemous words in English (L2) and Swedish (L1) respectively and asked to indicate which, of a set of six meanings, adhered to the item in question (two to fi ve of the meanings were correct). The polysemous words were of varying frequency. The investigation thus addresses the following research question: In quantitative and qualitative terms, what knowledge do advanced students have of polysemous words in their L2 as compared to their L1? Results show that most students have a relatively poor knowledge of polysemous words in both languages, especially in their L2. Furthermore, while the frequencies of the test items have no impact on the students’ achievements, the relative frequencies of the meanings of the test items and the number of meanings of each test item stand in direct relation to whether the item is known or not in both languages.

  • 61.
    Karlsson, Monica
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Quantitative and qualitative aspects of advanced students' L1 (Swedish) and L2 (English) knowledge of vocabulary2012Book (Other academic)
    Abstract [en]

    In the present study, advanced learners’ knowledge of L1 and L2 vocabulary is investigated and compared. Eight parallel L1 and L2 tests were administered focusing on vocabulary from upper secondary school level, specialised uses of vocabulary, advanced vocabulary, word formation with an emphasis on suffixation, idioms/proverbs, idiomatically used prepositions/multi-word verbs, polysemous words/lexical fields of near synonyms/false friends and inferencing. 15 first-term university students taking English as a single subject course were included as informants. One native speaker, whose results are primarily used as a point of reference, was also incorporated.

         In the first chapter of the book differences in L1 and L2 learners’ vocabulary breadth and depth are discussed. Setting the stage for the rest of the investigation, based on the learners’ results on vocabulary from upper secondary school level, specialised uses of vocabulary and advanced vocabulary, the chapter also offers insights into the participants’ L1 and L2 (as compared to the native speaker) vocabulary size.

         In Chapter 2 word formation, especially suffixation, is in focus. Among other things, the results here show that the success or non-success with which the learners were able to provide derivative forms in their L2 depends on a complex interplay between the frequencies of the stem and derivative, the complexity of the suffix and the relative frequencies of the stem and suffix. Correlations could here also be seen between the learners’ vocabulary size and their derivation skills in that a sizeable knowledge of words generally also contributed to high scores on the suffixation tests.

         Chapter 3 deals with the learners’ mastery of idioms and proverbs. While the frequencies of the test items here had no effect on whether the meaning of an idiom was understood or not, the degree of transparency played a great role in the students’ L2, the most transparent items being understood the best. The results also show that the learners, in order to figure out the meanings of the idiomatic expressions, very often tended to resort to the context in which they were presented. All in all, idiom comprehension in an L2 seems to be a much more heuristic approach than idiom comprehension in an L1.

         The fourth chapter investigates the students’ mastery of on the one hand prepositions that are used idiomatically (e.g. for in reason for and on in comment on) and on the other hand multi-word verbs (e.g. cut in (=interrupt)). Vast differences in knowledge were here detected in the students’ L2 as compared to in their L1, the scores being very low in the learners’ second language. Also, while the knowledge of the verb and particle forming a multi-word verb appears to go hand in hand, this was not the case with the idiomatically used prepositions. Put differently, whereas the verb and the particle in multi-word verbs seem to form tightly knit units in learners’ mental lexicons, the same cannot be said for combinations such as reason for and comment on.

         Chapter 5 focuses on the learners’ mastery of polysemous words, lexical fields of near synonyms and false friends, i.e. it deals primarily with vocabulary depth. While it was the number of meanings sought that was the determining factor as to whether an L2 polysemous word was known or not, frequency was seen to be an important predictor of success with items in lexical fields of near synonyms, not only within lexical sets but also to some extent among different sets of items. Also, false friends in general caused great problems, the learners here achieving a very low average score.

         The last chapter is concerned with the learners’ inferencing skills. It turns out that the participants made extensive use of contextual clues and did so quite successfully, generally more so in their L1 than in their L2. Correlations could here also be seen between the students’ knowledge of breadth and depth and their inferencing skills so that those learners who produced the best results with the former type of knowledge were also those that did best on the inferencing tests.

  • 62.
    Karlsson, Monica
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Quantitative and qualitative aspects of L1 (Swedish) and L2 (English) idiom comprehension2012In: 45th Annual Meeting of the British Association for Applied Linguistics, University of Southampton, September 6–8, 2012, Book of Abstracts / [ed] Mirosław Pawlak, Kalisz, Poland: Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University , 2012, p. 147-147Conference paper (Other academic)
    Abstract [en]

    According to the Dual Idiom Representation Model (Titone & Connine 1994; Abel 2003), the number of idiom entries created in a learner’s L1/L2 mental lexicon depends on the decomposability and frequency of the idiom and the time of exposure to the language in question. When the idiom is comparatively opaque, the frequency relatively low and/or little time has been spent on acquiring the language, the learner, when trying to interpret idioms, instead resorts to conceptual metaphors that exist across languages. L2 learners also make use of context to a greater extent than L1 speakers. (Liu 2008) L2 idiom comprehension thus appears to entail a more heuristic approach than L1 idiom comprehension. (Liu 2008) In the present investigation 15 first-term university students were faced with 80 context-based idioms in English (L2) and Swedish (L1) respectively (30 of which focused on the source domain of animals which is commonly used in both languages) and asked to explain their meaning. The idioms were of varying frequency and transparency. Three main research questions were thus addressed.

    1) How well do the subjects master idioms of approximately the same total frequency in their L2 as compared to in their L1?

    2) How do a) degrees of transparency (full transparency, semi-transparency, no transparency), b) idiom frequency and c) the choice of source domain affect the subjects’ comprehension in their L2 as compared to in their L1?

    3) To what extent is context used when interpreting the idioms in the subjects’ L2 as compared to in their L1?

    The students were also requested to evaluate their knowledge. In addition, native speaker results were used as a point of reference for the L2 test.

  • 63.
    Karlsson, Monica
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Quantitative and quantitative aspects of L1 (Swedish) and L2 (English) idiom comprehension2013In: Studies in Second Language Learning and Teaching, ISSN 2083-5205, Vol. 3, no 2, p. 293-319Article in journal (Refereed)
    Abstract [en]

    In the present investigation, 15 first term university students were faced with 80context-based idioms in English (L2) and Swedish (L1) respectively, 30 of whichwere in the source domain of animals, commonly used in both languages, andasked to explain their meaning. The idioms were of varying frequency andtransparency. Three main research questions were thus addressed:1. How well do students master idioms in their L2 as compared to their L1?2. How do (a) degrees of transparency, (b) idiom frequency and (c) thechoice of source domain affect students’ L1 and L2 comprehension?3. To what extent is context used when interpreting L1 and L2 idioms?Results show that while the frequency of an idiom does not appear to play apart in whether it is comprehended or not in either language, the degree oftransparency is of great importance in students’ L2. Also, students make extensiveuse of context in their L2.

  • 64.
    Karlsson, Monica
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    University students' L1 (Swedish) and L2 (English) quantitative and qualitative knowledge of suffixation2011Conference paper (Other academic)
    Abstract [en]

    Developing the skill to form derivatives is a slow incremental process even for native speakers of English, starting in elementary school and continuing through high school. In fact, it appears to be a universally challenging area of the lexicon. Nevertheless, studies have shown that it is one of the most important skills to possess for a learner aiming to enlarge his/her L2 vocabulary and that it therefore may be worth the while for learners spending time on gaining mastery of affixation rules.

    In the present investigation, Swedish university students having studied English as an L2 for at least 10 years were asked to take two similarly constructed tests, both of which were frequency-based (both stem and suffix considered) and focusing on the students’ knowledge of productive use of suffixes. The first part of the tests was a gap-filling context-based exercise whereas the second part, digging even further into the students’ vocabulary depth, tested the students’ knowledge of word families. (The results of native speakers of English were used as a point of reference for the test in English.) The students were also asked to evaluate their L1 and L2 knowledge of suffixation. The present study thus aims to address the following research questions:

    Considering 1) the frequencies of the stems and suffixes and 2) the meanings of the suffixes and what word classes they form, what 1) quantitative and 2) qualitative knowledge of suffixation do Swedish university students have in English as their L2 as compared to in their L1?

  • 65.
    Kjellman, Cecilia
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Centre of Research on Welfare, Health and Sport (CVHI).
    Högdin, Sara
    Halmstad University, School of Social and Health Sciences (HOS), Centre of Research on Welfare, Health and Sport (CVHI).
    Ranagården, Lisbeth
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Supportive tools for resilient, open minded and non-violent grassroot work in schools - Sweden2013In: Violence prevention and resilience promotion in schools: Report about the international research project STRONG, Supportive Tools for Resilient, Openminded and Non-violent Grassroots in schools / [ed] Kalus Fröhlich-Gildhoff, Cecilia Kjellman, Patrick Lecaplain, Miguel Prata Gomes and Tomaz Wojciechowski, Freiburg, Germany: FEL Verlag , 2013Chapter in book (Other academic)
    Abstract [en]

    The results of an erlier project "Implementation and evaluation of quality criteria concerning the professional support for violent children and adolescents" indicate that professionals in the context school (e.g. teachers) show an increased need of acquiring a wider range of options for dealing with phenomena related to violence in their schools. Within this project, a comprehensive conception which consider both the need for prevention and the need for intervention. The Main objecti was prevention of violence or violent behavior in schools by promoting pupils’ resilience and life skills. With focussing on the strengths of the children and adolescents a contribution to counteract social processes of exclusion and stigmatization which also use to occur in the organizational framework of the “institution school”. The project coaching the “institution school” in dealing with the great variety of the phenomenon of violence. In the Swedish part of the project used the method of research circles with teachers and other school staff, interviews with principals, interviews and questionairs with pupils, toolbox, mapping.

  • 66.
    Kroksmark, Tomas
    et al.
    Högskolan för lärande och kommunikation, Jönköping.
    Wennergren, Ann-Christine
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Input - för inspiration2014In: Modellskolan: en skola på vetenskaplig grund och beprövad erfarenhet / [ed] Tomas Kroksmark, Lund: Studentlitteratur AB, 2014, 1, p. 63-80Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Detta kapitel tar upp det som inom 3O-modellen kallas för input och som innebär inspiration och påfyllnad av kunskap och idéer. Input är ett av de så kallade benen i modellen, där de två andra behandlas separat i nästkommande kapitel. Input har som mål att ge energi och motivation i arbetet med Modellskolan där nya tankar och idéer lanseras parallellt med att det innehåll som är själva Modellskolans mål tas upp systematiskt och konsekvent. Kompetensutvecklingen inom Modellskolan följer att på förhand uppgjort program – som är en kurs – som ska leda till en skola på vetenskaplig grund och beprövad erfarenhet, med forskande lärare och full måluppfyllelse. Inspirationen ska röra sig kring olika delar som tillsammans lägger grunden till att målen uppfylls. Det är i tur och ordning: didaktikens idéhistoria, vetenskapsbegreppet i skola, forskning, teorier och metoder samt beskrivningar av forskningens konkreta tillämpning i Modellskolan. Inspiration har vanligtvis formen av en föreläsning. Den ges i allmänhet under en halv eller hel kompetensutvecklingsdag där samtliga rektorer och lärare deltar.  

  • 67.
    Kullberg, Angelika
    et al.
    University of Gothenburg, Gothenburg, Sweden & University of Jönköping, Jönköping, Sweden.
    Runesson, Ulla
    Jönköping University, Jönköping, Sweden & Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa.
    Marton, Ference
    University of Gothenburg, Gothenburg, Sweden.
    Vikström, Anna
    Luleå University of Technology, Luleå, Sweden.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Mårtensson, Pernilla
    University of Jönköping, Jönköping, Sweden.
    Häggström, Johan
    University of Gothenburg, Gothenburg, Sweden.
    Teaching one thing at a time or several things together? – teachers changing their way of handling the object of learning by being engaged in a theory-based professional learning community in mathematics and science2016In: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 22, no 6, p. 745-759Article in journal (Refereed)
    Abstract [en]

    Twelve lower-secondary school teachers in Mathematics and Science were asked to teach a topic of their choice during a lesson that was video-recorded. We were able to analyse 10 of the cases and we found that all of them were similar in one respect: concepts and principles were introduced one at a time, each one followed by examples of the concept or principle in question, apparently to highlight its essential meaning. All the teachers participated in 3 modified lesson studies with 3 cycles in 4 different groups during a year. The modified lesson studies built on a theoretical idea supported by a large number of recent studies. The theory states that new meanings (of concepts and principles, for instance) cannot be appropriated by engaging with instances of the same concept or principle, but through engaging with contrasting instances of contrasting concepts and principles. It is assumed that meaning derives more from differences, than from sameness. After the year of modified lesson studies, the teachers were asked to teach the same topic they had chosen the first time. The lessons were recorded again and the analysis showed that there was one thing in common in all cases: all of the 10 teachers dealt with the relevant concepts and principles in relation to each other (i.e. simultaneously) and not one at a time. By thus bringing out the differences between them, their meaning was made possible to grasp for the students. The study lends support to the conjecture that the modified lesson study is a powerful tool for enabling the teachers to structure the content of their teaching in accordance with a principle that is more powerful in making learning possible, even if this contradicts their taken-for-granted practice. © 2016 Taylor & Francis

  • 68.
    Lindgren, Monica
    et al.
    Högskolan för scen och musik, Göteborgs universitet, Göteborg, Sverige.
    Ericsson, Claes
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Diskursiva legitimeringar av estetisk verksamhet i lärarutbildningen2013In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, Vol. 1, no 1, p. 7-40Article in journal (Refereed)
    Abstract [en]

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

  • 69.
    Lindgren, Monica
    et al.
    Högskolan för scen och musik, Göteborgs universitet, Göteborg, Sverige.
    Ericsson, Claes
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Kommunikation, social kompetens och arbete med självet: Estetisk verksamhet i lärarutbildningskontext2012In: Resultatdialog 2012, Stockholm: Vetenskapsrådet , 2012, p. 107-111Chapter in book (Other academic)
  • 70.
    Lindgren, Monica
    et al.
    Högskolan för scen och musik vid Göteborgs universitet, Göteborg, Sverige.
    Ericsson, Claes
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Ränderna går aldrig ur2011In: Perspektiv på populärmusik och skola / [ed] Claes Ericsson & Monica Lindgren, Lund: Studentlitteratur, 2011, p. 23-39Chapter in book (Refereed)
  • 71.
    Lindgren, Monica
    et al.
    Högskolan för scen och musik, Göteborgs universitet, Göteborg, Sverige.
    Ericsson, Claes
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Vidgad syn på estetiska kunskaper i lärarutbildningen2012Conference paper (Other academic)
    Abstract [sv]

    I lärarutbildningsreformen från 1999 (SOU 1999:63) lyfts den estetiska kunskapen fram som ett viktigt område för alla lärare oavsett ämne och skolform. Mot bakgrund av detta har forskarna i detta projekt studerat lärarutbildningens framställningar av estetisk kunskap/estetiskt lärande. Under 2009 medverkade lärare och studenter vid 10 av landets lärarutbildningar i fokusgruppsamtal. Resultatet visar att personlig utveckling, ledarskapsförmåga och kommunikativ kompetens lyfts fram på bekostnad av ämneskunskaper.

  • 72.
    Lindwall Ehrnlund, Malin
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Mathematics Teachers’ Understanding and Interpretation of their Own Learning and Classroom Practice2013In: Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education: CERME 8, Ankara: Middle East Technical University , 2013, p. 3323-3324Conference paper (Refereed)
  • 73.
    Lindwall Ehrnlund, Malin
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL). Linköping University (ISV), Linköping, Sweden.
    The Meaning Making of Meaning Makers – Experienced Mathematics Teachers’ Interpretations of their Own Professional Practice2014In: MERGA 37 – Conference Program: Curriculum in Focus: Research Guided Practice, 2014, p. 37-37Conference paper (Refereed)
    Abstract [en]

    This study is an exploration of the ways in which experienced mathematics teachers recognize and learn about issues that shape their own professional practice. In a school-based professional development program teachers collaboratively analyzed their teaching practice in order to recognize and interpret concerns and teaching needs, as well as link them with corresponding decision making and teaching actions. Findings indicate that by systematically “unpacking” teaching and students learning and making rationalizations about their practice explicit, the teachers came to articulate, re- interpret and challenge what they need to know about teaching in order to orchestrate meaningful classroom practice.

  • 74.
    Lindwall Ehrnlund, Malin
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL). Linköping University (ISV), Linköping, Sweden.
    Using the Interconnected Model of Professional Growth as a Dynamic Tool for School Improvement2014In: MERGA 37 – Conference Program: Curriculum in Focus: Research Guided Practice, 2014, p. 41-41Conference paper (Refereed)
    Abstract [en]

    This poster reports on a study of a group of mathematics teachers’ learning experiences in an explicit professional development (PD) program. In order to recognize and interpret the complex processes underlying teacher learning, the Interconnected Model of Professional Growth (ICMPG) of Clarke and Hollingsworth (2002) was used as a tool for communication between the participating teachers and the researcher. Findings indicate that the teachers identify learning outcomes and their own learning trajectories, however they also emphasize various elements apparently connected to concrete challenges they each experience in their professional work.

  • 75.
    Lindwall Ehrnlund, Malin
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL). Linköping University (ISV), Linköping, Sweden.
    Using the Interconnected Model of Professional Growth to View Mathematics Teachers’ Learning Processes in Professional Development2013Conference paper (Other academic)
    Abstract [en]

    This poster reports on a study of a group of mathematics teachers’ learning experiences in an explicit professional development (PD) project. In the study, video stimulated reflection was used to identify and interpret the teachers’ learning experiences after a three year PD-project. In order to facilitate analysis and representation of the complex processes underlying teacher learning, the Interconnected Model of Professional Growth (ICMPG) by Clarke & Hollingsworth (2002) was used as an analytical tool combined with qualitative content analysis. Findings indicate that the teachers identify learning outcomes and their own learning trajectories in a concrete manner, such as demonstrating an extended repertoire of teaching strategies based on new knowledge as well as increased consciousness of students’ use of concepts. However they also emphasize various elements in the school environment connected to concrete challenges they each experienced in their professional practice. Hence, the ICMPG opens up for several aspects of the complexity of teacher learning to be considered, viewing learning as non-linear and influenced by teachers’ learning environment and contextual factors. An implication of the study is to consider using the ICMPG not only as an analytical tool in educational research, but also as a tool for school improvement.

  • 76.
    Möllenborg, Evelina
    et al.
    Halmstad University, School of Teacher Education (LUT).
    Holmberg, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Drama – viktig resurs eller hämmare för undervisningen i samhällskunskap?2014In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, p. 97-115Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to discuss and problematize how teachers in civics in upper secondary school construct drama, and how it relates to teaching, and students’ knowledge formation in civics. A study like this is important as the aesthetic subjects are becoming more prominent in young people’s everyday life at the same time as school by recent reformations is increasing the adjustment to efficiency and measurability. The theoretical framework is built on discursive psychology, which emanates from social constructionist and poststructuralist theory. Data consists of interviews with four upper secondary teachers in civics. Findings show that drama can be a valuable resource for teaching and learning civics, but also a problem when it comes to assessment. The position of the student as an object, teaching as entertainment and the domination of text is also discussed and problematized. Findings are considered as problematic as drama in civics, in relation to assessment, rather enhances a text-focused three-subject school than offering an alternative challenge.

  • 77.
    Nilsson, Ingrid
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Alignment in teacher education and distribution of leadership: An example concerning learning study2008In: Forum on Public Policy, ISSN 1938-9809, Vol. Summer of 2008 editionArticle in journal (Other (popular science, discussion, etc.))
    Abstract [en]

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

  • 78.
    Nilsson, Ingrid
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Best Practice for Teachers, Teacher Students and Pupils: Is learning study action research?2008In: Change Through Reflexive Action / [ed] Ann-Louise Bäcktorp, Manchester: Manchester Metropolitan University , 2008, p. 45-53Chapter in book (Other academic)
    Abstract [en]

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

  • 79.
    Nilsson, Ingrid
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Grundskollärares tankar om kompetensutveckling2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

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

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

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

  • 80.
    Nilsson, Ingrid
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Hansson, Eva
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Teacher and teacher student, reflecting upon practice2012Conference paper (Other academic)
    Abstract [en]

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

  • 81.
    Nilsson, Ingrid
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Wictor, Ewa
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Att synliggöra lärares lärande i processhandledning2012Conference paper (Other academic)
    Abstract [sv]

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

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

  • 82.
    Nilsson, Ingrid
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Wictor, Ewa
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Att undersöka processhandledning av lärares handledning2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 1, p. 68-78Article in journal (Other academic)
    Abstract [en]

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

  • 83.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Att se helheter: Naturvetenskapligt perspektiv2012Book (Refereed)
  • 84.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Barns kommunikation och lärande i fysik genom praktiska experiment2005In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 1, no 1, p. 58-69Article in journal (Refereed)
    Abstract [sv]

    Physics is often considered to be a difficult, abstract and boring school subject. This article describes astudy of 11-year old children’s discussions of scientific concepts related to experiments in the classroomand to the Liseberg amusement park. The study was made in May 2004 and the empirical materialconsists of tape recorded group discussions from the preparation lesson before the amusement parkvisit. The analysis focuses on how children use, develop and verify their knowledge, and how theyexpress an increased construction of knowledge and understanding through the dialogues. The discussionsindicate an ability to develop, explain and exemplify physical phenomena and concepts andconnect them to their everyday experiences

  • 85.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Breaking the walls: supporting reflective practice in engineering education through the use of a critical friend2010In: Navigating the public and private: Negotiating the diverse landscape of teacher education, Provo, Utah: Brigham Univ. , 2010, p. 188-191Conference paper (Refereed)
  • 86.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Capturing the complexity of practice: A self-study in the context of engineering education2010In: Studying Teacher Education: journal of self-study of teacher education practices, ISSN 1742-5964, E-ISSN 1742-5972, Vol. 6, no 2, p. 187-200Article in journal (Refereed)
    Abstract [en]

    This article is based on a project in which a teacher educator, acting as a critical friend, worked with six engineering teachers in a Masters program in Machine Engineering in order to stimulate their reflection on their own teaching and learning as a way of developing their scholarship of teaching. The article draws particular attention to ways of expressing the learning from self-study in order to illuminate the complexities of teaching and to begin to encourage the articulation of the scholarship of teaching as a consequence of a collaborative experience. The results highlight how making teaching visible through the use of self-study offers new ways to capture the complexity of practice, which in this article is considered to be an important aspect of developing the scholarship of teaching.

  • 87.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Catching the moments – coteaching to stimulate science in the preschool context2015In: Asia-Pacific Journal of Teacher Education, ISSN 1359-866X, E-ISSN 1469-2945, Vol. 43, no 4, p. 296-308Article in journal (Refereed)
    Abstract [en]

    An important task for the preschool teacher is to create meaningful learning situations where children have opportunities to experience science. However, many teachers have both weak subject knowledge and a lack of confidence to teach science. The aim of the project presented in this article was to capture how nine preschool teachers developed their learning of and self-confidence in teaching science during a two-year professional development (PD) project while coplanning, coteaching, and coreflecting on their teaching activities. During the project, the preschool teachers’ self-confidence and attitudes played an important role for the their approach to science activities. Their collaborative learning and reflection became important for their PD and for the way science phenomena were included in the preschool context. As such, the project is based on opportunities for preschool teachers to develop their ideas about science and to reframe their work with the aim to stimulate children’s curiosity for science. © 2015 Australian Teacher Education Association

  • 88.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Developing a scholarship of teaching in engineering: Supporting reflective practice through the use of a critical friend2013In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 14, no 2, p. 196-207Article in journal (Refereed)
    Abstract [en]

    This paper reports on a case study in which six engineering teachers in a Masters program of machine engineering worked with a critical friend from a university based centre of teaching and learning in order to develop their scholarship of teaching. The research question that framed the study became: 'what do engineering teachers learn, in terms of developing a scholarship of teaching, from working and reflecting together with a critical friend?' The results give insights into how the collaboration with the critical friend and with each other caused the engineering teachers to (re)think their values, beliefs and professional practice as teachers. As this study illustrates, uncovering the knowledge behind an action, framing and reframing problems of practice and formulating ideas for future actions can ultimately guide teachers in refining their practice and, in so doing, develop their scholarship of teaching. © 2013 Copyright Taylor and Francis Group, LLC.

  • 89.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Developing and assessing pre-service primary science teachers’ PCK through CoRes2012Conference paper (Refereed)
  • 90.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Exploring the use of slowmotion as a way for preservice teachers to represent biological and social aspects of reproduction2011Conference paper (Refereed)
  • 91.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Formative interaction in learning to teach science2011Conference paper (Refereed)
  • 92.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    From Concept to School Practice: Professional Learning for Sustainable Change in the Primary Science Classroom2012In: Teacher learning that matters: International perspectives / [ed] Mary Kooy & Klaus van Veen, New York, NY: Routledge, 2012, p. 235-252Chapter in book (Refereed)
    Abstract [en]

    In Sweden, as in some other countries, much debate about school improvement and the raising of educational standards revolves around the issue of teachers’ professional knowledge. There is no doubt that teachers play a key role in change and school improvement, but improving the quality of teaching requires much more than acquiring new tips and tricks for classroom practice.

  • 93.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    From lesson plan to new comprehension: Exploring student teachers’ pedagogical reasoning in learning about teaching2009In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 32, no 3, p. 239-258Article in journal (Refereed)
    Abstract [en]

    The research reported in this paper is based on an exploration of the ways in which student teachers learn about the issues and concerns that shape their own professional learning. Shulman‟s process of pedagogical reasoning and action was used as a conceptual framework to systematically elucidate different critical incidents that student teachers experienced and to then apply it as an analytic framework for developing deeper understandings of the complex task of learning to teach primary science. Primary science student teacher participants (n = 22) were stimulated to reflect upon critical incidents in order to facilitate identifying their teaching concerns and teaching needs. The data collected consisted of: (A) the results from questions to the student teachers before the lesson; (B) questions to the school pupils; and, (C) written answers to a questionnaire and audio-recordings of group discussions concerning participants‟ answers to the total data sets (A, B & C). The results indicate that by helping student teachers to focus on critical incidents in their learning to teach they come to question their practice more deeply and through such reflection, gain new insights into teaching as being problematic.

  • 94.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    From theoretical explanation to practical application: Coteaching in a pre-service primary physics course2010In: Coteaching in International Contexts: Research and practice / [ed] Colette Murphy & Kathryn Scantlebury, Dordrecht: Springer, 2010, p. 219-239Chapter in book (Refereed)
    Abstract [en]

    This chapter focuses on the use of coteaching between a physics specialist and a primary science teacher in order to promote more practical and [for primary teaching] more relevant pre-service teaching. The chapter reports on a project based on an eight weeks pre-service physics course in which a university physics teacher (associate professor) and a primary science teacher cotaught a group of primary science student teachers as they worked on practical experiments and problem-solving skills in physics. The student teachers were video recorded during experimental workshops in order to follow their activities and discussions during the experiments. All the experimental workshops were followed up with a seminar, where the physics teacher and the primary science teacher watched the video recording with the student teachers in order to reflect on how concepts were communicated. During these seminars the main role of the physics teacher was to explain difficult concepts and phenomena for the student teachers, and the primary teacher connected those explanations to a context of primary school teaching. The interaction between the physics teacher and the primary teacher at the seminars was tape-recorded for further analysis. After the eight weeks of coursework the physicist and the primary teacher were interviewed in order to study what they learned from the coteaching during the seminars. Five of the student teachers were interviewed in order to examine how they perceived the coteaching and how it influenced (or not) their attitudes towards and learning of physics. The results provide insight into the effectiveness of coteaching in a university pre-service physics course as a way to enhance a more applicable science teaching and learning.

  • 95.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    From theory to practice: Coteaching as a way to promote primary science student teachers´ learning in physics2009In: ESERA conference 2009, Istanbul, Turkey: Book of Abstracts, 2009Conference paper (Refereed)
    Abstract [en]

    This paper focuses on the use of coteaching between a physics specialist and a primary science teacher in order to promote more relevant pre-service teaching. The paper reports on a project based on an eight weeks preservice physics course in which a university physics teacher and a primary science teacher cotaught a group of primary science student teachers as they worked on practical experiments and problem-solving skills in physics. The student teachers were video recorded during experimental workshops in order to follow their activities and discussions during the experiments. All the experimental workshops were followed up with a seminar, where the physics teacher and the primary science teacher watched the video recording with the student teachers in order to reflect on how concepts were communicated. After the eight weeks of coursework the physicist and the primary teacher were interviewed in order to study what they learned from the coteaching during the seminars. Five of the student teachers were interviewed in order to examine how they perceived the coteaching and how it influenced (or not) their learning of physics. The results provide insight into the effectiveness of coteaching as a way to enhance a more applicable science teaching and learning.

  • 96.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Learning from a Learning Study: Developing Teachers’ PCK through Collaborative Practices2015In: Understanding Science Teacher Professional Knowledge Growth / [ed] Michel Grangeat, Rotterdam: Sense Publishers, 2015, 1, p. 155-170Chapter in book (Refereed)
  • 97.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Learning to teach and teaching to learn: primary student teachers' complex journey from learners to teachers2008Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis concerns the process of student teachers´ learning to teach primary scienceand is based on four studies involving primary science student teachers during theirteacher education program. The overall question that the thesis intends to investigate isin which ways student teachers‟ learning about teaching can be illustrated andunderstood in terms of the critical aspects that are experienced within their teachingand learning practices. The four papers in the thesis purposefully explore studentteachers‟ complex journey from learners to teachers and illustrate the processes oflearning to teach by highlighting important aspects within that process. Further to this,the thesis brings into focus the importance of teacher educators‟ professionalknowledge and how that knowledge must impact teacher education practice. The firstpaper explores four student teachers´ learning to teach in a primary school context. Inconnection to their teaching they were interviewed as they reflected on the video inorder to portray their knowledge needs and how they impacted their abilities to handleclassroom situations. The second paper investigates a group of primary science studentteachers‟ experiences from planning, teaching and reflecting on a science lesson withpupils aged between six and eleven in a science learning centre at the university. Thesestudent teachers identified critical incidents within their teaching which led them tofurther portray their own concerns for teaching and their teaching needs. The thirdpaper investigates the joint learning between two primary science student teachers andtheir mentors during a four week school based practice. Finally the fourth paperinvestigates primary science student teachers‟ development of subject matter of, and apositive attitude towards, physics in a specific physics course at the university, andfurther discusses the importance of subject matter knowledge and self-confidence inteaching primary science. In making explicit student teachers‟ experiences andconcerns for teaching and learning science, the practices and processes highlighted inthis thesis help to inform how to involve student teachers in developing a knowledgebase for primary science teaching.

  • 98.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Learning to teach and teaching to learn: Student Teachers´ teaching concerns for learning to teach primary science2009Conference paper (Refereed)
  • 99.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Primary science student teachers’ and their mentors’ joint learning through reflection on their science teaching2008In: Journal of Science Teacher Education, ISSN 1046-560X, E-ISSN 1573-1847Article in journal (Refereed)
    Abstract [en]

    This paper focuses on what and how primary science student teachers and their mentors learn from planning and reflecting together on each other’s science lessons for pupils aged 7 to 9. The student teachers had had training in scientific knowledge, but only brief experience of teaching. The mentors were well experienced in the pedagogy of teaching and mentoring, but did not feel confident about their science content knowledge and the teaching of science. During a four-week school practicum, two lessons of each of two student teachers and their two mentors were video recorded and later reflected on in a stimulated recall session. During their reflections, the student teachers and the mentors gave concrete examples of their development of subject matter knowledge, pedagogical knowledge, instructional knowledge and knowledge of pupils.

  • 100.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Primary/Elementary Science Teacher Education2015In: Encyclopedia of Science Education / [ed] Richard Gunstone, Dordrecht: Springer Netherlands, 2015, 1, p. 776-781Chapter in book (Refereed)
    Abstract [en]

    (Excerpt from the content)

    What Is Primary Science?

    It is universally accepted that learning science is important for the future lives of all citizens. Therefore, science as a required part of primary and secondary education has become commonplace in most countries. As children have a natural inclination and creativity for science and the world surrounding them, one expectation of teachers is the need to develop the skills for catching students’ ideas and stimulating their questioning and their (scientific) reasoning. However, research illustrates that there has been a common concern about primary teachers’ lack of scientific knowledge which has been seen as a major barrier to developing quality science teaching and learning in primary schools. Today, primary teachers’ scientific knowledge is widely recognized as having improved, but there is still world-ranging debate about the level and nature of scientific knowledge needed by a primary teacher in order to teach science effectively.There is a lot of internation ...

1234 51 - 100 of 199
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