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Perselli, Ann-Katrin
Publications (10 of 12) Show all publications
Perselli, A.-K. & Hörnell, A. (2019). Fritidspedagogers förståelse av det kompletterande uppdraget.. Barn, 37(1), 63-79
Open this publication in new window or tab >>Fritidspedagogers förståelse av det kompletterande uppdraget.
2019 (Swedish)In: Barn, E-ISSN 2535-5449, Vol. 37, no 1, p. 63-79Article in journal (Refereed) Published
Abstract [sv]

I denna artikel presenteras en kvalitativ studie med syfte att analysera och beskriva fritidspedagogers förståelse för hur fritidshem och dess verksamhet kompletterar skolan i Sverige. Studien baseras på skriftliga kommentarssvar i en nationell webbenkät som 2013 skickades till fritidspedagoger vid svenska fritidshem. Analys och tolkning av enkätsvaren genomfördes med en kvalitativ ansats och innehållsanalys som metod. Som stöd under analysarbetet användes NVivo 10. Analysen genererade fyra kategorier som beskriver fritidspedagogers förståelser för fritidshemmets kompletteringsuppdrag: Att samverka, Att arbeta i klass, Att praktiskt tillämpa och Att erbjuda det skolan saknar. Studien visar att det finns olika förståelser av uppdragets innebörd. Dessa kan knytas till uppfattningar om fritidspedagogernas profession och handlingsutrymme.

Place, publisher, year, edition, pages
Trondheim, Norway: NTNU, 2019
Keywords
fritidshem, samverkan, praktiskt lärande, fritidspedagogik, fritidshemmets didaktik, yrkesroll
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-84411 (URN)10.5324/barn.v37i1.3007 (DOI)
Available from: 2019-05-28 Created: 2019-05-28 Last updated: 2019-10-11Bibliographically approved
Perselli, A.-K. (2018). Multimodal och flippad uppsatshandledning. In: Den femtonde nordiska lärarutbildningskonferensen. Abstraktbok: . Paper presented at Den femtonde nordiska lärarutbildningskonferensen. Vasa 7-9 maj 2018 (pp. 51-51).
Open this publication in new window or tab >>Multimodal och flippad uppsatshandledning
2018 (Swedish)In: Den femtonde nordiska lärarutbildningskonferensen. Abstraktbok, 2018, p. 51-51Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Presentationen redogör för ett pågående utvecklingsprojekt med fokus på studenters självständiga arbete. I projektet undersöks på vilka sätt det är möjligt att öka stödet till studenter i deras skrivprocess och samtidigt tidseffektivisera lärarens handledning av det självständiga arbetet. I arbetet används förinspelad videohandledning för en multimodal och flippad handledning.

Abstrakt

I presentationen redogörs för ett utvecklingsprojekt där lärarstudenters självständiga arbete står i centrum. Vid en ”traditionell” handledning möts studenten i realiteten ofta av handledarens muntliga och skriftliga kommentarer som ett faktum. Studenten får sällan tid att förbereda frågor eller möjlighet att ifrågasätta handledningen. Många studenter har dessutom olika grader av skrivsvårigheter. Kommentarerna i marginalen blir lätt många och långa, vilket kan vara tidskrävande för handledaren, men också nedslående för studenten. Det gäller då för handledaren att kunna iscensätta ett läranderum som ger studenten stöd, men under rimlig tidsåtgång. Syftet med projekt är att med hjälp av flippad videohandledning utveckla handledningen multimodalt till ett meningsfullt kreativt och reflekterande samtal för ökad studentaktivitet. I projektet har hittills sju studenter deltagit. Fem handledningsträffar genomfördes under vt 17. Inför varje handledning lämnar studenterna in ett underlag som jag läser. Muntlig återkoppling med synpunkter på varje enskild studenttext spelas in med programmet Kaltura via dator och förmedlas till studenten via LMS någon dag innan det fysiska handledningsmötet. Efter avslutad kurs skickades med hjälp av Google Drive en enkät med fyra frågor till studenterna. Resultatet visar att studenterna uppskattar att kunna titta på videon flera gånger. Videon ger dem intryck av enskild handledning även när handledningstillfällena genomfördes i grupp. Projektet startade våren 2017 och fortgår under våren 2018.

National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-74985 (URN)
Conference
Den femtonde nordiska lärarutbildningskonferensen. Vasa 7-9 maj 2018
Available from: 2018-06-04 Created: 2018-06-04 Last updated: 2019-02-12Bibliographically approved
Perselli, A.-K. & Perselli, J. (2017). The Difference between Teach and Show in the Library. In: Abstract book. NERA 2017. Learning and education - material conditions and consequences. Copenhangen, Denmark, 23-25 March, 2017: . Paper presented at NERA 2017, the 45th Congress of the Nordic Educational Research Association. Copenhagen, Denmark, 23-25 March 2017. , Article ID 663.
Open this publication in new window or tab >>The Difference between Teach and Show in the Library
2017 (English)In: Abstract book. NERA 2017. Learning and education - material conditions and consequences. Copenhangen, Denmark, 23-25 March, 2017, 2017, article id 663Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Research  topic/Aim:  The  aim  is  to  illuminate  the  pedagogical  role  of  librarians  teaching  and   supporting  students  learning  of  seeking  information  with  aim  to  deepen  their  thesis  and  to  examine   the  two  concepts  ‘teach’  and  ‘show’  which  both  university  lecturers  and  librarians  do.    Theoretical  frameworks:  The  theoretical  starting  point  in  our  discussion  of  pedagogy  and   librarians,  concepts  and  ways  of  seeing  and  explaining  things,  is  based  on  the  phenomenological   method  of  understanding  the  world.  Methodology/research  design:  There  are  two  studies  included  in  the  paper,  both  are  based  on   qualitative  interviews  and  observations.  Expected  conclusions/Findings:  The  studies  show  two  interesting  things,  firstly  there  is  a  problem   in  the  relationship  between  university  lecturer  and  librarians,  as  an  embarrassment,  secondly  it   reveals  differences  between  showing  and  teaching.  Teaching  is  about  to  explain,  and  explain  how  to   understand  something,  ie,  trying  to  convey  a  way  of  relating  to  attain  knowledge.  But  what  is  to   show,  and  what  are  the  differences  between  them?  Perhaps  it  is  so  that  a  lot  of  the  lecturer’s   activities  with  the  students  also  have  the  character  of  to  show  rather  than  to  teach.  Often,  lecturers   have  to  show  students  how  to  use  word  processing,  how  to  search  in  databases,  how  to  use  Dropbox   and  Google  Docs,  etc.,  to  make  documents  available  to  each  other.  These  things  we  are  showing,   students  todays  often  lacking  knowledge  about.  It  seems  that  both  librarians  as  lecturers  and   teachers  both  teach  and  show  in  their  respective  businesses.  Both  categories  performing  both   teaching  and  showing.  Probably  teach  teachers  more  and  show  less  and  vice  versa  for  librarians.  But   many  librarians  still  teach  more  than  they  show.  To  continue  to  develop  librarians  teaching  work,   there  are  several  approaches.  The  Department  of  Education  (UTV)  in  Härnösand  Mid  Sweden   University,  conduct  a  development  project  to  give  information  seeking  a  deeper  role  in  teacher   education  programs,  together  with  the  University  Library.  University  librarians  at  Mid  Sweden   University  Library  has  developed  a  plan  of  progression  with  the  aim  to  give  information  retrieval,   educational  media  monitoring,  reference  management  and  source  criticism,  should  run  as  a  red   thread  through  the  hole  teaching  training  education.  Course  coordinating  teachers  have  worked  to   develop  elements  in  the  courses  where  these  above-­‐mentioned  parts  in  the  plan  of  progression  in   one  way  or  another  are  included.  We  think  that  a  teacher  and  a  librarian  carry  out  students'  first   education  in  information  seeking  together.  Together,  university  teachers  and  librarians  can  provide   support  for  the  students  at  their  first  meeting  with  information  retrieval.  We  see  it  as  important  that   the  education  of  students  in  information  retrieval  is  cross-­‐border  cooperation  between  teachers  and   librarians.  Relevance  for  Nordic  Educational  Research:  The  subject  has  a  Swedish  educational  context  and   is  concerning  student  teaching  situations  at  Swedish  universities.  

Keywords
Education, Librarian, Lecturer, Show, Teaching, Librarian programme
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-61713 (URN)
Conference
NERA 2017, the 45th Congress of the Nordic Educational Research Association. Copenhagen, Denmark, 23-25 March 2017
Note

Konferensbidraget är en presentation av kapitlet Visa eller undervisa i boken Bortom förlägenheten.

http://www.kb.se/Dokument/Aktuellt/publikationer/Antologi_Bortom_webb_low.pdf

Available from: 2017-03-25 Created: 2017-03-25 Last updated: 2017-03-31Bibliographically approved
Perselli, A.-K., Augustsson, G. & Boström, L. (2016). A Web Survey on Learning Environments and Staff in Swedish Leisure-Time Centres as a Starting Point for a Nordic Research Network and International Cooperation. International Journal for Research on Extended Education, 4(1), 147-152
Open this publication in new window or tab >>A Web Survey on Learning Environments and Staff in Swedish Leisure-Time Centres as a Starting Point for a Nordic Research Network and International Cooperation
2016 (English)In: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 4, no 1, p. 147-152Article in journal (Other academic) Published
Keywords
Leisure-Time Centres, Leisure-Time Teachers, Research Network, Nordic Countries, Fritidshem, Fritidspedagoger, Forskningsnätverk, Norden
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-56373 (URN)
Available from: 2016-09-06 Created: 2016-09-06 Last updated: 2017-11-21Bibliographically approved
Perselli, A.-K. & Hörnell, A. (2016). Leisure-time centre’s complement of school: Leisure-time teachers' understanding of the task. In: NERA 2016 Social Justice, Equality and Solidarity in Education: . Paper presented at NERA 2016, the 44 annual congress of the Nordic Educational Research Association. Helsinki, Finland 9-11 March, 2016 (pp. 162-163).
Open this publication in new window or tab >>Leisure-time centre’s complement of school: Leisure-time teachers' understanding of the task
2016 (English)In: NERA 2016 Social Justice, Equality and Solidarity in Education, 2016, p. 162-163Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper is a presentation of a study with the aim to analyse and describe leisure-time teachers’ understanding of Swedish leisure-time centres’ task to complement the school with its activities. The study is based on one of the 21 questions in a web survey. This web survey was in 2013 sent to 11 109 leisure-time teachers at all leisure-time centres in Sweden. The present question for this study, number 20, is an open ended question. This question deals with how leisure-time centres complements the school in different school subjects. The analysis and interpretation of the questionnaire responses was carried out with a qualitative approach, and with content analysis as a methodological technique. To support the analysis NVivo 10 were used. The result indicates that the leisure-time teachers gives expression to understand the leisure-time centres’ task to complement the school, in four different ways. These different ways are presented in the paper as four categories: 1) Complementing require cooperation between recreation and teachers. The category describes how collaboration, or cooperation, are understood as an absolute condition for the fulfilling of the task to complement the school. 2) Complementing means to teach or work as a resource in the class. This category describes the understanding of the task as a commission for the leisure-time teachers to teach or to be a standby teacher in class during the integrated schoolday. 3) Complementing involves practical application of students' theoretical knowledge. The category explains the understanding of the task as to make it possible for the pupils to practically use their new theoretical knowledge. 4) Complementing means to offer such as the school lacks. This last category describes the understanding of the task as a commission for the leisure-time centre to offer the pupils activities which provide different experiences in comparison with the school. The analysis is not yet finished and there are still conclusions to draw about what these different understandings of the task to complement the school means to the work and activity of the leisure-time centres.

Keywords
Policy document, after school program, steering documents, attitudes, leisure-times teachers
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:lnu:diva-52689 (URN)
Conference
NERA 2016, the 44 annual congress of the Nordic Educational Research Association. Helsinki, Finland 9-11 March, 2016
Available from: 2016-05-27 Created: 2016-05-27 Last updated: 2016-05-31Bibliographically approved
Perselli, A.-K. (2015). From computer room to one-to-one: A study of teachers' experiences with digital resources in teaching. In: NERA 2015, Marketisation and Differentiation in Education. The 43rd annual congress of the Nordic Educational Research Association. Gothenburg, Sweden 4-6 March, 2015: . Paper presented at NERA 2015, the 43rd annual congress of the Nordic Educational Research Association. Gothenburg, Sweden 4-6 March, 2015 (pp. 20-20).
Open this publication in new window or tab >>From computer room to one-to-one: A study of teachers' experiences with digital resources in teaching
2015 (English)In: NERA 2015, Marketisation and Differentiation in Education. The 43rd annual congress of the Nordic Educational Research Association. Gothenburg, Sweden 4-6 March, 2015, 2015, p. 20-20Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper is a presentation of a PhD-project that has come to an end. The project is a study of upper secondary school teachers’experiences from using digital resources is presented. The study was carried out in two upper secondary schools where the students hadeach recently been given their own laptop, a so-called one-to-one computer. The purpose of the study was to describe and analyse theteachers’ experiences of using digital resources in teaching. Four teachers, three men and one woman, from two upper secondary schoolsin a Swedish municipality, participated in the study. Empirical material was collected during autumn 2010 and spring 2012. The methodsused in the collection were interviews and participatory observations, so-called go-along observations. The study’s theoretical approachhas its foundation in phenomenological philosophy. In the result care, time and teachers’ lived experiences of didactic work emerge asimportant for the utilisation of digital resources in teaching. In the teaching, the teachers’ experiences and knowledge of their subjects,teaching, digital resources, and life experiences and knowledge seemed to interact. This interaction between experiences and knowledgeis described in the study as lived experiences of didactic work. The study shows that teachers dealt with the new digital technology anddesigned learning environments for the students with the starting point of their lived experiences of didactic work and assumptions aboutthe students’ interest for digital resources. The teachers’ care with relationship building and creation of trust and confidence was shown tohave importance for how, and to what extent, digital resources could be used in teaching. Both similarities and differences in the teachers’experiences of, and knowledge about, how teaching is carried out with one-to-one computers emerged in the study. Two of the teacherswere more experienced users of digital resources in comparison with the two others. The teachers’ experiences of digital resources areoften related to their own interest in these, but their experiences are also related to the lack of time for learning to use digital resources aspedagogical tools.

Keywords
Upper secondary schools, teaching, pedagogy, didactics, technology implementation, digital learning resources, phenomenology, lifeworld
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-52288 (URN)
Conference
NERA 2015, the 43rd annual congress of the Nordic Educational Research Association. Gothenburg, Sweden 4-6 March, 2015
Available from: 2015-03-10 Created: 2016-04-28 Last updated: 2016-05-31Bibliographically approved
Perselli, A.-K. & Perselli, J. (2015). Visa eller undervisa (1ed.). In: Hilda Androls, Elin Lucassi, Christine Wallén (Ed.), Bortom förlägenheten: Bibliotekariens pedagogiska roll i utveckling (pp. 79-91). Stockholm: Kungliga Biblioteket
Open this publication in new window or tab >>Visa eller undervisa
2015 (Swedish)In: Bortom förlägenheten: Bibliotekariens pedagogiska roll i utveckling / [ed] Hilda Androls, Elin Lucassi, Christine Wallén, Stockholm: Kungliga Biblioteket , 2015, 1, p. 79-91Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: Kungliga Biblioteket, 2015 Edition: 1
Keywords
Bibliotek, bibliotekarieroll, pedagogik, undervisning, fenomenologi
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:lnu:diva-52303 (URN)978-91-7000-320-2 (ISBN)978-91-7000-321-9 (ISBN)
Available from: 2015-11-23 Created: 2016-04-28 Last updated: 2016-05-31Bibliographically approved
Perselli, A.-K. (2014). Från datasal till en-till-en: En studie av lärares erfarenheter av digitala resurser i undervisningen. (Doctoral dissertation). Härnösand: Mittuniversitetet
Open this publication in new window or tab >>Från datasal till en-till-en: En studie av lärares erfarenheter av digitala resurser i undervisningen
2014 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

In this thesis a study upper secondary school teachers’ experiences from using digital resources is presented. The study was carried out in two upper secondary schools where the students had each recently been given their own laptop, a so-called one-to-one computer. The purpose of the study was to describe and analyse the teachers’ experiences of using digital resources in teaching. Four teachers, three men and one woman, from two upper secondary schools in a Swedish municipality, participated in the study. Empirical material was collected during autumn 2010 and spring 2012. The methods used in the collection were interviews and participatory observations, so-called go-along observations. The study’s theoretical approach has its foundation in phenomenological philosophy. In the result care, time and teachers’ lived experiences of didactic work emerge as important for the utilisation of digital resources in teaching. In the teaching, the teachers’ experiences and knowledge of their subjects, teaching, digital resources, and life experiences and knowledge seemed to interact. This interaction between experiences and knowledge is described in the study as lived experiences of didactic work. The study shows that teachers dealt with the new digital technology and designed learning environments for the students with the starting point of their lived experiences of didactic work and assumptions about the students’ interest for digital resources. The teachers’ care with relationship building and creation of trust and confidence was shown to have importance for how, and to what extent, digital resources could be used in teaching. Both similarities and differences in the teachers’ experiences of, and knowledge about, how teaching is carried out with one-to-one computers emerged in the study. Two of the teachers were more experienced users of digital resources in comparison with the two others. The teachers’ experiences of digital resources are often related to their own interest in these, but their experiences are also related to the lack of time for learning to use digital resources as pedagogical tools. 

Place, publisher, year, edition, pages
Härnösand: Mittuniversitetet, 2014. p. 256
Series
Mid Sweden University doctoral thesis, ISSN 1652-893X ; 196
Keywords
Upper secondary schools, teaching, pedagogy, didactics, technology implementation, digital learning resources, teaching media, phenomenology, lifeworld
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-52289 (URN)978-91-87557-74-3 (ISBN)
Public defence
2014-09-26, Alfhild Agrellsalen, Sambiblioteket, Universitetsbacken, 13:15 (Swedish)
Opponent
Supervisors
Note

På omslaget har en liten felaktighet i titeln smugit sig in. Titeln på omslaget ska lyda: Från datasal till en-till-en

Available from: 2016-04-28 Created: 2016-04-28 Last updated: 2016-04-28Bibliographically approved
Perselli, A.-K. (2011). Selections of Digital Learning Resources: One Teacher’s Approaches to a New Technological Environment with Laptops. In: European Conference on Educational Research, (ECER), Berlin, 12-16th September, 2011: . Paper presented at European Conference on Educational Research, (ECER), Berlin, 12-16th September, 2011.
Open this publication in new window or tab >>Selections of Digital Learning Resources: One Teacher’s Approaches to a New Technological Environment with Laptops
2011 (English)In: European Conference on Educational Research, (ECER), Berlin, 12-16th September, 2011, 2011Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

From a European viewpoint, during the last decade it has become increasingly common to see one-to-one laptops in upper secondary schools. With expectations of effective learning, and in particular of increasing motivation among students, schools provide their students with laptops, also hoping to contend with the outcomes of the PISA-evaluation (Fredriksson, Gajek, & Jedeskog, 2009; Solhaug, 2009). Similarly, there are one-to-one laptop initiatives in Sweden, and ongoing projects in upper secondary schools to provide students with laptops for daily use (Tallvid, Björn, Lindström, & Lundin, 2010). More seldom, research considers teachers’ own thoughts and beliefs in teaching in a new technology environment (Ertmer, 2005). The aim of this paper is to illuminate different approaches of an upper secondary school in the selection of digital resources in a changing educational environment.

The paper is part of an ongoing PhD project. The PhD project has the purpose of providing an understanding of how Swedish teachers may think when they select between different digital resources. The informants are teachers in the social studies programmes of two public upper secondary schools. During the autumn of 2010, all students in this programme were provided with free laptops, which led to a new technological teaching environment for the teachers. This paper discusses one of the teachers and is thus to be understood as a case study. The aim is to obtain a holistic and deep understanding of the teacher in a complex school context (Stake, 1995). In this paper, the analysis was conducted with a phenomenological life-world perspective as aspects of teachers’ approaches to teaching and digital learning resources. The main points of departure are theories of Heidegger and Merleau-Ponty. The combination of Heidegger’s (1993) theory of the human and the human relations to the world—the Dasein[1]and the Being—together with Merleau-Ponty’s (1999) theory of the lived body opens a possibility for understanding the teacher’s life-world. Together, the theories makes it possible to understand the digital competence of the teacher as embodied knowledge and also how embodied knowledge and experiences are part of the teacher’s way of thinking and of making didactical considerations. The preliminary interpretation indicates a few things. For instance, the teacher talks about learning to recognize in what instances there is a need for computers in teaching. In an era defined by constant shortages of time, she found her selection process ultimately rested more on her professional and personal experiences than on striving for information, communication and technology development and renewal in her teaching. There really is no time to seek new resources on the Internet; instead this teacher often gets to know new resources by reading her students’ essays. One of her major problems is to compete with Facebook and Google. She responds to this by teaching on criticism of the sources. She is also concerned about what abilities the students may lose as a result of the one-to-one laptop system.

Keywords
didactical positions, experience, life-world, digital resources
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-52290 (URN)
Conference
European Conference on Educational Research, (ECER), Berlin, 12-16th September, 2011
Available from: 2011-09-22 Created: 2016-04-28 Last updated: 2016-05-31Bibliographically approved
Perselli, A.-K. & Gustafsson Åman, K. (2006). How do Teachers Experience Students’ Information Literacy?. In: Creating Knowledge IV, Copenhagen, August 16-18, 2006: . Paper presented at Creating Knowledge IV, Copenhagen, August 16-18, 2006.
Open this publication in new window or tab >>How do Teachers Experience Students’ Information Literacy?
2006 (English)In: Creating Knowledge IV, Copenhagen, August 16-18, 2006, 2006Conference paper, Published paper (Other academic)
Keywords
informationskompetens, Information Literacy
National Category
Other Social Sciences not elsewhere specified
Research subject
Humanities, Library and Information Science
Identifiers
urn:nbn:se:lnu:diva-52295 (URN)
Conference
Creating Knowledge IV, Copenhagen, August 16-18, 2006
Available from: 2009-11-05 Created: 2016-04-28 Last updated: 2016-05-31Bibliographically approved
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