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Dahl, Marianne
Publications (10 of 14) Show all publications
Dahl, M. (2018). How can we understand the concept of teaching at the leisure time centers?. In: NERA 2018 - 46th CONGRES.S Educational Research: Boundaries, Breaches and Bridges: Abstracts. Paper presented at Nera 2018, 8-9 March, Oslo Norge: Nera 47th, Congress, Boundaries, Breaches and Bridges. (pp. 362-362).
Open this publication in new window or tab >>How can we understand the concept of teaching at the leisure time centers?
2018 (English)In: NERA 2018 - 46th CONGRES.S Educational Research: Boundaries, Breaches and Bridges: Abstracts, 2018, p. 362-362Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-72865 (URN)
Conference
Nera 2018, 8-9 March, Oslo Norge: Nera 47th, Congress, Boundaries, Breaches and Bridges.
Available from: 2018-04-16 Created: 2018-04-16 Last updated: 2018-12-18Bibliographically approved
Dahl, M. (2017). Barns olika gemenskaper på fritidshemmet (1ed.). In: Malin Rohlin (Ed.), Teori som praktik i fritidshemmet: (pp. 33-46). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Barns olika gemenskaper på fritidshemmet
2017 (Swedish)In: Teori som praktik i fritidshemmet / [ed] Malin Rohlin, Malmö: Gleerups Utbildning AB, 2017, 1, p. 33-46Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2017 Edition: 1
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-68081 (URN)9789140694591 (ISBN)
Available from: 2017-09-22 Created: 2017-09-22 Last updated: 2017-10-19Bibliographically approved
Ackesjö, H., Berggren, J., Dahl, M., Ellborg, K., Per-Ola, F. & Kari, K. (2017). Entreprenöriell fritidspedagogik: att bygga handlingskraft, mod, självtillit och motivation (1ed.). Stockholm: Liber
Open this publication in new window or tab >>Entreprenöriell fritidspedagogik: att bygga handlingskraft, mod, självtillit och motivation
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2017 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2017. p. 151 Edition: 1
Keywords
Fritidshem, Entreprenörskap, Lärande, Undervisning
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-67299 (URN)9789147122516 (ISBN)
Available from: 2017-08-18 Created: 2017-08-18 Last updated: 2019-05-22Bibliographically approved
Karlsudd, P., Dahl, M. & Willén-Lundgren, B. (2017). Less tradition for more profession: an attempt with thesis projects in practical development. Problems of Education in the 21st Century, 75(3), 252-262
Open this publication in new window or tab >>Less tradition for more profession: an attempt with thesis projects in practical development
2017 (English)In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 75, no 3, p. 252-262Article in journal (Refereed) Published
Abstract [en]

This research scrutinises the question whether an education profile with development-oriented thesis projects in teacher education programs can provide an increased professional relevance without losing scientific quality. The methodology used in the survey can be defined as a participatory approach in which field work, document studies and interviews form the basis for data collection. The suggested activities that students used were development-oriented methods. Before the project's implementation, instructional texts and supplementary examination criteria were written with a view to guaranteeing scientific excellence, with the main aim of improving professional relevance. The results show that the course tutor initially had some trouble communicating disposition and structure, which meant that some of the students at first had doubts. Despite this, the summary assessment is that the development-oriented approach implemented with scientific quality enhanced the students` readiness for future professions.

Place, publisher, year, edition, pages
Scientia Socialis, 2017
Keywords
education, action research, teacher training, thesis projects
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-65924 (URN)000443250100004 ()2-s2.0-85021785767 (Scopus ID)
Available from: 2017-06-28 Created: 2017-06-28 Last updated: 2019-09-06Bibliographically approved
Dahl, M. (2016). Leisure time reachers' work and professional development. In: Nera 2016,  9-11 March, Helsingfors Finland: Nera 44th Congress, Social Justice, Equality and Solidarity in Education. Paper presented at NERA 44th Congress, Social Justice, Equality and Solidarity in Education, 9-11 March, 2016, Helsingfors Finland (pp. 33). Nordic Educational Research Association
Open this publication in new window or tab >>Leisure time reachers' work and professional development
2016 (English)In: Nera 2016,  9-11 March, Helsingfors Finland: Nera 44th Congress, Social Justice, Equality and Solidarity in Education, Nordic Educational Research Association , 2016, p. 33-Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim of this study is to describe and analyze how leisure time teachers with over 30 years of experience reason about their work and professional developmentover time. Moreover, to investigate what kind of qualities that may promote a long and sustainable career in the profession.

 The theoretical framework is informed by profession theories where knowledge base and professional development are used asanalyticalconcepts (Brante, 2014). Data consists of interviews with 12 leisure time teachers. The methodological design also includes a meeting between the informants and 6 students at the end of theirteacher education.

The results show that the profession has no clear career paths which may be a reason to stay in the profession. Another reason to remain in the profession is a number of success factors identified by the informants; children, challenges, after-school pedagogy and work in teams are considered important qualities for a sustainable career in the profession. The professionals emphasize that cooperation with the school have helped to increase confidence in their own skills and professional knowledge. On the other hand, the students describe the dual task of working at both schools and leisure time centres as problematic.  Students also emphasizes that teachers' interaction with children are a part of the professional knowledge base which is based on proven experience

 Few studies so far have highlighted the leisure time teachers` work and professional development over time which can be an important question to discuss among Nordic researchers. Therefore this study is of interest and also to raise further issues that needs to be explored.

Place, publisher, year, edition, pages
Nordic Educational Research Association, 2016
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-51649 (URN)
Conference
NERA 44th Congress, Social Justice, Equality and Solidarity in Education, 9-11 March, 2016, Helsingfors Finland
Available from: 2016-03-30 Created: 2016-03-30 Last updated: 2016-11-24Bibliographically approved
Dahl, M. (2016). Pedagogical work with children´s relationships. In: Abstract book. 26th EECERA Annual Conference: Happiness, Relationships, Emotion & Deep Level Learning, Dublin, Ireland, 31st-3rd September, 2016.: . Paper presented at 26th EECERA Annual Conference: Happiness, Relationships, Emotion & Deep Level Learning, Dublin, Ireland, 31st-3rd September, 2016. (pp. 156).
Open this publication in new window or tab >>Pedagogical work with children´s relationships
2016 (English)In: Abstract book. 26th EECERA Annual Conference: Happiness, Relationships, Emotion & Deep Level Learning, Dublin, Ireland, 31st-3rd September, 2016., 2016, p. 156-Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

How do leisure-time pedagogues work with children's relationships and how do they view such relationships? What qualities in children's relationships do they regard as desirable? The licentiate thesis Children's social Life in leisure-time centres'. The theoretical framework is based on Wenger's (1998) social theory regarding learning in communities of practice, as well as Gergen's theory of relationships as an inevitable part of human existence. Consequently, within this thesis relationships are viewed as mainly negotiated and are therefore dynamic in character. The methodological approach is ethnographic, focusing on leisure-time pedagogues' work with and talk about children's relationships. The study is based on data derived from eight leisure-time pedagogues divided into two different work teams of four pedagogues, covering two different leisure-time centres and involving 60 children of 6-11 years of age. Ethical considerations have been made. The pedagogues' action repertoire illustrates a desire to facilitate encounters between children and promote harmonious relationships. Leisure-time pedagogues support relationships characterized by consensus, respect, confidence and adaptation to rules, whereas those marked by conflict, disharmony, breaking rules or aggressions are counteracted. Various notions emerge in pedagogues' action repertoire based on normative thinking, where different relational competences are ascribed to children. The results reveal a lack of guidelines for handling the variety of differences in children's relationships and display the lack of a common professional language for verbalizing children's relational work.

Keywords
action repertoire, leisure-time pedagogue, leisure-time centre, relational qualities, communities of practice
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-61717 (URN)
Conference
26th EECERA Annual Conference: Happiness, Relationships, Emotion & Deep Level Learning, Dublin, Ireland, 31st-3rd September, 2016.
Available from: 2017-03-26 Created: 2017-03-26 Last updated: 2017-03-27Bibliographically approved
Dahl, M. & Karlsudd, P. (2015). Leisure-time teachers in a changed profession. Problems of Education in the 21st Century, 68, 22-35, Article ID 1191863.
Open this publication in new window or tab >>Leisure-time teachers in a changed profession
2015 (English)In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 68, p. 22-35, article id 1191863Article in journal (Refereed) Published
Abstract [en]

This exploratory research focus on teaching and learning on the basis of Swedish leisure-time teachers with more than thirty years of experience. The purpose of this research was to bring to light the role of the Leisure time teachers, both in the past up to the present day and into the future. Based on important concepts for professional development, the qualities decisive for a long and sustainable career as a leisure-time teacher are sought. 

In interviews ten leisure-time teachers describe their professional careers on the following question areas: teachers, children, parents, leisure-time centers and mission. The outcomes are discussed in relation to the professional concepts of knowledge, autonomy, responsibility, collegial decision-making, confidence and trust, closing off and professional development. The results show that there are a number of success factors for why the interviewees stayed in a profession that has undergone and is subject to significant changes. Children, challenges, leisure-time pedagogy, flexibility and teamwork are considered to be important qualities. One factor that in certain cases meant that one did not change profession is that there are no clear career paths within the profession. Change that has occurred regarding the focus of the work is perceived mainly as positive. Leisure-time teachers emphasize that the collaboration with the school has resulted in greater confidence in their own mission and competence. From this research some critical research areas are revealed, such as, children’s possible perceptions of learning requirements at the leisure-time center. 

Keywords
leisure-time center, leisure-time pedagogy, professional development, leisure-time teacher
National Category
Pedagogy Educational Sciences
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-48824 (URN)000453755200003 ()
Available from: 2016-01-15 Created: 2016-01-15 Last updated: 2019-05-27Bibliographically approved
Dahl, M. (2015). Pedagogical work with children´s relationships in leisure-time centres. In: Abstract book. NERA 2015, Marketisation and differentiation in education.: 43rd Annual Congress of the Nordic Educational Research Association (NERA), Gothenburg, March 4-6, 2015: . Paper presented at NERA 2015, 43rd Annual Congress of the Nordic Educational Research Association (NERA), Gothenburg, March 4-6, 2015.
Open this publication in new window or tab >>Pedagogical work with children´s relationships in leisure-time centres
2015 (English)In: Abstract book. NERA 2015, Marketisation and differentiation in education.: 43rd Annual Congress of the Nordic Educational Research Association (NERA), Gothenburg, March 4-6, 2015, 2015Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Research topic/aim This thesis aims to make a contribution to our current understanding regarding leisure-time pedagogues’ work with children’s relationships. Here focus is placed on the collective action repertoire as expressed by two different groups of leisure-time pedagogues. The research questions addressed are: How do leisure-time pedagogues work with children’s relationships and how do they view such relationships? What communities do they identify? What qualities in children’s relationships do they regard as desirable? Theoretical and methodology framework The theoretical framework of this study is based on Wenger’s (1998) social theory regarding learning in communities of practice, as well as Gergen’s theory of relationships as an inevitable part of human existence. Consequently, within this thesis relationships are viewed as mainly negotiated and are therefore dynamic in character. The methodological approach is ethnographic, focusing on leisure-time pedagogues’ work with and talk about children’s relationships. The study is based on data derived from eight leisure-time pedagogues divided into two different work teams of four pedagogues, covering two different leisure-time centres and involving 60 children of 6-11 years of age. Conclusions /findings The pedagogues’ action repertoire illustrates a desire to facilitate encounters between children and promote harmonious relationships. Leisure-time pedagogues support relationships characterized by consensus, respect, confidence and adaptation to rules, whereas those marked by conflict, disharmony, breaking rules or aggressions are counteracted. Various notions emerge in pedagogues’ action repertoire based on normative thinking, where different relational competences are ascribed to children. Some children are described as relationally competent while other children, who do not adapt themselves in a desirable manner, are described as having difficulties adjusting their relational competence. The results also reveal a lack of guidelines for handling the variety of differences in children’s relationships and display the lack of a common professional language for verbalizing children’s relational work. Relevance to Nordic educational research In Sweden more than 80% of the children between 6 and - 9 years old are enrolled in the leisure time centre. It is worth to raise questions about the leisure-time centres in a Nordic perspective and exchange experiences.

National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences, Pedagogics; Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-55764 (URN)
External cooperation:
Conference
NERA 2015, 43rd Annual Congress of the Nordic Educational Research Association (NERA), Gothenburg, March 4-6, 2015
Available from: 2016-08-25 Created: 2016-08-25 Last updated: 2016-08-30Bibliographically approved
Dahl, M. (2014). Fritidspedagogers handlingsrepertoar: Pedagogiskt arbete med barns olika relationer. (Doctoral dissertation). Växjö: Linnaeus University Press
Open this publication in new window or tab >>Fritidspedagogers handlingsrepertoar: Pedagogiskt arbete med barns olika relationer
2014 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

This thesis aims to make a contribution to our current understanding regarding leisure-time pedagogues’ work with children’s relationships. Here focus is placed on the collective action repertoire as expressed by two different groups of leisure-time pedagogues. The research questions addressed are:  

How do leisure-time pedagogues work with children’s relationships and how do they view such relationships? What communities do they identify? What qualities in children’s relationships do they regard as desirable?

 The theoretical framework of this study is based on Wenger’s (1998) social theory regarding learning in communities of practice, as well as Gergen’s theory of relationships as an inevitable part of human existence. Consequently, within this thesis relationships are viewed as mainly negotiated and are therefore dynamic in character. The methodological approach is ethnographic, focusing on leisure-time pedagogues’ work with and talk about children’s relationships. The study is based on data derived from eight leisure-time pedagogues divided into two different work teams of four pedagogues, covering two different leisure-time centres and involving 60 children of 6-11 years of age.  

Final analysis is based on concepts derived from both Wenger’s and Gergen’s theories, for example; action repertoire, relational qualities, communities of practice and shared interests. Results suggest that the communities of practice and the alliances that pedagogues identify are often gender-related and built on common interests. The pedagogues’ action repertoire illustrates a desire to facilitate encounters between children and promote harmonious relationships. Leisure-time pedagogues support relationships characterized by consensus, respect, confidence and adaptation to rules, whereas those marked by conflict, disharmony, breaking rules or aggressions are counteracted. Various notions emerge in pedagogues’ action repertoire based on normative thinking, where different relational competences are ascribed to children. Some children are described as relationally competent while other children, who do not adapt themselves in a desirable manner, are described as having difficulties adjusting their relational competence. The results also reveal a lack of guidelines for handling the variety of differences in children’s relationships and display the lack of a common professional language for verbalizing children’s relational work.

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2014. p. 190
Series
Linnaeus University Dissertations ; 194/2014
Keywords
action repertoire, leisure-time pedagogue, leisure-time center, relational qualities, belonging and participation in communities of practice, handlingsrepertoar, fritidspedagog, fritidshem, kvaliteter i relationer, deltagande och tillhörighet i praktikgemenskaper
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-37634 (URN)9789187925221 (ISBN)
Public defence
2014-11-07, V159, Stagneliusgatan 14, 391 82 Kalmar, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2014-10-13 Created: 2014-10-13 Last updated: 2019-05-08Bibliographically approved
Dahl, M. (2013). Man känner att man är välkommen (1ed.). In: Anders Fjällhed och Mikael Jensen (Ed.), Barns livsvillkor: I mötet med skola och fritidshem (pp. 89-104). Studentlitteratur AB
Open this publication in new window or tab >>Man känner att man är välkommen
2013 (Swedish)In: Barns livsvillkor: I mötet med skola och fritidshem / [ed] Anders Fjällhed och Mikael Jensen, Studentlitteratur AB, 2013, 1, p. 89-104Chapter in book (Other academic)
Place, publisher, year, edition, pages
Studentlitteratur AB, 2013 Edition: 1
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-30609 (URN)978-91-44-09092-4 (ISBN)
Available from: 2013-11-20 Created: 2013-11-20 Last updated: 2019-01-28Bibliographically approved
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