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  • 1.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Nordänger, Ulla Karin
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Lindqvist, Per
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    "Att jag kallar mig själv för lärare i fritidshem uppfattar jag skapar en viss provokation": Om de nya grundlärarna med inriktning mot arbete i fritidshem2016In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 86-109Article in journal (Refereed)
    Abstract [en]

    In 2014 the first cohort of (a newly designed group of teachers) ”primary teachers with a specialization in extended school education” graduated from Swedish universities. In addition to the traditional formal qualifications as leisure pedagogues their degree also includes the competency to teach practical/aesthetical subjects in compulsory school up to year six. The newly designed teachers thus have to relate to dual professional identities and try to maintain balance between their work in the traditional socially oriented recreation centers against their teaching in a goal- and results-driven school. In this article we study a group of 40 new teachers before and after graduation, trying to get hold of how they perceive and negotiate their professional identities and how they orient themselves in the professional landscape. The results show that the graduates try to balance their own ideals and professional intentions against traditional professional identities and labor market conditions.

  • 2.
    Bergh Nestlog, Ewa
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    De första naturvetenskapliga skoltexterna2017In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, Vol. 1, p. 72-98Article in journal (Refereed)
    Abstract [en]

    In a research project conducted in a multilingual classroom, the teaching practice and pupils’ texts are studied during their first years of schooling. The teaching practice entails explicit teaching of text structures and experiences for the students to use in their writing. The aim of the study, presented here, is to investigate students’ first school texts, students’ relations to their texts and the texts’ relation to the teaching practice. The material of the study consists of pupils’ written texts, and data are also collected by observations and interviews. The study draws on dialogism, systemic functional linguistics and theories of the language of schooling. The main theoretical framework is supplemented by theories of second language acquisition and discoursal construction of writer identity. The main findings of the analysis are that the students in their texts make use of the teaching of text structures and the experiences they were involved in. The texts are characterized by everyday knowledge and language, as well as attempts to use scientific knowledge and language. The students show high text movability, i.e. ability talk about their texts in different ways, which indicates their potentials to take discourse roles and positioning themselves in the texts.

  • 3.
    Gardesten, Jens
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Fonseca, Lars
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Att hantera lärarbristen: Erfarenheter från skolor som anställt heltidsmentorer2019In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 3, p. 34-48Article in journal (Refereed)
    Abstract [en]

    Schools in Sweden need to handle an acute lack of teachers. One way to handle this problem is to hire new staff who can work with social and administration tasks, enabling the teachers in school to teach some more classes instead. This study examined two secondary schools in Sweden where this way to solve the problem was tried out. The aim of the study was to highlight possible consequences for teachers’ core practices (teaching), and discuss whether more teaching might involve another sort of teaching. In this analysis, Ryle´s distinction of “achievements” versus “tasks” was being used (Ryle, 1949). Another aim was to highlight possible consequences for teacher-student relationships and possible consequences for the teachers´ working conditions. The empirical base was five focus group interviews with the teachers. The findings indicate that the new work model might turn into a “mechanical teaching”, more of an achievement than a task, in Ryle´s sense. Moreover, while new staff was hired to solve social problems among students, teachers still describe how they handle acute conflicts in the school environment; “because I´m an adult”. Finally, even though the working conditions are still demanding, the clarifying of job boundaries has contributed to less work stress.

  • 4.
    Karlsudd, Peter
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Att lära genom livsberättelser2018In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 91-114Article in journal (Refereed)
    Abstract [en]

    It  is  known  that  life  stories  as  well  as  research  based  on  this  kind  of  texts  can   provide  university   students  with  a  deep  and  broad   theoretical  understanding.   In  the  present  study,  a  life  story  is  compared  with  the  research  literature  that   does   not   use   this   type   of   texts   as   a   method   in   education   and   research.   The   purpose   is   to   discuss   the   possibilities   and   limitations   in   the   choice   of   special   education  course  literature.  The  problem  investigated  and  discussed  is  how  to   describe  similarities  and  differences  between  a  life  story  and  research  based  on   other   methods.   urthermore,   the   life   story   is   reviewed   for   its   possibilities   to   exemplify,  deepen  and  clarify  research  results  presented  in  literature  where  life   stories  have  not  been  used.  The  life  story  that  is  analy+ed  in  this  study  involves   a  father’s  perception  and  experience  of  being  a  parent  of  a  child  with  a  devel-­‐ opmental  disorder.  The   results  of   the   study   show   that  an  instructional  design   such  as   this,  should  create  good  conditions   for  giving   the  student  general  and   specific  knowledge  in  the  fields  where  the  life  story  is  applied.  The  combination   of   two   knowledge-­‐seeking   methods   can complement   each   other   and,   in   this   way,   provide   deeper   understanding   for   the   practicum   that   the   students   will   undertake  later. 

  • 5.
    Lago, Lina
    et al.
    Linköpings University.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Persson, Sven
    Malmö University.
    Erkännandets dynamik - förskoleklasslärarestolkningar av ny läroplanstext2018In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 7-25Article in journal (Refereed)
    Abstract [en]

    Swedish preschool class got its first specific curriculum in 2016. Because of this,

    the preschool class can be said to face change where existing practice meets

    new policy. This study aims to analyse how teachers in preschool classes do

    policy during this time of change by studying how teachers in preschool class

    relate the new curriculum to existing practice. New institutionalism, theory of

    professionalism and policy enactment theory are used to understand this. The

    data used are conversations with teachers at three different schools. The re

    sults show that parallel processes of recontextualisation are initiated when

    new curriculum is confronted with the teachers interpretations of their as

    signment, i.e. a simultaneous process of adaptation and change of existing

    pedagogical practice take place. Teachers interpret the new curriculum and

    relate to it as a whole. They express a recognition in terms of a societal trust in

    the teaching they conduct. Even though the teachers express that the new

    curriculum gives them trust, professional exclusivity and legitimacy, they also

    interpret it as a recognition of things they want to change in the educational

    practice. It is through this recognition that the teachers interpret and do policy.

    The article discusses a shift of the position of the preschool class in the educa

    tional system.

1 - 5 of 5
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