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  • 1.
    Gardesten, Jens
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Hegender, Henrik
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Underkännanden inom verksamhetsförlagd lärarutbildning: Resultat från en forskningsexpedition i svårframkomlig terräng2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 2, p. 68-85Article in journal (Refereed)
  • 2.
    Gardesten, Jens
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Nordänger, Ulla Karin
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Gör det någon skillnad? Universitetslärares erfarenheter av en verksamhetsintegrerad lärarutbildning.2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 2, p. 25-40Article in journal (Refereed)
    Abstract [en]

    In this article, some initial findings from a research project where the practice/theory relationship and collaboration between schools and universities in teacher education are studied. The purpose of the study is to highlight possible effects of a work-integrated teacher education. The empirical base are eight interviews where university teachers describe how the increased time spent in schools might influence student teachers´ performances in university courses. Are any dimensions of teacher competence developed? The answers from the university teachers are first categorized into three themes, namely knowledge of subject didactics, connections theory/practice and practice/practice and finally in relation to the student teachers as legitimate participants. The themes are thereafter related to the concepts of spectator-knowledge and participant-knowledge and to Biestas (2012) concepts: qualification, subjectification and socialization. In conclusion, findings indicate that the “work integrated profile” have potential to balance these purposes of education.

  • 3.
    Hedlin, Maria
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Åberg, Magnus
    Karlstad University, Sweden.
    Fallet med de störande manliga studenterna: En situation tolkad utifrån fyra förklaringsmodeller2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 1, p. 116-133Article in journal (Refereed)
  • 4.
    Nordänger, Ulla Karin
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Lindqvist, Per
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Att skärpa den praktiska blicken: handledares erfarenheter av försök att stärka kvalitet i VFU2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 1, p. 80-97Article in journal (Refereed)
    Abstract [en]

    The article describes supervisors’ experiences of attempting to improve quality in studentteaching by focusing attention on their own expertise. We discuss if and how practicalknowledge can be formulated and present the three methods – Delphi method, stimulatedrecall and dialogue seminars – used in a design experiment to develop the supervisors’capability to, individually as well as collectively, identify and articulate such knowledge.The central question is if the ability to direct attention to the practical and tacit partsof teachers’ expertise increases the quality of the supervision and the assessment of theteacher student skills or not. The results indicate that the supervisors experience that theirpractical sight has been sharpened and that their standards have been raised.

  • 5.
    Reneland-Forsman, Linda
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Designing for active supportive learning cultures2017In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 11, no 1, p. 48-63Article in journal (Refereed)
    Abstract [sv]

    I samtida och framtida lärkulturer beskrivs studenter ofta som självreglerande, självständiga och kunskapssökande studenter med världen som sitt redskap för kunskapsutveckling. Ur många aspekter skiljer sig den bilden från senaste års debatt i Sverige om studenter med försämrade förkunskaper och låg motivation för studier. Denna studie avser att istället lyfta diskussionen till att handla om studenters handlingar och hur dessa kan påverkas av mötet med en undervisningsmiljö.

    I denna studie analyseras och diskuteras lärkulturer som studenters kommunikativa hand- lingar vid två längre utbildningsprogram. Handlingarna kategoriserades utifrån människors livsattityder och förhållningssätt i mötet med en utbildningsmiljö. Studenters handlingar och strategier bör inte betraktas som xa identiteter eller grupperingar utan bör ses som reaktioner på mötet med en lärmiljö. Frågan aktualiserar syftet med högre utbildning samt ansvar för utformningen av lärmiljöer som bättre stödjer studenters meningsskapande och måluppfyllelse.

  • 6.
    Reneland-Forsman, Linda
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Problematisk frånvaro av digital kompetens i lärarutbildningen2011In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 5, no 1, p. 16-33Article in journal (Refereed)
    Abstract [en]

    Teachers as a profession share a responsibility that future generations develop a sustainable digital competence being able to criticize and analyse consequences of living and participating in a contemporary and future knowledge society. This study suggests that certain academic disciplinary cultures execute a buffering effect on the introduction of technology in the educational sphere and interferes with the question of responsibility. Ways to avoid such negative buffering effects could be to: (i) skip the use of the terms IT/ICT as associated with the handling of technology which give a mandate for academic disciplines not to consider other aspects of the growing information society for its related academic and professional practices, and (ii) to focus the internal practice in terms of the everyday work of university teachers. University teachers in this study hardly ever use digital media for didactical purposes. ICT destined projects instead often focus training teachers in their training practices. The gained knowledge and experience thereby follow the students out of higher education.

  • 7.
    Willén-Lundgren, Berit
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Reneland-Forsman, Linda
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Värderelationell reflektion med stöd av digital spegling2017In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 11, no 1, p. 34-46Article in journal (Refereed)
    Abstract [en]

    This study presents a development project within pre-school teacher training at Linnaeus University with the purpose to enhance student activity, goal fulfilment and the use of digital media. Empirical data is from an assessment where students were filmed in two steps, the second time by themselves, reflecting on a previously filmed presentation. Student previous knowledge is used as a capacity for self-reflection elaborating meta-cognitive awareness for a future teaching practice. The study uses a relational approach which takes into account both cognitive and emotional aspects of learning. Analyses show an enhanced meta-cognitive awareness of future pedagogical practice manifested at three levels. Students’ strategies vary between being able to act upon established knowledge in a pedagogical practice to be- ing able to stretch into and vision a future practice and discuss consequences for relations and the impact of democratic values in practice. Digital reflections as a didactical tool were by students themselves regarded as supportive for qualitative variations of reflections related to a future professional practice although further precision in task description and framing is probably necessary for a majority to develop an elaborated awareness.

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