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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.
    Examining student teachers’ failures in school-based teacher education2014In: Paper presented at the annual Conference of NERA (Nordic Educational Research Association), Lillehammer, Norway, March 5-7, 2014, 2014Conference paper (Refereed)
  • 2.
    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)
  • 3.
    Hegender, Henrik
    University of Kalmar, School of Human Sciences.
    Akademisk och professionell kunskap. Bedömning av lärarstudenters kunskaper2009In: Paper presenterat vid Konferensen "Gränssättning inom och utanför professioner", NPF (Svenska Nätverket för Professionsforskning), September, Malmö, Sweden, 2009Conference paper (Refereed)
  • 4.
    Hegender, Henrik
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Bedömning, examination och betygsättning i ”öppen” högskolemiljö2013Conference paper (Other academic)
  • 5.
    Hegender, Henrik
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Examinerar vi närvaro eller kunskap - det är frågan?2011In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 1, no 1, p. 73-74Article in journal (Other academic)
  • 6.
    Hegender, Henrik
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Failure Procedures in Practicum: A Case Study of the Assessment Procedures at one Swedish Teacher Education Program2015In: ECER 2015, Education and Transition. Contributions from Educational Research, Network: 10. Teacher Education Research. Budapest, September 7-11, 2015, 2015Conference paper (Refereed)
    Abstract [en]

    The aim is to explore the assessment procedures in relation to student teachers’ knowledge during their school-based education (SBE, i.e. practicum). The study´s focus is directed to the procedures that come into play when student teachers are at risk getting a failure grade. The “assessment procedures” also include the written documents affecting the assessments.

    Assessments are usually communicated to students as written or oral statements. A summative assessment utterance is an assessment statement of the knowledge a student has. On the other hand, a formative one is a statement of a student´s future learning possibility and ability. Thus, summative assessments often become visible in examination and grading activities, and formative assessment within mentoring activities as guidance (cf. Black & Wiliam, 2009).

    Research results of assessments in SBE, in terms of the formative aspects, are extensive (Franke & Dahlgren, 1996; Ottesen, 2008; Sluijmans & Prins, 2006; Tillema & Smith, 2009). According to those studies assessment utterances from mentors and/or teacher educators during student-teaching conferences almost exclusively consists support and guidelines about student teachers’ learning possibilities, and very seldom a clear assessment of their present knowledge. Research on summative assessment issues in SBE can hardly be found, internationally or in Sweden (Goodwin & Oyler, 2008; Hegender, 2010; Hegender, Lindqvist & Nordänger, 2012). Additionally, these summative assessment procedures and outcomes seem to be very elusive and difficult to explore (Gardesten & Hegender, 2014; Goodwin & Oyler, 2008; Raths & Lyman, 2003). Gardesten and Hegender (2014) have examined summative assessment procedures and outcomes in SBE, and the results show that the assessment practices are very difficult for teacher education (TE) programs to manage and overview, and therefore, difficult for researchers to explore. For this reason, this study will explore one Swedish TE-programs’ assessment procedures during SBE.

    Research results regarding summative assessment issues within SBE are very few. This is clearly stated in a review article by Goodwin and Oyler (2008). One explanation of this problem is the absence of criteria for teacher incompetence in SBE, identified and described by Raths and Lyman (2003). Another probably explanation is TE programs’ inability to clarify different assessment roles and responsibilities of the two different parts within SBE; teacher educators and mentors (Basmadjian, 2011; Fernandez & Erbilgin, 2009; Ryve, Hemmi & Börjesson, 2011; Yusko & Feiman Nemser, 2008).

    A own research review performed 2012, (in connection to our own research project), shows a research picture similar to Goodwin and Oyler (2008).  A sort of pilot survey study, therefore was performed to all TE-programs in Sweden (N=25), directed to the TE-programs’ coordinators of SBE (Gardesten & Hegender, 2014). The coordinators were asked about the amount of failures, and about the procedures involved with failures in SBE (ibid.). The general results of all TE programs showed a mean value of 1 per cent failures. However, two programs had large amount of failures: eight and nine per cent. 

    The aim is to explore the assessment procedures at one of these two programs. The tentative hypothesis is that this TE program could provide some interesting explanations about the failures in relation to their assessment procedures.

    1. What sorts of assessment procedures do the TE programs’ teacher educators describe are in play at the university and the schools, generally, and when PE student teachers are at risk of getting a failure during their SBE?
    2. How can the assessment procedures at the TE programs be understood in relation to the written documents that possible can affect the assessment procedures?
    3. Can the relatively higher number of student failures be explained by the assessment procedures and documents, and in that case how?

    Method

    At the studied program physical education (PE) student teachers are educated, and the amount of students admitted to the program annually is aprox. 200. The SBE coordinator at the program were contacted, i.e. one of the teacher educators. She recommended three more teacher educators who have experienced many SBE courses and the assessment procedures at the program. Consequently, four interviews with teacher educators were accomplished. Moreover, the program´s written documents were collected and analyzed in relation to the assessment procedures that the teacher educators communicated in the interviews (intended learning outcomes/criteria and examination assignments).

    Expected Outcomes

    Due to the research questions, and especially the third one (Can the relatively higher number of student failures be explained by the assessment procedures and documents, and in that case how?), are the study´s conclusion: probably Yes! The findings are only preliminary, further analytical work is necessary. Nevertheless, three preliminary explanations are given. 1) The teacher educators have a clearly proactive strategy when students are at risk getting a failure: calling and visiting the students, and there mentors, very often in order to assess them and their ”practical” teacher knowledge in schools. 2) The students are also assessed within seminars at the university: the school-based education is transformed to university-based education and the assessment is therefore also clearly based on students´ ”theoretical” teacher knowledge. 3) A fairly recently created rigorously structured system of assessment criteria with a clear progression about the learning of teacher knowledge is used at the program.

    References

    Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21, 5-31. Basmadjian, K. G. (2011). Learning to balance assistance with assessment: A scholarship of field instruction. The Teacher Educator, 46(2), 98-125. Fernandez, M., & Erbilgin, E. (2009). Examining the supervision of mathematics student teachers through analysis of conference communications. Educational Studies in Mathematics, 72(1), 93–110. Franke, A., & Dahlgren, L. O. (1996). Conceptions of mentoring: An empirical study of conceptions of mentoring during the school-based teacher education. Teaching and Teacher Education, 12(6), 627-641. Gardesten, J., & Hegender, H. (2014). Underkännanden inom verksamhetsförlagd lärarutbildning: Resultat från en forskningsexpedition i svårframkomlig terräng [Failures within school-based teacher education: Results from a research expedition in difficult terrain]. Manuscript submitted. Goodwin, A. L., & Oyler, C. (2008). Teacher educators as gatekeepers. Deciding who is ready to teach. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers. (Eds), Handbook of research on teacher education: Enduring questions in changing contexts, (pp. 468-489). New York, NY: Routledge. Hegender, H. (2010). The assessment of student teachers’ academic and professional knowledge in school-based teacher education. Scandinavian Journal of Educational Research, 54(2), 151-171. Hegender, H., Lindqvist, P., & Nordänger, U. K. (2012). Från samspråk om lämplighet mot förhandling om skicklighet? Bedömningssamtal i verksamhetsförlagd lärarutbildning [From talking about suitability to a negotiation of skills? Student-teaching conferences within school-based teacher education]. Pedagogisk Forskning i Sverige, 12(1-2), 61-79. Ottesen, E. (2007). Teachers ”in the making”: Building accounts of teaching. Teaching and Teacher Education, 23(5), 612-623. Raths, J., & Lyman. F. (2003). Summative evaluation of student teachers. An enduring problem. Journal of Teacher Education, 54(3), 206-216. Ryve, A., Hemmi, K., & Börjesson, M. (2011). Discourses about school-based mathematics teacher education in Finland and Sweden. Scandinavian Journal of Educational Research, 55, http://dx.doi.org/10.1080/00313831.2011.623178 Sluijsmans, D., & Prins, F. (2006). A conceptual framework for integrating peer assessment in teacher education. Studies in Educational Evaluation, 32(1), 6-22. Tillema, H. H., & Smith, K. (2009). Assessment orientation in formative assessment of learning to teach. Teachers and Teaching: Theory and practice, 15(3), 391-405.

  • 7.
    Hegender, Henrik
    University of Kalmar, School of Human Sciences.
    Formellt eller tyst? Bedömning av lärarstudenters verksamhetsförlagda kunskaper2009In: Paper presenterat vid 2009 års VILÄR-konferens (Verksamhetsintegrerat Lärande), Trollhättan, 2009Conference paper (Refereed)
  • 8.
    Hegender, Henrik
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Generell kompetens eller specifik presationsförmåga?: Förväntningar och krav på en nyexaminerad universitetsstudent.2012Conference paper (Other (popular science, discussion, etc.))
  • 9.
    Hegender, Henrik
    University of Kalmar, School of Human Sciences.
    Hur vet de att målrelaterade betyg är bättre?2005In: Barometern Oskarshamns-Tidningen, Vol. 27 april, DebattArticle in journal (Other (popular science, discussion, etc.))
  • 10.
    Hegender, Henrik
    University of Kalmar, School of Human Sciences.
    In between academy and profession. The formulation and assessment of student teachers’ knowledge in Swedish teacher education2009In: Paper presented at the 37th Congress of NERA (Nordic Educational Research Association), Trondheim, Norway, 2009Conference paper (Refereed)
  • 11.
    Hegender, Henrik
    University of Kalmar, School of Human Sciences.
    Lärares yrkeskunnande och lärarstudenters lärande2006In: En populärvetenskaplig presentation vid Högskolan i Kalmars VFU-konferens, Kalmar, 2006Conference paper (Other (popular science, discussion, etc.))
  • 12.
    Hegender, Henrik
    University of Kalmar, School of Human Sciences.
    Lärarutbildningars kunskapsmål för verksamhetsförlagd utbildning – ett mischmasch av teori och praktik.2007In: Populärvetenskaplig presentation vid Högskolans i Kalmar VFU-konferens, Västervik, 2007Conference paper (Other (popular science, discussion, etc.))
  • 13.
    Hegender, Henrik
    University of Kalmar, School of Human Sciences.
    Lärarutbildningars kunskapsmål för verksamhetsförlagd utbildning.: Ett mischmasch av teori och praktik.2007In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 12, no 3, p. 194-207Article in journal (Refereed)
    Abstract [sv]

     I den här studien granskas kunskapsmålen för den verksamhetsförlagda utbildningen (VFU) inom svensk lärarutbildning. I lärarutbildningens senaste styrdokument beskrivs lärares kunskap både som »praktisk» och »teoretisk» och man förordar en växelverkan mellan dessa båda kunskapsformer liksom mellan högskoleförlagd och verksamhetsförlagd utbildning. Forskning om lärarutbildning visar dock att integrering av lärares så kallade teoretiska och praktiska kunskap, och av högskoleförlagd och verksamhetsförlagd utbildning, är problematisk. Samtliga 26 lärarutbildningssäten i Sverige var målgrupp för studien varav 17 kom att delta. Dessa 17 svarar för 90% av landets utexaminerade lärare. Resultatet från undersök-ningen visar att kunskapsmålens antal, form och innehåll varierar. Vissa lärosäten har ett stort antal mål medan andra endast har ett fåtal. Vissa lärosäten har en dominans av påståendeanknutna kunskapsmål medan andra domineras av proceduran-knutna mål, samtidigt som kunskapsmålen kan ses som mångtydiga och vaga. Utfallet av analysen sammanfattas i en figur vilken diskuteras som ett möjligt verktyg för analys och utformning av lärarstudenters lärande under den verksamhetsförlagda utbildningen.

  • 14.
    Hegender, Henrik
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Matriser som bedömningsgrunder i lärarutbildningen2017In: Att bedöma lärarkvalitet: Skicklighet, lämplighet & kompetens / [ed] Per Gerrevall, Stockholm: Natur och kultur, 2017, 1, p. 151-170Chapter in book (Other academic)
  • 15.
    Hegender, Henrik
    University of Kalmar, School of Human Sciences.
    Mellan akademi och profession. En studie om hur lärarkunskap beskrivs och bedöms i VFU2009In: Populärvetenskaplig presentation vid Högskolans i Kalmar VFU-konferens, Borgholm, 2009Conference paper (Other (popular science, discussion, etc.))
  • 16.
    Hegender, Henrik
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Mellan akademi och profession.: Hur lärarkunskap formuleras och bedöms i verksamhetsförlagd lärarutbildning.2010Doctoral thesis, comprehensive summary (Other academic)
  • 17.
    Hegender, Henrik
    University of Kalmar, School of Human Sciences.
    Teachers' practical knowledge. A pre-service teacher education assessment perspective2006In: Paper presented at the 34th Congress of NERA (Nordic Educational Research Association), Örebro, Sweden, Örebro, Sweden, 2006Conference paper (Refereed)
  • 18.
    Hegender, Henrik
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    The assessment of student teachers' academic and professional knowledge in school-based teacher education2010In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 54, no 2, p. 151-171Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to scrutinize the assessment of teacher knowledge in a school‐based course at one Swedish pre‐service teacher education program. In a general education school‐based course, teacher educators visited the student teachers at their school placements and met them and their school mentors in student‐teaching conferences to assess their teacher knowledge. The findings primarily show that the assessment procedures are influenced by teacher educators’ organization of the school visits and conferences. Secondly, the organization of the school visits and conferences influences who the potential and actual assessors at the conferences can be and are. Thirdly, the assessed student teacher knowledge at the conferences is described as procedural knowledge in a knowledge‐in‐practice perspective, almost exclusively in the area of relational, emotional, and caring learning objectives and aspects of teaching activities. Fourthly, the findings show that propositional knowledge in a knowledge‐for‐practice perspective is hardly mentioned or assessed.

  • 19.
    Hegender, Henrik
    University of Kalmar, School of Human Sciences.
    The never-ending story: Theory and practice and school-based teacher education dilemmas2007In: Paper presented at the 35th Congress of NERA (Nordic Educational Research Association), Turku, Finland, Turku, Finland, 2007Conference paper (Refereed)
  • 20.
    Hegender, Henrik
    University of Kalmar, School of Human Sciences.
    To see or not to see: That’s the question? Om autentisk bedömning i VFU2009In: Populärvetenskaplig presentation vid Högskolans i Kalmar VFU-konferens, Kalmar, 2009Conference paper (Other (popular science, discussion, etc.))
  • 21.
    Hegender, Henrik
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    "Tyst" men skickligt!: Bedömning av lärarstudenter i idrottslärarpraktik2013In: I takt med tiden?: Perspektiv på idrottslärarutbildning i Skandinavien / [ed] Erik Backman & Lena Larsson, Lund: Studentlitteratur AB, 2013, p. 161-176Chapter in book (Other academic)
  • 22.
    Hegender, Henrik
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Underkännandeprocedurer i verksamhetsförlagd utbildning: En fallstudie av ett lärarprograms bedömningspraktiker.2014Conference paper (Other academic)
  • 23.
    Hegender, Henrik
    University of Kalmar, School of Human Sciences.
    Villkor och praxis. Bedömning av lärarstudenters yrkeskunskaper under verksamhetsförlagd utbildning2009In: Populärvetenskaplig presentation vid Högskolans i Kalmar Idrottslärarutbildarträff (i anslutning till 2009 års SVEBI-konferens), Kalmar, 2009Conference paper (Other (popular science, discussion, etc.))
  • 24.
    Hegender, Henrik
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Villkor och praxis: Bedömning av lärarstudenters yrkeskunskaper under verksamhetsförlagd utbildning2010In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 30, no 3, p. 180-197Article in journal (Refereed)
    Abstract [en]

    The present study examines the assessment conditions, assessment content and assessment processes of a school-based course within a teacher education program in Sweden. The empirical base consists of supporting documents for assessment, eight student-teaching conferences with teacher educators, mentors and student teachers, and interviews with the teacher educators. The analysis tools used are a theoretical framework of teacher knowledge as well as models for assessment of vocational knowledge. The results show that the assessment is exclusively expressed formative, and only student teachers’ procedural knowledge from a knowledge-in-practice approach is assessed. One assessment model characterizes the assessment processes where the formal learning objectives are not standard for the assessment of the student teachers. This means that teacher educators and mentors not easily can check the students’ vocational actions against learning objectives, but need to base their assessments on their own knowledge and experiences as teachers.

  • 25.
    Hegender, Henrik
    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.
    Nordänger, Ulla Karin
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Från samspråk om lämplighet mot förhandling om skicklighet?: Bedömningssamtal i verksamhetsförlagd lärarutbildning2012In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 12, no 1-2, p. 61-79Article in journal (Refereed)
  • 26.
    Hegender, Henrik
    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.
    Nordänger, Ulla Karin
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    The assessment of student teachers' vocational knowledge. A design experiment.2011In: Paper presented at the Conference of EERA (European Educational Research Association), Berlin., 2011Conference paper (Refereed)
  • 27.
    Hegender, Henrik
    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.
    Nordänger, Ulla Karin
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    The assessment of student teachers' vocational knowledge: A design experiment2010In: Paper presenterat vid Forskarskolan i pedagogisk bedömning:s Forsknings- och utvecklingskonferens, Stockholm, 2010Conference paper (Refereed)
  • 28.
    Hegender, Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Stigmar, Martin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Universitetspedagogik i praktiken: Sexton lärartexter om pedagogisk utveckling.2013Report (Other academic)
    Abstract [sv]

    Denna publikation är ett exempel på hur kunskap om universitetspedagogisk utveckling kan kommuniceras. Att kommunicera är en av flera viktiga delar av Scholarship of Teaching and Learning (SoTL). SoTL är ett internationellt etablerat fenomen som tydliggör det viktiga och komplexa uppdrag som universitetslärare har, nämligen att i sin profession på ett kreativt, kritiskt och integrerat sätt undervisa, forska samt kommunicera med omgivande samhälle. Att kommunicera och initiera ett lärande om forskningsgrundad kunskap på ett adekvat sätt är därigenom ett centralt pedagogiskt uppdrag tillsammans med såväl forskarkollegor och studenter, som med människor i omgivande samhälle. Ofta kräver detta ett vetenskapligt språk, men också ett mer populärvetenskapligt förhållningssätt. Det betyder att en didaktisk (undervisande) förmåga gynnar de tre uppdragen som alla olika universitetsläraranställningar vilar på. I de texter som presenteras i rapporten får du läsa om några av Linnéuniversitetets lärares identifierade pedagogiska problem eller lösningar, av ämnesdidaktisk eller allmänpedagogisk karaktär. De har alla relevans för kunskapsbildande och kunskapsspridande aktiviteter på grundnivå, avancerad nivå, forskarutbildningsnivå eller forskningsnivå. Texterna utgår från lärarnas många olika ämnen: kemi, socialt arbete, musik, svenska, psykologi, ekonomi, biologi, design, statistik, skog och trä och litteraturvetenskap.

  • 29. Hultman, Glenn
    et al.
    Schoultz, Jan
    Wedin, Ann-Sofi
    Lindqvist, Per
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Nordänger, Ulla Karin
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Hegender, Henrik
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Lärandet i den verksamhetsförlagda delen av lärarutbildningen: Yrkeslärande, lärlingsprocesser och handledarskap. Resultatdialog 2012, Vetenskapsrådets rapportserie, 7:20122012Report (Other academic)
  • 30.
    Lindqvist, Per
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Nordänger, Ulla Karin
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Hegender, Henrik
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Gerrevall, Per
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Linnér, Susanne
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    The fuzziness of failing teacher students - indicators and procedures2011In: Paper presented at the conference of ISATT, Braga, Portugal, 2011Conference paper (Refereed)
  • 31.
    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.
    Hegender, Henrik
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Gardesten, Jens
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Att skärpa den praktiska blicken. En modell för ökad kvalitet i handledning och bedömning av yrkeskunnande.2011In: Paper presenterat vid årliga VILÄR-konferensen (Verksamhetsintegrerat lärande), Skövde., 2011Conference paper (Refereed)
  • 32.
    Nordänger, Ulla Karin
    et al.
    University of Kalmar, School of Human Sciences.
    Lindqvist, Per
    University of Kalmar, School of Human Sciences.
    Hegender, Henrik
    University of Kalmar, School of Human Sciences.
    Hultman, Glenn
    Schoultz, Jan
    Vad händer om man tänker tvärtom? Går det att byta praktikuppgifter mot teoriuppgifter i lararutbildningen?2009In: Paper presenterat vid Vetenskapsrådets årliga konferens: Resultatdialogen 2009, Umeå, 2009Conference paper (Other academic)
  • 33.
    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.
    Hegender, Henrik
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Hultman, Glenn
    Schoultz, Jan
    Vad händer om man tänker tvärtom? Går det att byta praktikuppgifter mot teoriuppgifter i lärarutbildningen?2009Report (Other academic)
  • 34.
    Nordänger, Ulla Karin
    et al.
    University of Kalmar, School of Human Sciences.
    Lindqvist, Per
    University of Kalmar, School of Human Sciences.
    Hultman, Glenn
    Schoultz, Jan
    Hegender, Henrik
    University of Kalmar, School of Human Sciences.
    Application of converse thinking: Interchange of practical assignments with theoretical applications in teacher education2005In: Paper presented at the Conference of EERA (European Educational Research Association), Dublin, Dublin, 2005Conference paper (Refereed)
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