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  • 1. Diedrichs, Peter
    et al.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Willén-Lundgren, Berit
    Flexibla erbjudande, traditionella val? Ett försök med alternativa examinationsformer i lärarutbildningen.2007In: Högskoleverkets kvalitetskonferens, 2007Conference paper (Refereed)
  • 2.
    Diedrichs, Peter
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Willén-Lundgren, Berit
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Karlsudd, Peter
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Flexible examination as a pathway to learning2012In: Problems of Education in the 21st Century, ISSN 1822-7864, Vol. 40, no 40, p. 26-34Article in journal (Refereed)
    Abstract [en]

    Previous research in the field of educational development has highlighted the importance of examination in the learning process. In most educational contexts tests and grades are the most important influences on the students’ learning strategies. A well planned examination strategy is seen as contributing to better learning. A test of flexible examination forms was carried out in the Linnaeus University’s teacher training program in Sweden. During a course in special needs education, 119 teacher trainees were given the opportunity to choose examination method at the start of the course. They were able to choose between four different examination methods and were in addition allowed to propose their own examination method. After the students had been examined they completed an evaluation on their newly acquired and previous examination experience and with the key question being which form of examination was most beneficial to the learning process. The results show that even if the students saw examination as an opportunity for learning and appreciated the option of freely choosing examination method, they did not choose the examination form according to its benefit for the learning process. On the contrary they chose the examination form that they expected to be the easiest path towards high grades.

  • 3.
    Karlsudd, Peter
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Dahl, Marianne
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Willén-Lundgren, Berit
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Less tradition for more profession: an attempt with thesis projects in practical development2017In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 75, no 3, p. 252-262Article in journal (Refereed)
    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.

  • 4.
    Willén Lundgren, Berit
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Specialpedagogik berör och stör i lärarutbildningen: En studie utifrån ett erkännandedialektiskt perpsektiv2010Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
  • 5.
    Willén-Lundgren, Berit
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Specialpedagogik berör och stör i lärarutbildningen2012In: Normkritiska perspektiv – i skolans likabehandlingsarbete / [ed] Elmeroth, Elisabeth, Lund: Studentlitteratur AB, 2012, 1, p. 91-104Chapter in book (Other academic)
  • 6.
    Willén-Lundgren, Berit
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Karlsudd, Peter
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Relationella avtryck och specialpedagogiska perspektiv i fritidshemmets praktik.2013In: Relationell specialpedagogik - i praktik och teori / [ed] Aspelin, J, Kristianstad: Kristianstad University Press , 2013, p. 63-78Chapter in book (Other academic)
    Abstract [sv]

    Kapitel beskriver blivande fritidslärares syn på betydelsen av relationsmedvetenhet i det pedagogiska arbetet med eleverna och hur en sådan medvetenhet kan komma till uttryck i (special)pedagogiska handlingar i fritidshemmen. Utgångsläget är en undersökning som genomfördes vid Linnéuniversitetet våren 2012. De studerande har, i en specialpedagogisk delkurs, problematiserat läraruppdraget med fokus på att kunna möta barns olikheter i en pedagogisk verksamhet. Spänningsfältet mellan kunskapsuppdraget och det sociala uppdraget har särskilt uppmärksammats med hjälp av relationsteoretiska begrepp som de studerande under kursens gång har försökt att identifiera och gestalta genom att ge exempel på konkreta yrkeshandlingar.

  • 7.
    Willén-Lundgren, Berit
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Karlsudd, Peter
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Special needs education perspectives in the practice of leisure: time centres2014In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 62, p. 51-61Article in journal (Refereed)
    Abstract [en]

    This study carried out at Linnaeus University in the spring of 2012 where students in a special needs education module problematised the teacher’s mission with the focus on being able to face differences among children in a pedagogical activity. The aim of the study was to make visible how the teaching and learning of values and attitudes can be promoted in educational practice, as well as to examine student views on including values for leisure-time centre work as stated in the target documents. In the study the students were required to observe activities primarily from the perspective of special needs education concepts referred to as categorical and relational. The results of the observations point to a number of concrete professional pedagogical actions that can be linked to a relational special pedagogy approach.

  • 8.
    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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