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Elever som lektionsobservatörer: Samtidigt lärande för elever, lärare och skola
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
2017 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Skolutveckling engagerar myndigheter, lärosäten och skolor över hela Sverige.  I fokus finns systematiskt kvalitetsarbete, lärarkompetens och ämnesdidaktik. Denna aktionsforskningsstudie prövade elever som lektionsobservatörer på ett sätt som kombinerar metoden som didaktisk metod i ämnet psykologi, formativ bedömning för utveckling av lärarkompetensen och som möjlig del av systematiskt kvalitetsarbete. Studien utfördes på en gymnasieskola i mellansverige och deltagare var eleverna på gymnasiets år tre som läste psykologi, fyra lärare i olika ämnen samt rektor. Eleverna deltog i ordinarie undervisning i olika ämnen och skattade sedan undervisningskvaliteten utifrån skolinspektionens observationsschema samt gav läraren feedback i formen ”two stars and a wish”. Alla deltagare svarade sedan på en enkät. Resultatet ger stöd för metodens relevans som didaktisk metod, formativ bedömning och möjlig del av systematiskt kvalitetsarbete. Resultatet ger också stöd för metodens användbarhet då den upplevdes som enkel, inte stal tid från observerad undervisning och upplevdes som positiv av alla deltagare.  

Abstract [en]

School development engages authorities, universities and schools across Sweden. The focus is systematic quality work, teacher competence and subject didactics. This action research study tested students as lesson observers in a way that combines the method as didactic method in psychology, formative assessment for the development of teacher competence and as a possible part of systematic quality work. The study was conducted at a secondary school in Sweden and participants were the students of the upper secondary school's third year studying psychology, four teachers in various subjects as well as the principal. The students participated in regular teaching in different subjects and then estimated the teaching quality based on the school inspection observation schedule and gave the teacher feedback in the form of two stars and a wish. All participants then responded to a questionnaire. The result provides support for the relevance of the method, both as didactic method, formative assessment and as a possible part of systematic quality work. The result also provides support for the usability of the method as it was perceived as simple, not stealing time from observed lessons and was perceived as positive by all participants.

Place, publisher, year, edition, pages
2017. , p. 51
Keywords [en]
school improvement, formative assessement, didactics, student participation, teacher competence
Keywords [sv]
systematisk kvalitetsutveckling, formativ bedömning, didaktisk metod, delaktighet, lärarkompetens
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:umu:diva-148194OAI: oai:DiVA.org:umu-148194DiVA, id: diva2:1211003
Subject / course
Examensarbete för lärarexamen
Educational program
Kompletterande pedagogisk utbildning - gymnasieskolan
Supervisors
Examiners
Available from: 2018-07-09 Created: 2018-05-30 Last updated: 2018-07-09Bibliographically approved

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CiteExportLink to record
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Citation style
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