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  • 1.
    Andersson, Erik
    et al.
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Lundström, Emmalo
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Teater i Undervisningen: fyra TIU-program ur ett sociokulturellt perspektiv2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    De sociokulturella teorierna försöker ge en förklaring till hur lärande går till. TIU är en metod som syftar till lärande och därför tittar vi i denna undersökning på vad de sociokulturella teorierna säger om fyra valda TIU-program. Materialet till denna studie är hämtat från eget material, litteratur samt studenter i Oslo. De olika ursprungskällorna medförde att materialet ursprungligen såg ut på olika sätt, men det har bearbetats för att få en enhetlig form. Det bearbetade materialet analyseras utifrån Olga Dysthes sex centrala aspekter i sociokulturell teori om lärande, samt Vygotskijs teori om ”den närmaste utvecklingszonen”. Dysthes punkter är:

    1. Lärande är situerat.

    2. Lärande är huvudsakligen socialt.

    3. Lärande är distribuerat.

    4. Lärande är medierat.

    5. Språket är grundläggande i läroprocesserna.

    6. Lärande är deltagande i en praxisgemenskap.

    De slutsatser vi drar är att de fyra TIU-programmen harmonierar rätt väl med de sociokulturella teorierna om lärande. Den starkaste länken är punkten om att lärande är distribuerat. TIU-programmen ger eleverna möjlighet att utbyta kunskap och erfarenheter om ämnet som behandlas. Den svagaste länken är att TIU-programmen kan ha svårt att anpassa sig efter elevernas olikheter och individuella behov.

  • 2.
    Andersson, Paulina
    et al.
    Umeå University, Faculty of Teacher Education, Teacher Education in Swedish and Social Sciences.
    Vestin, Sandra
    Umeå University, Faculty of Teacher Education, Teacher Education in Swedish and Social Sciences.
    Läslust genom skönlitteratur: en möjlighet för alla?2006Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med vår studie är att ur ett sociokulturellt perspektiv undersöka och analysera hur lärare menar att de skapar läslust hos elever och framför allt hos elever med ett annat modersmål än svenska. För att kunna besvara vårt syfte har vi utfört halvstrukturerade intervjuer med sex lärare. Dessa intervjuer spelades in på band för att sedan transkriberas och kategoriseras. För att kunna analysera resultatet har vi tagit del av svensk och internationell forskning om läslust och modersmål. Denna forskning visar att skönlitteratur bidrar till att skapa läslust och att utveckling av modersmål gynnar andraspråksinlärningen. Förutom forskning i dessa ämnen har vi även tagit del av beprövad erfarenhet och genomförda projekt. En insikt som vi fått genom vår studie är att skönlitteratur kan användas som ett arbetssätt med många möjligheter och som gynnar alla elever oavsett kulturell och språklig bakgrund. Resultatet visar att de intervjuade lärarna arbetar på samma sätt med att skapa läslust hos alla sina elever. Dessutom visar resultatet att de intervjuade lärarna har ringa kunskaper i vad forskning säger om modersmålets betydelse för fortsatt språkutveckling. Förutom detta visar resultatet att bearbetning av litteratur skiljer sig avsevärt åt mellan de olika lärarna. En ytterligare insikt som vi fått under vår studie är vikten av att eleverna får möjlighet att bearbeta litteratur tillsammans med andra för att ta del av andras erfarenheter och upplevelser av det lästa.

  • 3.
    Berggren, Johan
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Så få ord, så mycket dumheter: en kritisk granskning av svenska gymnasieböckers skildringar av marxistisk idétradition2007Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats innehåller en kvalitativ analys av ett antal läroboksskildringar av den marxistiska idétraditionen i svenska gymnasieläroböcker i historia, samhällskunskap och religion. Undersökningen analyserar hinder för elevens förståelse av den marxistiska idétraditionen utifrån frågeställningarna om i vilken grad texterna på ett upplysande och rättvisande sätt skildrar den idétraditionen förstådd utifrån marxisters självbild. Denna självbild representeras av ett antal utvalda marxistiska auktoriteter. Slutsatser som kan dras utifrån analysen är att påtagliga brister finns i de flesta av de undersökta texterna både i avseende på hur upplysande och rättvisande deras beskrivningar är. Många missvisande framställningar av idéer samt felaktiga förklaringar och brukanden av olika begrepp gör att många texter på flera punkter inte kan sägas ge en rättvisande skildring. När det gäller huruvida skildringarna är upplysande är detta ett större problem än det förra då många författare slarvar med förklaringar av begrepp samt klargöranden av vilka de refererar till när de beskriver olika idéer. Denna brist i att göra skildringarna upplysande är den allvarligaste bristen i de undersökta läroböckerna, en brist som på ett mycket påtagligt sätt riskerar att hindra och missleda elevens förståelse.

  • 4. Bloch, Marianne N.
    et al.
    Holmlund, KerstinUmeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.Moqvist, IngeborgPopkewitz, Tomas S.
    Governing children, families and education: restructuring the welfare state2003Collection (editor) (Refereed)
  • 5.
    Dahlström, Lars
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Crebbins, WendyMannberg, JanFaculty of Teacher Education, Teacher Education in Swedish and Social Sciences.
    Namibian Educators Research Their Own Practice: Critical Practitioner Inquiry in Namibia.2000Collection (editor) (Other (popular science, discussion, etc.))
  • 6.
    Dahlström, Lars
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Mannberg, JanFaculty of Teacher Education, Teacher Education in Swedish and Social Sciences.
    Critical Educational Visions and Practices in Neo-liberal Times.2006Collection (editor) (Other academic)
  • 7.
    Danell, Torbjörn
    et al.
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Drugge, Christina
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Företagsamt lärande och arbetsliv: Ett utbildningsmaterial för arbetslivet: företagare - näringsliv - närsamhälle2006Book (Other (popular science, discussion, etc.))
  • 8.
    Danielsson, Anna
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Responsgrupper i den pedagogiska praktiken: lärares inställning till responsgrupper i skrivundervisningen2007Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med det här arbetet är att undersöka och analysera lärares uppfattning av responsgrupper i skrivundervisningen i svenskämnet på gymnasiet. Metoden för undersökningen är kvalitativ och består av intervjuer. Resultatet visar att alla lärare har haft kontakt med arbetssättet i sin utbildning. Uppfattningarna av responsgrupper skiljer sig emellertid åt mellan lärare. Det framgår att responsgrupper är ett etablerat arbetssätt för hälften av lärarna i studien. Dessa lärare framhåller responsgrupper som ett övervägande positivt arbetssätt. De lärare i studien som inte arbetar med responsgrupper framhåller tidsbrist, stress över att hinna med den lokala kursplanen, samt motstånd från eleverna som anledningar att inte arbeta med responsgrupper. Samtliga lärare i studien menar att responsgrupper är tidskrävande. Viktiga slutsatser av studien är att arbetet med responsgrupper inte motsätter sig en strukturerad skrivundervisning, att det kräver utbildning och engagemang hos läraren, samt att det är ett - för såväl lärare som elever – krävande arbetssätt.

  • 9.
    Eklund, Niklas
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science.
    Larsson, Anna
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Teacher education in social science in Sweden in historical and comparative perspectives2009In: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 8, no 2, p. 81-93Article in journal (Refereed)
    Abstract [en]

    In this paper, we will examine teacher education in social science. In the Swedish context, teacher education is part of the university system, but teacher education in social science is differently organized than social science education for other students. Teacher education in social science today is also, as a result of the deregulation at all levels of the Swedish educational system in the 1990s, locally designed and there are significant differences between universities. The aim of this paper is twofold. The first aim is to explore the roots of the current situation in the history of teacher education in social science in Sweden from the mid 1900s and into the early 2000s. The other aim is to describe and discuss comparatively how this education is organized at different Swedish universities today. The analysis revolves around questions about disciplinarity, organization and teacher education as a “trading zone” between the traditional academic disciplinary organization of social science and the conceived needs of the school subject Civics.

  • 10. Forsberg, Ulla
    et al.
    Holmlund, Kerstin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Kreativ teknik1990Book (Other academic)
  • 11. Fredriksson, Ulf
    et al.
    Eklund, Monica
    Taube, Karin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Reading and education for students of immigrant origin in some Swedish municipalities2009In: US-China Education Review, ISSN 1548-6613, Vol. 6, no 11, p. 17-32Article in journal (Refereed)
  • 12.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Härnösand, Sweden.
    Holzer, Thomas
    Statistical Office of the City of Bern, Switzerland.
    McCluskey-Cavin, Huguette
    Swiss Federal Statistical Office, Neuchâtel, Switzerland.
    Taube, Karin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Strengths and Weaknesses in the Swedish and Swiss Education Systems: a comparative analysis based on PISA data2009In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 1, no 1, p. 54-68Article in journal (Refereed)
    Abstract [en]

    Sweden and Switzerland are among the wealthiest countries in the world, but also two countries with different approaches to how to provide welfare. Sweden has followed a social democratic welfare model and Switzerland a liberal model. This has implications for how the education systems have been organised. The Programme for International Student Assessment (PISA) study makes it possible to compare the achievements of students in reading and mathematics. Students in Switzerland are significantly better than Swedish students in mathematics. In reading, Swedish students are significantly better than Swiss students. In both countries, girls are better readers than boys. The gender difference in reading is larger in Sweden than in Switzerland. Boys are better than girls in mathematics. The gender difference in mathematics is smaller in Sweden than in Switzerland. The difference in reading between natives and non-natives is considerably lower in Sweden than in Switzerland. Sweden is among those countries where the variance between schools is very low. In Switzerland the variation in student performance among schools is higher than the average in the Organisation for Economic Cooperation and Development. Both education systems may be regarded to be of high quality in an international perspective. The Swedish system has, with the exception of the gender gap in reading, produced a system that seems to have a higher degree of equity than the Swiss system.

  • 13.
    Gustavsson, Laila
    Umeå University, Faculty of Arts, Department of Teacher Education in Swedish and Social Sciences.
    Att bli bättre lärare: Hur undervisningsinnehållets behandling blir till samtalsämne lärare emellan2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis reports results from a study that focuses on teachers’ professional development during an in-service training period.

    The aim is to analyse and describe how the teachers talk about and handle lesson content. The first question concerns changes in relation to a specific object of learning. The second question concerns how they relate to a theoretical framework and the third question concerns differences in the students’ learning outcome and if it can be understood in relation to the teachers’ development.

    The variation theory is the theoretical framework that is used for lesson planning as well as when analysing results. The basis of the study is that learning always is the learning of something and that the teachers’ activity as well as the students’ activity constitutes the space of variation that decides what is possible to learn concerning a delimited object of learning, i.e. the enacted object of learning. The object of learning is seen as a capability and it can be defined by its critical features. The constitution of the meaning aimed for the critical features of the object must be discerned. The intentional object of learning describes the teachers’ intention with the lesson, and the lived object of learning is what the students really discerned. The theoretical assumption is that learning always assumes an experienced variation where learning is seen as a change in the learners’ possibility to experience the world in a certain way. You have to have experienced a phenomenon’s variation to understand its meaning, i.e. what we experience is how something differs from something else.

    The method is Learning study and it can be described as a hybrid of the Japanese Lesson study and Design experiment. A Learning study is theoretically grounded and the primary focus is on an object of learning. The learning study group consisted of three teachers and most often two researchers. Each member had equal status in the group. The object of learning seen from the teachers’ perspective was the variation theory that was gradually introduced by the researchers. The empirical material was generated from audio-taped discussions and from videotaped lessons.

    The findings should be seen as a contribution to the discussion about teachers’ professional development. The teachers participated in a collective construction of pro-fessional knowledge and it can be stated that the teachers had no problem changing their discussions to focus on a specific object of learning when the theoretical framework was used in relation to their own practices. Another finding is that the change in how the teachers handled the object of learning influenced the students’ learning in a positive way although the results were subtle.

  • 14.
    Holmgren, Anders
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Klassrummets relationsetik: Det pedagogiska mötet som etiskt fenomen2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The main purpose of the present study is to explore how the ethical relationship between teacher and student in the classroom can be described and understood from the approach of the French philosopher Emmanuel Lévinas. I also examine the theoretical concepts that can be derived from Lévinas’ ideas in order to be able to interpret the manner in which this ethical relationship manifests itself in the classroom.

    The empirical data was generated through observation of the kind often found in ethnographical studies like microanalyses using a variety of digital techniques. I also made use of direct observation and stimulated recall interviews in close connection with the classroom events. The study was carried out at two Swedish schools and the focus was placed on classroom practice and ethical communication in the classroom. Facial expressions, eye contact, gestures and other non-verbal communication was of great interest. Through microanalysis of classroom interaction I have attempted to uncover what exists under the surface of the classroom communication in more detail.

    According to Lévinas, ethics is understood as a relation of the infinitive responsibility to the Other person. In a pedagogical context, we may speak of the ”first meeting” face-to-face before any categorization of the other individual is formulated. The key concepts are Saying (in relation to the Said), the Other, the Face, asymmetrical relationships and alterity. In their encounter with the empirical data collected, the concepts have been freighted with edagogical significance. These original ethical thoughts of Lévinas, much of which challenge what has previously been taken for granted, can provide new insight into educational work.

    This investigation has provided other insights into the ethical dimension of education, especially as the teacher-student relationship is concerned. The close connection between vulnerability and interdependence in the teacher-student relationship, and communication as self-exposure, are important findings that can help teachers and pedagogues to understand the ethical dimension of the educational encounter with the student. Throughout the study, a relational ethical perspective has been developed as an alternative interpretative tool for analyzing and reflecting upon the teacher-student relationship.

  • 15.
    Holmlund, Kerstin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Governing new realities and old ideologies: a gendered, power-based and class related process: The Public debate concerning Motherhood and early childcare institutions in Sweden 1938-19502003In: Governing Children, Families and Education: Restructuring the Welfare State / [ed] Marianne N. Bloch, Kerstin Holmlund, Ingeborg Moqvist, Tomas S. Popkewitz,, New York: Palgrave Macmillan , 2003Chapter in book (Refereed)
  • 16.
    Holmlund, Kerstin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Institutional Forms of Child Care2003In: Encyclopedia of Children and Childhood in history and society / [ed] Paula S. Fass, Indianapolis: Macmillan Reference USA , 2003Chapter in book (Refereed)
  • 17.
    Holmlund, Kerstin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Poor parents and children encounter industrialisation: the clash between poor legislation and school legislation in Sweden at the end of the nineteenth century2008In: Europe, Amériques: L’éducation entre heritage et modernite, Waldersbach 28-30 août 2008, Waldersbach: Laboratoire CIVIIC (axe 2, Université de Rouen), Laboratoire Laboratório Educação e Imagem (UERJ, Rio), Musée Oberlin , 2008, p. 30-47Conference paper (Refereed)
    Abstract [en]

    The study is based on unique Swedish primary sources and deals with how state regulation and societal transformations intervened in the lives of poor children and their parents. In particular, it examines how collaboration between schools and poor relief resulted in normative judgements about their social inclusion and exclusion. Overall, the article illuminates a new era in the history of social policy, an epoch when old assumptions were abandoned and fresh links were forged between industrialization, national economics, education, gender relations, and social welfare. These changes are clarified not only by reference to nineteenth century sources but also to ideas about moral and gender relations associated with, among others, Hannah Arendt and Pierre Bourdieu.

  • 18.
    Holmlund, Kerstin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Recension av avhandling: Hillevi Lenz Taguchi, Emancipation och motstånd: dokumentation och kooperativa läroprocesser i förskolan2001In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, no 3, p. 73-78Article, book review (Other academic)
  • 19.
    Holmlund, Kerstin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Utvärdering som en del av ett förändrat samhällsuppdrag2004In: Vad har kvalitet med skolan att göra? / [ed] Kerstin Holmlund, Lund: Studentlitteratur , 2004, 1Chapter in book (Refereed)
  • 20.
    Holmlund, Kerstin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Vad har kvalitet med skolan att göra?2004Collection (editor) (Refereed)
  • 21.
    Holmlund, Kerstin
    et al.
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Rönnerman , Karin
    Kvalitetssäkra förskolan: om utvärdering och utveckling av förskolans verksamhet1995Book (Other academic)
  • 22.
    Holmlund, Kerstin
    et al.
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Virta, Arja
    Teacher education in the nexus of contradictory tendencies2008In: Europe, Amériques: L’éducation entre heritage et modernite”, Waldersbach 28-30 août 2008, Waldersbach: Laboratoire CIVIIC (axe 2, Université de Rouen), Laboratoire Laboratório Educação e Imagem (UERJ, Rio), Musée Oberlin , 2008, p. 15-29Conference paper (Refereed)
    Abstract [en]

    The paper discusses the various expectations facing teacher education today in Western societies. These challenges, to some degree mutually contradictory, include the eternal problem of bridging pedagogical theorizing and school practice. Another challenge is the incompatibility of professional relevance and scientific relevance. Teacher education departments in many countries belong to universities, and are thus also evaluated according to the same criteria as any university departments, i e the academic standards of education, and the quality of research contributions. However, these requirements are not identical with the expectations of the community and the schools, emphasising for instance education for democracy and equity. The paper suggests the need for international comparative research on teacher education departments’ strategies to cope with these contradictory challenges.

  • 23.
    Isling, Pär
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Striden om skolan: Den politiska debatten om friskolor i media 1996 och 20062009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med uppsatsen är att undersöka hur den politiska debatten kring friskolor fördes under åren 1996 och 2006 i Sveriges tre största dagstidningar. I studien undersöks även vilka argument de politiska agitatorerna använder sig av i ledar- och debattartiklar och vilka politiska skiljelinjer som kan åskådliggöras. Vidare vill uppsatsen undersöka hur den politiska diskursen påverkas av debattörernas avsikter och handlingsutrymme. Uppsatsen vilar på en kvalitativ grund där de artiklar som studerats valts ut utifrån en ämnesmässig relevans. Den hermeneutiska metoden har använts i studien för att kunna tolka det skriva på en objektiv grund. I uppsatsen beskrivs friskolornas historiska bakgrund och hur politiken har sett och ser på friskolorna. Uppsatsen visar att den politiska debatten kring friskolor i dagstidningarna handlar om vem som skall ha makten över utbildningen d.v.s. om huvudmannaskapet över skolan skall tillhöra staten eller familjen. I åren som uppsatsen undersöker märks hur den politiska debatten under 1996 mer kännetecknas av en övergripande ideologisk strid om skolan. Under 2006 finns denna konflikt kvar men utifrån andra förtecken där politiker kan agera på ett mer friare sätt i förhållande till sitt eget partis uppfattning i frågan.

  • 24.
    Jonsson, Carin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Läsningens och skrivandets bilder: en analys av villkor och möjligheter för barns läs- och skrivutveckling2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The child who starts school soon becomes aware that it is important to learn to read and write. When it is educated in written literacy, pictures are used in reading textbooks and other school materials. The child is also asked to draw and talk about pictures in other contexts. Against this background, the aim of the study is to investigate the importance of pictures for children’s learning to read and write. The aim includes a description and analysis of the existing reading and writing discourse. The study problemises relational aspects of school practice, research and teacher education. This problemisation visualises a need for both a change and a development of the field of reading and writing.

    The thesis starts with a knowledge survey of the field of reading and writing. The survey provides the basis of a text study in which 11 Swedish theses, published between 1996 and 2003, are discussed and related to report materials published by The Swedish National Agency for School Improvement and the Board of Education. The text study is followed by an analysis of pictures, where the empirical material consists both of pictures taken from reading textbooks and reading diagnoses and pictures produced by children. The total result shows that there is consensus about the importance of different methods being applied through balanced reading programmes. At the same time it seems as if the field includes two discourses, a reading and a writing discourse.

    The dominant reading discourse is characterised by a strong emphasis on the teacher’s competence in terms of being able to see, create progression, arrange in order, settle up and correct for the purpose of providing good preconditions for learning. Pictures are given here a clearly subordinate role. As for the writing discourse, there is a clear shift from the teacher to the child as a meaning carrying and meaning creating subject. To some extent pictures are then recognised as a complementary form of mediation in connection with writing. In the reading discourse it is clear that pictures are traditionally used as illustrations of texts for the purpose of proficiency training. In that case pictures are given a complex role. On the one hand they are criticised for being ambiguous. This ambiguity can lead the child away from effective decoding. On the other hand it is presupposed, paradoxically enough, that there is a one-to-one relationship between picture and text. In contrast, children themselves seem to be able to apply a well-integrated use of picture and text where the intention is superordinate to the convention. The picture-text relation is then expansive: through the child’s involvement the interplay between words and pictures is functional and creates meaning.

    The thesis shows that a widened text concept, and consideration for the forms of production and presentation that characterise our culture, may yield knowledge contributing to developing the field of reading and writing. In order for this development to be possible, a complementary description of what characterises the respective discourse is required. In this description the concepts of communication and language, society and context and understanding and action function as an active intertriad for handling the teaching of reading and writing not as two separate fields but as a broadened, and at the same genuinely inclusive, field of knowledge.

  • 25. Karlsson, Karl-Göran
    et al.
    Ingemansson, Ingmar
    Oscarsson, Magnus
    Pettersson, Astrid
    Taube, Karin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    PISA 2006: 15-åringars förmåga att förstå, tolka och reflektera - naturvetenskap, matematik och läsförståelse2007Report (Other academic)
  • 26.
    Knutas, Edmund
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Mellan retorik och praktik: En ämnesdidaktisk och läroplansteoretisk studie av svenskämnena och fyra gymnasielärares svenskundervisning efter gymnasiereformen 19942008Doctoral thesis, monograph (Other academic)
    Abstract [sv]

    Swedish as a school subject has long been debated in Sweden, and ideas concerning its content, role and function in school and society have varied greatly throughout the years. In 1994, there was an upper secondary school reform which resulted in a partial revision of the Swedish subject, including its introduction within a new course and grading system. The Swedish A and B courses became obligatory for all upper secondary students. Other courses in Swedish became largely optional.

    This study consists of two levels – a rhetorical and practical level. The rhetorical level deals with understandings and ideas of the Swedish subject and instruction as they are expressed in curricula and course syllabi, as well as with the understandings and ideas expressed by the four teachers in the study. In addition, the external and internal frame factors which underlie this rhetoric are considered. The practical level concerns the four teachers’ concrete Swedish instruction, i.e. the aims and goals, content and working methods which underlie their teaching, as well as the factors which influence, limit and facilitate it.

    The aim of the study is to attempt to describe, analyse and understand the role and function of the Swedish subject after the upper secondary school reform of 1994. What ideas do the four teachers express regarding the role and function of the Swedish subject in upper secondary school and society after 1994, and how should these ideas and reasons be interpreted and understood from a more comprehensive, general perspective? How do the teachers represent the Swedish subject in their teaching, i.e. how is their knowledge of subject didactics expressed? These are two central questions in the study. A third central question concerns notions of society and the good citizen implied in the chosen views of the Swedish subject.

    The study has two theoretical starting points: subject didactics and curriculum theory. Shulman’s concepts of pedagogical content knowledge and transformation are central to the subject didactics drawn upon here, while frame factor theory and Bernstein’s concepts of “classification” and “framing” are central to the curriculum-theoretical perspective. The perspective of subject didactics deals with the relation between teacher and content, while the curriculum-theoretical perspective deals with the relation between content, individual and society.

    This study shows that the teachers’ knowledge of subject didactics is vague.The teachers’ transformation of content in teaching resides to a high degree in an adaptation to the students; the focus is thus not on a transformation and content analysis of the Swedish subject. Further, the teachers have an instrumental approach to the steering documents. A common characteristic among the four teachers, and in Swedish instruction generally, is that a large degree of responsibility is placed on the individual student for their literary and language development. Collective meetings were very infrequent in the teaching of the four teachers in the study.

    This study discerns four teacher codes which reflect understandings and ideas of school and education, formed by previous and current material and sociocultural conditions and which the individual teacher has encountered, adopted and reshaped into his/her own. These four teacher codes can be described as closeness and hierarchy, tradition and renewal, vision and reality and the individual and the collective. The teacher codes reveal that the four teachers have relatively similar teaching strategies, whereas their teaching aims, goals and content diverge significantly.

    Viewed from the perspective of curriculum theory, it is evident that the teachers emphasise the individual student over the collective. It is a matter of developing one’s thought and personality and of fostering the students to be individual, active members of society. However, this active member of society does not appear to be aware and critically active, but rather a loyal and obedient member of society.

  • 27.
    Larsson, Anna
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Den smala vägen: om in- och utdefiniering i tidig svensk sociologi2000In: Idéhistoriska perspektiv: symposium i Göteborg, mars 2000 / [ed] Ingemar Nilsson, Göteborg: Institutionen för idé- och lärdomshistoria, Göteborgs universitet , 2000, p. 121-137Conference paper (Other academic)
  • 28.
    Larsson, Anna
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Folkhögskolans internat mellan hem och samhälle2006In: Topos: essäer om tänkvärda platser och platsbundna tankar / [ed] Erland Mårald & Christer Nordlund, Stockholm: Carlsson Bokförlag, 2006, p. 152-166Chapter in book (Other academic)
  • 29.
    Larsson, Anna
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Fåglar i klassrummet: Mobbning och hackordning som gränsöverskridande metaforer2008In: Mångsysslare och gränsöverskridare: 13 uppsatser i idéhistoria, Umeå: Institutionen för idé- och samhällsstudier , 2008, p. 23-38Chapter in book (Other academic)
  • 30.
    Larsson, Anna
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Mobbning – Kartläggning och analys av en debatt2008In: Se skolan – forskningsmetoder i pedagogiskt arbete, Umeå: Fakultetsnämnden för lärarutbildning , 2008, p. 189-197Chapter in book (Other academic)
  • 31.
    Larsson, Anna
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Mobbning: ett socialt problem i tiden2008In: Texter till Thomas: festskrift till Thomas Kihlberg april 2008 / [ed] Git Claesson Pipping, Göteborg: Livréna , 2008, p. 94-109Chapter in book (Other academic)
  • 32.
    Larsson, Anna
    Umeå University, Faculty of Teacher Education, Teacher Education in Swedish and Social Sciences.
    Mobbningsbegreppets uppkomst och förhistoria: en begreppshistorisk analys2008In: Pedagogisk forskning i Sverige, Vol. 13, no 2, p. 19–36-Article in journal (Refereed)
  • 33.
    Larsson, Anna
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Musik, bildning, utbildning: ideal och praktik i folkbildningens musikpedagogiska utbildningar 1930-19782007Book (Other academic)
  • 34.
    Larsson, Anna
    Umeå University, Faculty of Teacher Education, Teacher Education in Swedish and Social Sciences.
    Musikcirkelrörelsen 1930-1960: Om amatörmusicerande som folkbildning2005In: Svensk tidskrift för musikforskning, Vol. 87, p. 54-68Article in journal (Refereed)
  • 35.
    Larsson, Anna
    Umeå University, Faculty of Teacher Education, Teacher Education in Swedish and Social Sciences.
    Rektorn, bildningen och tron – om Adrian Wennström2005In: Personhistorisk tidskrift, Vol. 101, no 01, p. 77-91Article in journal (Other academic)
  • 36.
    Larsson, Anna
    Umeå University, Faculty of Teacher Education, Teacher Education in Swedish and Social Sciences.
    Textbooks, Syllabuses and Disciplinary Formation in Sweden2008In: Current Sociology, Vol. 56, no 2, p. 235–251-Article in journal (Refereed)
  • 37.
    Larsson, Anna
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Till frågan om musiklärarutbildningens rötter2004In: Historiens mångfald: presentation av pågående forskning vid Institutionen för historiska studier, Umeå universitet / [ed] Ann-Katrin Hatje, Umeå: Institutionen för historiska studier, Umeå universitet , 2004, p. 187-201Chapter in book (Other academic)
  • 38.
    Larsson, Anna
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Äktenskap, kunskap, vetenskap: om den första avhandlingen i sociologi2000In: Samhällets linnéaner: kartläggning och förståelse i samhällsvetenskapernas historia / [ed] Bengt Erik Eriksson & Roger Qvarsell, Stockholm: Carlsson Bokförlag, 2000, p. 259-297Chapter in book (Other academic)
  • 39.
    Larsson, Anna
    et al.
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Suolinna, Kirsti
    Åbo akademi.
    K. Rob. V. Wikman: A mediator between ethnosociology and modern sociology in Finland and Sweden2009In: Ideas in History, ISSN 1890-1832, E-ISSN 2245-5167, Vol. 4, no 1, p. 71-92Article in journal (Refereed)
  • 40.
    Larsson, Anna
    et al.
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Suolinna, Kirsti
    Åbo akademi.
    Mellan etnologi och modern sociologi: K. Rob. V Wikman som medlare i Finland och Sverige2008In: Sociologisk forskning, ISSN 0038-0342, no 2, p. 7-17Article in journal (Refereed)
  • 41.
    Larsson, Anna
    et al.
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Wisselgren, Per
    Idé och Lärdomshistoria, Uppsala Universitet.
    The historiography of Swedish sociology and the bounding of disciplinary identity2006In: Journal of the History of the Behavioral Sciences, ISSN 0022-5061, E-ISSN 1520-6696, Vol. 42, no 2, p. 159-176Article in journal (Refereed)
    Abstract [en]

    Bounding a scientific discipline is a way of regulating its cognitive direction as well as its relations to neighboring disciplines and extra-academic authorities. In this process of identity making, disciplinary history often is a crucial element. In this article, focusing on the historiography of Swedish sociology and the reception of Gustaf Steffen, Sweden's first professional sociologist, it is argued that Steffen's marginalized role in the traditional accounts should be understood not only with reference to his supposed theoretical shortcomings, but also in the historical context of the early postwar reestablishment of sociology as an academic discipline and its prevalent need for a new disciplinary identity, strategically adjusted to the contemporary institutional and political settings.

  • 42.
    Leffler, Eva
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Critical moments: Reflexivitet i forskning i egen praktik2008In: Se skolan - Forskningsmetoder i pedagogiskt arbete / [ed] Carina Rönnqvist & Monika Vinterek, Umeå: Umeå universitet , 2008, p. 201-210Chapter in book (Other (popular science, discussion, etc.))
  • 43.
    Leffler, Eva
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Entreprenörskap i skolan: företagande eller företagsamma elever?2009In: Locus, ISSN 1100-3197, Vol. 21, no 2, p. 20-37Article in journal (Other academic)
  • 44.
    Leffler, Eva
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Entreprenörskap och företagsamhet i skolan2002In: Forskningen i Skolan/Skolan i Forskningen: Ett möte på lika villkor : Dokumentation från forskningssymposium i Umeå 11-12 april 2002 / [ed] Annika Andræ Thelin, Stockholm: Skolverket , 2002, , p. 50p. 21-23Chapter in book (Other academic)
  • 45.
    Leffler, Eva
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Entreprenörskap och företagsamhet i skolan2008In: Grundskoletidningen, ISSN 1652-7844, Vol. 18, no 2, p. 34-42Article in journal (Other academic)
  • 46.
    Leffler, Eva
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Entreprenörskap och Företagsamhet i skolan - en del i Pedagogiskt arbete2002In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, no 1-2, p. 87-100Article in journal (Other academic)
    Abstract [sv]

    Pedagogiskt arbete som forskningsfält ger nya möjligheter för utbildade lärare att forska i sin egen praktik. En forskare kan ses som en entreprenör som genom sin forskningsresa genomför en entreprenöriell handling. Entreprenörskap och företagsamhet är begrepp som ofta förknippas med ekonomi av något slag, men genom en vidare innebörd kan begreppet användas på alla som är förändringsbenägna och vill utveckla och utvecklas i en verksamhet. Entreprenörskap och företagsamhet i skolan bygger på att låta eleverna ta mera initiativ, bli mera självständiga och ansvarstagande så att de får de förutsättningar som behövs för att kunna starta egna företag. Att starta företag behöver inte vara huvudmålet utan målet kan också vara att utveckla mera elevaktiva arbetssätt och öppna skolan mot närsamhället. Både elever och lärare behöver kunskaper om hur de själva lär. Läraren har huvudansvaret för lärprocessen men eleven ska också ges möjlighet att ta större initiativ och ansvar i sitt eget lärande.

  • 47.
    Leffler, Eva
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Entreprenörskapets många ansikten2010In: Vårboken, Umeå: Umeå School of Education, Umeå University , 2010, p. 5-14Chapter in book (Other (popular science, discussion, etc.))
  • 48.
    Leffler, Eva
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Företagsamhet i företagsamma Halland: erfarenheter och lärdomar från en grundskolas gemensamma satsning på företagsamt lärande2009Report (Other academic)
    Abstract [sv]

    Att arbeta med en skolas förändringsarbete mot företagsamt lärande är en både givande och svår uppgift. Utmaningen är att verkligen få fram vilken utveckling som skett och vad som kan betecknas som själva kärnan i den utvecklingen samt att synliggöra detta. Denna forskningsrapport redovisar en studie som genomförts i en grundskolas årskurser 6-9, där jag fått möjlighet att följa den gemensamma kompetensutvecklingen i företagsamt lärande. Samtliga lärare genomgick under år 2008 en femdagarsutbildning i företagsamt lärande som leddes av lärare från Umeå universitet. Studien innehåller enkätsvar från lä-rare, observationer i klassrum och fokusgruppsintervjuer med lärare och elever samt enskilda intervjuer med rektorer. Syf-tet med studien är att undersöka vilka effekter en riktad och medveten kompetensutveckling i företagsamt lärande och en-treprenörskap kan få för lärares och pedagogers lärprocesser och vilka avtryck det ger i skolpraktiken. Eftersom mitt sätt att analysera är diskursanalytiskt innehåller rapporten utdrag från fältanteckningar och citat från intervjusamtal. Det är hur lärare och elever berättar om kunskap och lärande och sin förståel-se av företagsamt lärande som analyseras. Resultaten visar att denna skola som utvecklingsområde är komplex och att det inte går att dra någon enhetlig slutsats om hur långt skolan kom-mit i sitt förändringsarbete. Lärares arbete verkar fortfarande vara en enskild angelägenhet, trots att de arbetar i arbetslag. De förändringar som lärarna är överens om i stort är att de ska sträva mot att arbeta mer ämnesövergripande och mer utåt mot det närliggande samhället. Förändringar på enskild nivå går att utläsa och där handlar det om konkreta förändringar som att utveckla sätten att ställa frågor mot mer öppna och problem-formulerade frågor och att låta eleverna vara medbedömare i varandras arbeten. Eleverna blev inte direkt involverade i detta förändringsarbete. De kände inte till att lärarna gick en utbildning i företagsamt lärande och vad det skulle komma att innebära för undervisningen. Däremot kom de med kreativa synpunkter på sin undervisning och gav flera exempel på när de verkligen upplevt att de lärt sig saker. En sammanfattande slutsats är att lärarna inte reflekterat över vad de ska förändra i sitt förhållningssätt till lärande för att göra undervisningen mer företagsam utan mer funderat över vilka moment och metoder som ska ingå.

  • 49.
    Leffler, Eva
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Företagsamma elever: Diskurser kring entreprenörskap och företagsamhet i skolan2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this thesis is to study and problematize the concepts of entrepreneurship and enterprise in Swed-ish compulsory schools. The studies presented in this thesis focus both on scientific publications and official documents that deal with entrepreneurship and enterprise in compulsory schools and on school projects that have been carried out in years 4 to 6 in the county of Västerbotten. The main questions of the study are:

    • How did the discourse on entrepreneurship and enterprise in school arise?

    • What do concepts of entrepreneurship and enterprise mean in Swedish nine-year compulsory schools?

    • How is discursive practice concerning Entrepreneurship and Enterprise in schools expressed?

    Michel Foucault’s theories of discourse, power and discipline have been used as analytical tools, together with gender theories. Characteristic for the research on entrepreneurship is that it is multidisciplinary. There are difficulties, both nationally and internationally, to explicitly define the concept of ”entrepreneur”. The entrepreneur is described as an individual with abilities to take action, initiative and risks but also as being creative, innovative and cooperative. These are characteristics that both society and school can make use of. Unemployment among young people and changing needs in society are reasons why the concept “enter-prise” is present on most of the agendas of the OECD countries today. Society requires individuals who can take responsibility and initiative and who are creative. Training in and about entrepreneurship has devel-oped and therefore it has been possible to stress its relevance for the entire educational system. Training for entrepreneurship is directed towards economics, i e a discourse about enterprise while training about entre-preneurship turns against training in general by relating to up-bringing and human inner qualities. A dis-course in enterprise has been formed, whose aim is to develop pupils into responsible, creative, active, cooperative and enterprising members of society. This is where a new discourse is created and it is a dis-course in enterprise and schools. Even so, the road into school is via economics because the main aim of entrepreneurship is economic growth and increased employment rate. Throughout the different texts about entrepreneurship and enterprise in school there is a tendency to use dichotomies. In this case it concerns what is the right or the wrong way of teaching. Enterprise teaching, as it is used in entrepreneurship and enterprise in schools, is considered the right and true way of teaching, while the practice in schools is de-scribed as the opposite. A struggle between two discourses appears; the struggle between the entrepreneurial school discourse and the official school discourse, the latter with its origin in the national curriculum from 1994, Lpo 94. At the end of the 1990s a number of school projects were initiated, both nationally and inter-nationally, aiming at stimulating pupils’ enterprising skills. In the county of Västerbotten school projects were initiated under the overarching project PRIO1, Priority Enterprise County of Västerbotten and in-cluded students of all ages. The schools could choose either an entrepreneurial or an enterprising approach to their projects. The enterprise approach was more invisible, less concrete and more difficult to evaluate and measure. The work with entrepreneurship and enterprise in school in the investigated schools show that well-established and current discourses in the schools were transferred to the ”new” discourse. Instead of transferring the “new aspects” that the project was expected to contribute to the current discourse, the ”old” and already well-known aspects were transferred to the new discourse. Consequently, the projects themselves did not result in a comprehensive change of the discourse in practice.

  • 50.
    Leffler, Eva
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    The many faces of entrepreneurship: a discursive battle for the school arena2009In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 8, no 1, p. 104-116Article in journal (Refereed)
    Abstract [en]

    Entrepreneurship and enterprise in schools are concepts that are appearing more andmore frequently in local curricula for the compulsory nine-year school system in Sweden. Themeanings of the concepts of entrepreneurship and enterprise in schools vary, however. Over the lastfew years, the concept of entrepreneurship has started to appear in contexts other than economic ones,and economic authorities are now expressing a need for a widening of the concept of entrepreneurshipto include all sectors of society. This article further problematizes entrepreneurship and enterprise bydiscussing the following issues: the broader application of the perspective of entrepreneurship, theentrepreneurial perspective that focuses on a business orientation, and the enterprise perspectiveconcerning the development of an individual’s inherent abilities. The results show that teachers are stillwrestling with the contribution of entrepreneurship in school activities.

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