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  • 1.
    Jeansson, Åsa
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Assumptions about Sloyd as a School Subject.: Basic assumptions on Sloyd based on textile teacher experiences and perceptions of content and teaching in relation to curriculum.2015In: NoFa5 27-29 may 2015.  Book of abstracts.: Nordisk ämnesdidaktisk konferens. Nordic conference on subject education., Helsingfors: University of Helsinki, 2015, p. 5-Conference paper (Refereed)
    Abstract [en]

    What is the meaning of handicraft in the Swedish school subject sloyd? Teachers’ perceptions of content and teaching methods in relation to the syllabus Åsa Jeansson (Umeå University)

    In Sweden we have a new curriculum since 2011, with new syllabuses for all compulsory subjects in primary school. In this study, 13 teachers in textile sloyd was interviewed about how they relate to this syllabus, in relation to their own experiences and perceptions regarding the subject content and purpose. They describe how they through their teaching and individualization, handle requirements on students' documentation and reflection on the work process, related to their work with handicraft. The teaching is nowadays based on the knowledge requirements and the purpose of this study is to contribute to the understanding of how the work with handicraft finds or retains its place in the subject sloyd. There is an old approach to the school subject sloyd as a "doing" activity, which needs to be problematized, not removed. The subject sloyd has changed and teachers' own voices gives knowledge of the implementation of this.

  • 2.
    Jeansson, Åsa
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Vad, hur och varför i slöjdämnet – textillärares uppfattningar om innehåll och undervisning i relation till kursplanen.2017In: Program för paperpresentationer och symposier. + Abstracts session 2 måndag.: Nationell konferens i Pedagogiskt arbete 14-15 augusti, 2017 2b. Tema: Skolutveckling och lärande, Göteborg, 2017, p. 8-Conference paper (Refereed)
    Abstract [sv]

    Abstract till

    NATIONELL KONFERENS I PEDAGOGISKT ARBETE, 14-15 aug 2017

    Tema: Skolutveckling och lärande

     

    Titel Vad, hur och varför i slöjdämnet – textillärares uppfattningar om innehåll och undervisning i relation till kursplanen.

    Syfte/mål Syftet med avhandlingen har varit att söka kunskap om vad som formar gestaltningen av slöjdämnet utifrån hur ämnet tar sig uttryck i aktuell kursplans formuleringar och i textillärares uppfattningar om undervisning och ämnets innehåll och former.

    Metod Med grund i forskarens förförståelse har en hermeneutisk forskningsprocess utformats och utvecklats. Studien omfattar 17 intervjuer med verksamma textillärare. Genom upprepad läsning formades övergripande teman.  

    Teoretisk inramning För ett övergripande perspektiv användes en ramfaktormodell med tre policynivåer: formuleringsnivå, transformeringsnivå och genomförandenivå. För ett praktiknära perspektiv användes didaktisk teori med fokus på ämnesdidaktisk analys av studiens empiri. Modeller för didaktiskt tänkande ligger till grund för analys av hur de intervjuade lärarnas uppfattningar påverkar utformningen av slöjdämnet.

    Slutsatser Två nivåer av didaktiskt tänkande angående textillärarnas uppfattningar om syfte, innehåll, undervisning och bedömning framkom i resultatanalysen. Nivåerna formar två ämneskonceptioner angående slöjdämnet, en kursplanenära tolkning utgående från kunskapskraven och en tolkning närmare kunskapsområdet slöjd. Lärarna ansluter till en av dessa eller rör sig mellan dem i olika faser av didaktisk planering och reflektion. Ämneskonceptionerna bidrar till gestaltningen av ämnet som resultatorienterat eller traditionsbundet. Ökat fokus på resultat kan leda till en förändring av ämnesinnehållet.

    Relevans för pedagogiskt arbete Problemområdet bygger på forskarens erfarenheter och förförståelse och härstammar därmed i skolans praktik. Studien omfattar slöjdlärares beskrivningar av uppfattningar och praktisk yrkesverksamhet, därmed får resultaten betydelse för förståelse av slöjdämnet och dess plats i skolkontext och samhälle.    

  • 3.
    Jeansson, Åsa
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Vad, hur och varför i slöjdämnet: textillärares uppfattningar om innehåll och undervisning i relation till kursplanen2017Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The thesis deals with questions of how the purpose and content in the Swedish school subject Sloyd can be understood in the present, some years after a new curriculum came into effect in 2011. Through sloyd teachers’ stories of their knowledge and the historical traces that have left a mark on their teaching, such as older syllabuses and mediated experiences, the intention is to examine the pedagogical thinking that forms the classroom’s activities. The overall purpose is to develop knowledge of what shapes the design of sloyd, based on how the subject is expressed in the syllabus and in teachers' understandings of teaching and the subject. Based on previous knowledge and interviews, a hermeneutic research process has been designed and developed over time. Seventeen semi-structured interviews with textiles teachers where conducted, recorded and transcribed for the study. The hermeneutic interpretation process involved repeatedly reading and listening, and the material was coded using the digital analysis tool ATLAS.ti. Through repeated reading of the codes, three overarching themes were found: Textiles teachers' perceptions of Sloyd’s purpose and content, Textiles teachers’ teaching, and Manual and intellectual work in unity. The perspective of curriculum theory using a frame factor model is intended to highlight how Sloyd manifests itself at different levels of interpretation, which may impact how sloyd takes shape in the classroom. For a functional perspective on the study's data, didactic theory is used with a focus on subject didactics. The transformation phase is central to the shaping of Sloyd, where teachers’ beliefs and perceptions about the subject will influence their interpretation of the syllabus. Shulman's model of pedagogical thinking and action linked to pedagogical content knowledge, PCK, form the basis for the analysis together with theoretical perspectives on teachers’ pedagogical thinking as Kansanen and Hansén describes it. In summary, two levels of pedagogical thinking are distinguished by analysis. Firstly, based on those teachers who transform and implement teaching in sloyd based on an interpretation that follows the syllabus closely, and secondly, based on those who proceed from an interpretation that is closer to sloyd’s field of knowledge, based on handicraft. This results in two subject conceptions relating to sloyd. Teachers can ascribe to one of these, or move between them in the different phases of pedagogical planning and reflection. The conclusions also include an understanding of why the knowledge requirements in the syllabus largely relate to the students expressing themselves in words regarding their learning and their choices during the process. The curriculum is results-oriented and the knowledge that is evaluated must therefore be measurable and comparable, and be made possible to learn through the subject content. It can also be interpreted as an approximation of a practical knowledge culture to a theoretical knowledge culture, and therefore a legitimation of a practical subject in the school context that elementary school constitutes.

  • 4.
    Jeansson, Åsa
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    What is Knowledge in the Swedish School Subject Sloyd?: Teachers Opinions of the Contents in Sloyd2009In: Proceedings of the Crafticulation and Education Conference / [ed] Leena K. Kaukinen, Helsingfors: NordFo , 2009, p. 268-274Conference paper (Refereed)
    Abstract [en]

    Three sloyd teachers were interviewed concerning their opinions of the content of knowledge in the Swedish school subject sloyd. Their choices and opinions are compared to the syllabus of sloyd. The results indicate that the teachers do not understand or care about the syllabus, although they believe that anything they do fits in to it. They have opinions on knowledge grounded in their own view on what sloyd is and how to work with it. Knowledge comes from working with handicraft, which includes creativity, problem solving, planning and working methodologically. These skills are needed in society today, which the interviewed teachers are aware of, in spite of that their choosing to describe the subject and claiming that it as a complement to theoretical subjects at school. The school subject sloyd needs a new syllabus that teachers can understand and use, and a description with an explicit connection to usefulness and society.

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