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  • 1.
    Andersson, Per
    et al.
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Wester, Maria
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    “One day, one problem”: applying SOTL on a course about teaching in higher education2015Conference paper (Other academic)
    Abstract [en]

    At the Centre for Teaching and Learning at Umeå University, we are responsible for the development of university teachers’ pedagogical competence. One of the main purposes of our courses is to help teachers develop an array of teaching methods – including a sound basis for their decisions about which method to use. We work with teaching methods for student active learning that develop sustainable knowledge (Hattie, 2009), for example Problem Based Learning, PBL. Our problem is that this usually takes a lot of time on our short courses. So we asked ourselves: How can we use SoTL to describe, develop and evaluate a method that gives key transitions in the university teachers’ journey towards pedagogical competence, both theoretically and practically (Dietz-Uhler and Bishop-Clark, 2012)? We wanted a group of teachers on one of our courses to learn more about PBL and to be active while doing this. We also wanted a meta-didactic discussion about it afterwards. We found a method called “One day, one problem” (O’Grady, 2012) that we wanted to try. We had to redesign the method slightly to fit our context, by writing a relevant scenario in line with our expected learning outcomes. Apart from this we followed the suggested process in the article. We carried out formative and summative evaluations, and we as teachers documented the activity. Our preliminary analysis shows that this method gave us what we wanted since the learners were positive towards working this way, and the self- evaluated learning process and product was given high grades. Our preliminary results and conclusion is that this method is a useful way to both teach about the PBL process and to work with course content. We also saw that SoTL, systematically searching, finding, developing and evaluating a new teaching method is a good way to develop both our own and our students’ pedagogical competence. 

  • 2.
    Andersson, Per
    et al.
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Wester, Maria
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    “One day, one problem”: endags PBL-undervisning2015In: Universitetspedagogiska konferensen 2015: Gränslös kunskap, Umeå: Umeå universitet , 2015, p. 10-11Conference paper (Other academic)
  • 3.
    Englund, Claire
    et al.
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Wester, Maria
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Educating pharmacists: the perfect prescription?2015In: Academic Bildung in Net-Based Higher Education / [ed] Trine Fossland, Helle Mathiason and Mariann Solberg, Abingdon, UK: Routledge, 2015, 1, p. 90-106Chapter in book (Refereed)
  • 4.
    Larsson, Anna
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Wester, Maria
    Umeå University, Faculty of Social Sciences, Unit for teaching and learning.
    Betygen i ordning och uppförande, disciplin och skolans fostran 1935-19702010In: Fostran i skola och utbildning / [ed] Anna Larsson, Uppsala: Föreningen för svensk undervisningshistoria , 2010, p. 127-147Chapter in book (Other academic)
  • 5.
    Wester, Maria
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Att grundligt värdera värdegrunden2016In: Gränser, mobilitet och mobilisering: Boundaries, mobility and mobilisation : Nationell konferens för genusforskning = Swedish conference for gender research / [ed] Silje Lundgren, Maja Lundqvist, Björn Pernrud, Göteborg: Nationella sekretariatet för genusforskning , 2016, p. 161-162Conference paper (Other academic)
  • 6.
    Wester, Maria
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    "Hålla ordning, men inte överordning": Köns- och maktperspektiv på uppförandenormer i svenska klassrumskulturer2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this study is to describe and analyse norms of behaviour in rhetoric and practice in Swedish classroom cultures with the aid of theories of gender and power. The study is based on observations of and interviews with pupils and teachers in three ninth form classes. On the basis of the six themes of the thesis, common norms of behaviour are on the whole discernible. The relation between rhetoric and practice may be summarised in the following way: the pupils and teachers express a desire for order and clear rules that are followed. If the rules are not followed, the pupils demand consistent and motivated consequences. The study shows, however, the everyday life at school does not work in this way but that there is some discrepancy between practice and rhetoric. The values stated in the curriculum, for example respect, solidarity and taking responsibility, are expressed in both the pupils’ and the teachers’ rhetoric. The values are used to describe a certain action or to motivate the norms of behaviour that are described as desirable.

  • 7.
    Wester, Maria
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    Nyttan med att fortbilda lärare2013In: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 23, no 1, p. 477-492-Article in journal (Refereed)
  • 8.
    Wester, Maria
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    Om normer, normbildning och uppförandenormer2004In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, no 1-2, p. 29-47Article in journal (Refereed)
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