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  • 101.
    Andersson, Jan
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics.
    Laborativt arbete i fysikundervisningen: Något som behöver diskuteras!2015Licentiate thesis, comprehensive summary (Other academic)
    Abstract [sv]

    Baksidestext

    I gymnasieskolans kursplaner för ämnet fysik framhålls det undersökande arbetssättet genom att betona att eleverna ska ges förutsättningar att utveckla förmågan att söka svar på frågor, planera, genomföra, tolka och redovisa experiment. Eleverna ska dessutom ges möjligheter att använda sina kunskaper i fysik för att kommunicera, argumentera och presentera slutsatser. Utgångspunkten i den här avhandlingen är att laborationsmomentet skapar en speciell diskurs där eleverna blir aktörer och läraren iträder rollen som observatör. I en sådan miljö skapas förutsättningar för att eleverna på ett naturligt sätt får möjlighet att prata och diskutera fysik, utifrån sina egna förutsättningar. Syftet med denna avhandling är att genom praktikbaserade studier tydliggöra hur fysiklaborationens utformning påverkar elevernas kommunikation och vidare hur eleverna använder språket vid laborationstillfället för att skapa förståelse. Detta bidrar till debatten om fysiklaborationens effektivitet, sett både ur ett undervisnings- och inlärningsperspektiv. Resultaten visar att olika laborationsformer är uppbyggda av liknande aktiviteter, men varierar i tid som ägnas åt de olika aktiviteterna. Aktiviteterna i sin tur skapar samtal av olika karaktär. Olika samtalsformer används för skilda syften. Ett analytiskt ramverk har skapats för att ingående kunna studera hur och vad eleverna talar om både på en lingvistisk och kognitiv nivå.

  • 102.
    Andersson, Jan
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics.
    Learning Physics Through Communication During Laboratory Work: An empirical study at upper secondary school2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Laboratory work as a teaching and learning method is given prominence in the Swedish physics curriculum for upper secondary school. It is emphasised that students should be given opportunities to develop the ability to search for answers to questions, plan, conduct, interpret and present results. Moreover, students should also be encouraged to use their physics knowledge to communicate, argument and present conclusions. This thesis is based on the belief that physics laboratory work creates a special discourse, where the student becomes the actor and the teacher becomes the organiser and observer. Such an environment enables students to naturally engage in physics discussions using their own terms. The aim is to explore students’ laboratory work at upper secondary school in-depth, with respect to its design and influence on students’ communication. Through analysis of students’ communication, the purpose is to better understand the physics laboratory work’s possibilities as a teaching and learning method. This will contribute to ongoing debate about the effectiveness of laboratory work. The results show that laboratory work consists of similar activities but differs in amount of time allocated to the different activities. Different types of talk are used for different purposes. An analytical framework has been created to enable deeper investigations of how and what students are talking about at both a linguistic and cognitive level. Moreover, the analysis shows the importance of students acquiring knowledge about physics and understanding the value of using an investigative approach as well as acquiring core content physics knowledge.

  • 103.
    Andersson, Jan
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics.
    Open Inquiry-Based Learning in Physics: Students' Communicative Moves Under ScrutinyManuscript (preprint) (Other academic)
  • 104.
    Andersson, Jan
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics.
    Enghag, Margareta
    Stockholms universitet.
    Different Types of Laboratory Work - Different Types of Communication: Students’ talk during laboratory work in upper secondary school physicsManuscript (preprint) (Other academic)
  • 105.
    Andersson, Jan
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics.
    Enghag, Margareta
    Stockholms universitet.
    Student talk during the process of laboratory work of linear motion in school physicsManuscript (preprint) (Other academic)
  • 106.
    Andersson, Jan
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics.
    Enghag, Margareta
    Stockholms universitet.
    The Effectiveness of Laboratory Work in Physics: A Case Study at Upper Secondary School in Sweden2012In: Proceedings of The World Conference on Physics Education 2012: WCPE 2012 / [ed] Mehmet Fatih Taşar, 2012, p. 729-740Conference paper (Refereed)
    Abstract [en]

    The present paper reports on a case study that examined the effectiveness of a practical activity in physics, at a Swedish upper secondary school. A teacher and 19 students participated in the study. The students were observed while working with the topic motion, in a computer based laboratory environment (CBL). This case study is part of an ongoing longitudinal study, about the role of laboratory work with different degrees of freedom. The analysis of interviews, written reports and posttest, shows that the practical work was effective based on Millar’s model. Even so, the students had difficulties expressing what they learned from the activity. This study emphasizes the complexity of planning and conducting laboratory work that is effective, from several different aspects. 

  • 107.
    Andersson, Jan
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics.
    Enghag, Margareta
    Stockholm Univ, Dept Math & Sci Educ, Sci Educ, Stockholm, Sweden.
    The laboratory work style's influence on students' communication2017In: Journal of Baltic Science Education, ISSN 1648-3898, E-ISSN 2538-7138, Vol. 16, no 6, p. 958-979Article in journal (Refereed)
    Abstract [en]

    More knowledge of how the actual design of the laboratory work influence students' communication, is needed to design and implement physics laboratory work lessons. The aim with this quantitative research, conducted at a Swedish upper secondary school, was to explore how the design of the laboratory work affects students' communication. Twenty students divided into five groups participated in this natural case study and were video recorded while performing four practical tasks with the theme uniformly accelerated motion, designed by their teacher. The four workstations were categorised based on three predefined descriptors: outcome, approach and procedure. Students' work at each workstation was coded according to five defined activities: planning, preparing equipment, collecting data, processing data and analysis of results. The activities were thereafter divided into shorter episodes that were coded for three different types of communication: disputational talk, cumulative talk and exploratory talk. The result shows that the amount of exploratory talk students engaged in are influenced by the style of the laboratory work and the character of the activity. Based on these research results, teachers can better accustom the laboratory work to facilitate fruitful physics discussions which endorse students' learning.

  • 108.
    Andersson, Jan
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics.
    Enghag, Margareta
    Stockholms universitet.
    The relation between students’ communicative moves during laboratory work in physics and outcomes of their actions2017In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 39, no 2, p. 158-180Article in journal (Refereed)
    Abstract [en]

    In this case study, we explore students’ communication during practical work in physics at an upper secondary school in Sweden from a sociocultural perspective. We investigate the relation between the interaction and content of students’ communication and outcomes of their actions, with the purpose of finding new knowledge for informing teachers in their choice of instruction. We make discourse analysis of how students interact but also of what students are discussing in terms of underlying content at a linguistic and cognitive level. Twenty students divided into five groups were video recorded while performing four practical tasks at different stations during laboratory work about motion. An analytical framework was developed and applied for one group to three parts of the transcripts in which three different talk-types occurred. Discursive, content, action and purposive moves in the process were identified for each talk-type at both linguistic and cognitive levels. These moves represent information concerning what the teacher actually assigns students to do, and how students make meaning of the activities. Through these different communicative moves, students experience how laboratory work can enhance their competence to collaborate in a scientific environment with complex practical and theoretical questions to solve quickly. Implications of the findings are discussed. 

  • 109.
    Andersson, Johanna
    Karlstad University, Division for Ingesund College of Music.
    Trombon i blodet?: Vilka faktorer påverkar trombonelevers val av sitt instrument?2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    In this survey I have been trying to find out which factors influence the students’ choice of instrument. I hope to, through the results, gain knowledge about how to reach interested students in my future work as a trombone educator.

    I have let 15 students that have played trombone in the County Music Academy one to three years, answer my inquiry concerning their choice of instrument. The students’ parents were also asked to give an explanation to what they think made their child play the trombone and whether they tried to influence their child in the choice of instrument. The answers show clearly that these parents have not influenced their children’s choice of instrument and that the impression you and I as a teacher give during the first session seems to be of great importance.

  • 110.
    Andersson, Johanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    "Vad gör jag nu då?": En studie om tillträdesstrategier som språkligt sårbara barn använder sig av.2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This qualitative study examines preschool teachers’ experience concerning if children with languageimpairment suffer from exclusion from play with other children. The study also examines theirexperience about what kind of access rituals children with language impairment use to gain access inother children’s free play. Interviews were conducted with two preschool teachers.The result shows that according to preschool teachers’ experience, exclusion can depend on the child’snative language. They notice more exclusion among the children with other native language thanSwedish. They also experience that these children don’t search access to play in the same extent aschildren with Swedish as mother tongue. The result shows that children, no matter speech competence,use the same kind of non-verbal access rituals when they search access to play. The variation of ritualsdepends on the child’s personality, not on language competence. Children use their body language inthe shape of eye contact, body contact and also sign language is used in some situations. Children withdeveloped language use the body language when they want access but they also rely on their speechwhen they search for access.

  • 111.
    Andersson, Karin
    Karlstad University.
    Begreppen liv och växter för barn i förskolan2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 112.
    Andersson, Kristin
    Karlstad University, Faculty of Social and Life Sciences.
    Haren lever liksom mer än moroten: Sex gymnasieungdomars miljöetik analyseras med avseende på miljöetiska centrismer och omsorg som moraliskt motiv2006Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    Solving environmental issues is not only a matter of good knowledge but also of ethics, since there is no absolute right or wrong in man’s way of handling nature. To be able to design a science education that meets governmental requirements and enables the students to participate in future environmental discussions it is important to be aware of their own ethic reflections. The over all aim of this study is to describe and survey the environmental ethics of students in the age of 16-19 years.

    Six students at the age of 16-19 was interviewed concerning their opinion on man’s relationship to nature. The result shows that the environmental ethics of these students is mostly anthropocentric with a certain amount of animal rights biocentrism and that they consider care to be a moral reason.

    The result is discussed in relation to the two different perspectives and the author makes connections to social debate, media and cartoons. The conclusion is that the perspective of care should receive more attention in science education. Care is today an unused resource of involvement to environmental issues. Finally the author pinpoints the fact that also good knowledge is absolutely necessary when making sensible decisions.

  • 113.
    Andersson, Lina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Bedömning för lärande i dans: En studie om danslärares bedömningsarbete i dans inom gymnasieskolan2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to gain knowledge of how six dance teachers view their work regarding assessment in Dance, in upper secondary school, within the new subject-and course syllabus from 2011. The study also aims to find out how the dance teachers go about in the feedback development dialogue in dance. The aim of the study is based upon my interest of assessment and how I further can find and develop different methods of assessment. The methods of the study are based on three qualitative interviews, as well as three interviews via e-mail. The interviewees have been chosen to participate in the study due to their students who major the Esthetic Programme, orientation Dance. The interviewees have also been chosen due to teaching within the new subject-and course syllabus. The result of the study demonstrate that the dance teachers find that the subject-and course syllabus is steering all of their work with assessment, as well as planning of courses and lessons. They also perceive the new subject-and course syllabus as very explicit. The result also shows that the dance teachers use formative assessment (assessment for learning) during the academic year. Summative assessment is used before grading, when they assess the students’ development and achievements. All teachers perceive one difficulty with assessment. They account for a shortage of time when it comes to assessing all elements of each course. During the feedback development dialogue in dance, the teachers are communicating in a formative way and present the students’ current position in the learning process, and how to reach further. In addition to rating and grading in the feedback development dialogue, all the teachers want to reinforce and strengthen the self-confidence of their students and also emphasize the students’ positive development.

  • 114.
    Andersson, Linn
    Karlstad University, Faculty of Arts and Education.
    En skola för alla: Specialpedagogiska perspektiv i praktiken2008Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My thesis is about the possibilities and the difficulties to be a school for everyone that can meet

    the pupils and give them the individual support that they need. To include children in special

    need in regular classes and give them the special education amongst other children with or

    without special needs in the frame of the regular teaching. I have done two qualitative interviews

    with teachers with an extra exam in how to conduct special education and their experiences about

    the school and its possibilities and difficulties to be a more inclusive school. They meant that it is

    important to have inclusion as a goal but they also showed the difficulties such as a lack of

    competence amongst teachers, politics and different ways to meet children in special needs and

    different approaches on how to conduct special education.

    Keywords: children in special need, Inclusion, special educational perspectives and special

    education

  • 115.
    Andersson, Lisa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Mamma, pappa, barn: En studie om flickor och pojkars lek i docvkrån på fritidshemmet2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 116.
    Andersson, Madeleine
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Lättläst - om eleverna själva får välja?: En undersökning om vilken text elever föredrar och varför2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

     

    When I attended a class in Swedish as a second language, at Karlstads University 2011, I learned about voice and coherence in text. This made me curious about our textbooks in school. In what way do textbooks differ from coherent texts? What do students prefer? Are easy to read texts always better?

    To make a text easy to read, you must take away some and you have to add some. What to take away and what to add, is one of the things that I intended to find out during my study.

     

    Due to Björn Meander (Strömqvist [red], 1995 s 15), in Sweden, people started to get interested in our textbooks in the middle and the end of the nineteenth century. There had been some critical voices raised against the Swedish Läsebok för folkskolan, especially from Ellen Key in 1898. Her critique was mainly directed towards the simple language in the book and the lack of original texts (Strömqvist (red), 1995 s 15). This was one of the reasons that led to the release of two of Sweden’s most famous schoolbooks, Nils Holgerssons underbara resa genom Sverige by Selma Lagerlöf and Svenskarna och deras hövdingar by Heidenstam. During the twentieth century the interest continued regarding the textbooks in school.

     

    In this study I have barely scratched the surface. I intended to find out whether students found the most joy in easy-to-read-texts, or if they thought the original texts were to prefer. And depending on the answer, why is that?

    A lot of text for example facts, describing text and details, are in fact often taken out of a text that is easy to read. By this I mean that students miss out of a great deal of exciting adventures that a book (in its original version) can provide! But on the other hand, when it comes to make a choice between reading a book that is manipulated or not reading it at all, the choice seems an easy one.

     

     

    Keywords: Easy-to-read, originaltext, coherence, voice, causality, outside knowledge, connections, engagement.

     

     

  • 117.
    Andersson, Magnus
    Karlstad University.
    Högläsningens positiva inverkan på yngre barns läs- och skrivinlärning2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The purpose with my essay is to explore the role of reading aloud in children’s way of coming to terms with what reading is. Many parents might read stories for their children without realizing its positive influence. These are the aspects I would like to address.

    Through literature studies as well as interviews it shows that where is a noticeable deferens between children that have or have not been read to in their ability to learn how to read. Through observing the readers interaction with for example a book or a paper the child can realize that these objects contain something of interest to the reader. The child can note the reader’s interactions with the book or a text which provides the child with a foundation in its understanding of what reading is and the child also gets a role model.

    When you read aloud to one or several children, it also gives them the opportunity to expand their vocabulary and furthermore to discuss both different texts and to them unknown words. For this particular reason the size of the group might have different affects.

  • 118.
    Andersson, Maja
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Naturvetenskap i förskolans läroplan: En studie om förskollärares uppfattningar om naturvetenskap i den reviderade läroplanen för förskolan.2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Swedish curriculum for preschool were revised in 2010. In the updated and developed version of the curriculum science has been given greater emphasis with new and improved course objectives. One reason for the revision was the decline in interest for science later in life and the drop in number of students who pursue a higher education in science. The preschool teachers now have the responsibility to include the subject in the daily routine. Thus, the management must see to that the teaching staff possesses the skillset necessary to complete the task at hand. The purpose of this study is to investigate which impact the revised curriculum has had regarding science in preschool. Further, the aim is to investigate what kind of support the teachers have had with the curriculum and if they, themselves, consider their skillset to be adequate to fulfill the course objectives. To answer the questions posed, a qualitative interview method was used. Nine interviews were conducted out of which six with preschool teachers and three with preschool managers. The results indicate that the teaching staff does not fully comprehend the curriculum or how to use it in regard to science and the use of science in the preschools. The study has also shown that the lack of support during the implementation of the revised curriculum may potentially have had a negative effect on the will and skillset of the teaching staff thus hampering the work with the course objectives. To be able to give science an equal part in the curriculum as other subjects and to expand the work with science in the preschools further education of the teaching staff is needed, as well as more support from the management. 

  • 119.
    Andersson, Maria
    Karlstad University, Faculty of Arts and Education.
    Känsla av sammanhang: En studie om KASAM i årskurserna 1, 3 och 62010Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Sense of coherence, SOC, is a way to study health and wellbeing in a salutogen perspective. SOC is a theory that Aaron Antonovsky came up with and it involves three elements; comprehensibility, manageability and meaningfulness. These three elements is a objective way to look at our existence. The aim of this study was to examine how high the pupils sense of coherence was in the grades 1, 3 and 6 in a school in Karlstad. And with the result as starting point have a discussion around the pedagogical consequences and which educational work procedures we can use to work with SOC in school. It turned out that the students sense of coherence had a high mean value and that it got even higher through the grades.

     

    The study will underlie for further development in this subject field and work as a foundation for further studies around the theory SOC.

  • 120.
    Andersson, Marie
    Karlstad University.
    Barns uppfattning om tid: "-Och de som rullar! De är också gamla!"2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 121.
    Andersson, Marika
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Uppdrag arbetslagsledare: En kvantitativ studie om arbetslagsledares ledarskap.2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    There is a lot of knowledge today about factors that lead to increased results for the students. Nevertheless, in Sweden, we still have a high proportion of students who do not reach secondary competence in grade 9. At the school where I am principal, an analysis was conducted in the autumn term 2016 for a collaboration project with the Swedish National Agency for Education. The result of this analysis shows how the team leaders are an unutilized resource, whose mission has become more about mediate information from the principal to the team and conducting team meetings, than to lead school development processes. 

    In view of this, I ask the following questions: 

    1)    Which leaderships do team leaders practise in different situations?

    2)    How can team leaders view for their own mission understands?

    3)    In what way do different background variables affect the way the team leader practise her leadership? 

    A number of hypotheses are set up in purpose to try to answer these questions and data collection is done by sending questionnaires to team leaders in various elementary schools. The background variables tested are: gender, time at workplace, time as team leader, how the assignment is assigned, the size of the team, first teacher or not, and what head of school the respondent has. 

    The respondents reads six different scenarios and then take a stand in different action options, based on the theories of four different leaderships: abdicated leadership, authoritative leadership, communicative leadership, and ethical leadership. There is also a fifth option where the respondent is given the opportunity an alternative of her own. 

    The result of the survey shows that the leadershipstyle that team leaders, regardless of  background, choose to the highest degree is the ethical-communicative. Except in scenario 1 which is about managing a case where a colleague does not comply with the norms and values ​​of the school. An analysis of the result also shows that there must be a clear mission statement with a clear mandate that should be known by everyone. This will create greater prerequisites for the team leader to lead the necessary processes towards increased goal achievement.

  • 122.
    Andersson, Marita
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Annorlunda syskonskap: En undersökning om syskon till barn med funktionsnedsättning inom autismspektrumtillstånd2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to examine whether if siblings of children with disabilities are affected psychosocially or not. The study is based on qualitative interviews, literature and reports relevant to the topic. Respondents have presented their views on how they think children are affected by growing up as siblings to children with disabilities in autism spectrum disorders.

    The result demonstrates that siblings, while growing up are being exposed to a more stress-related situation than their peers and are more neglected than children in general. The survey also found that siblings of children with a diagnosis within the autism spectrum may bring character traits such as greater empathy, maturity and responsibility. Gaining knowledge of their sibling's disability proves to be of great importance for how the children manage their lives. Through attention and professional assistance such as conversation and support the siblings are better equipped to cope with the situation, which they´re in.

  • 123.
    Andersson, Marita
    Karlstad University, Faculty of Arts and Education.
    Insider eller Outsider?: Ofullständiga grundskolebetyg – om stämplings- och exkluderingsprocesser ur ett livsberättelseperspektiv2008Independent thesis Advanced level (degree of Magister), 15 points / 22,5 hpStudent thesis
    Abstract [en]

    There are an increasing number of pupils leaving school with incomplete grades. Research indicates that the causes to this phenomenon may be individual- as well as school related and complicated to illuminate. The purpose of the study is to examine the processes of exclusion that have resulted in pupils´ incomplete degrees. Two research problems have been formulated. The first one is about the identification of exclusion and branding factors for pupils with incomplete degrees. The second one focuses on how the pupils processes of branding- and exclusion are shaped. Six in dept interviews with three pupils with incomplete degrees have been conducted from a life history perspective. Each pupil has been interviewed twice, at different occasions. Results show that the factors vary and are individual, and can be identified within the family as well as the school. In school, there may be a tendency to refer the problem to the pupil rather than to the entire context.

    This brands pupils that already are in a difficult situation, but results also show that school can have including tendencies as well. The three pupils in the study have in common that they contribute to the branding- and exclusion process by excluding themselves. To conclude, there are several factors that are intertwined and that together contribute to the result of incomplete degrees. Two of the pupils´ stories were related to Goldman’s (1980) identified stages of branding, which resulted in an understanding of these pupils process of exclusion. The third pupils´ story however, differed from the other two, and as a consequence, differed from Goldman’s theory, which is discussed.

  • 124.
    Andersson, Marita
    Karlstad University, Faculty of Arts and Education.
    Man känner sig lite kluven ibland: an international adopted’s experience of her learning process2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The aim of my study was to describe and interpretate how an international adopted person look back at and describes her learning process individually and in interaction with others. Data are based on one in-depth interview with a phenomenological inspired approach.

    The findings showed that the interviewee has repressed a great deal of her former life from her country of origin. According to the interviewee, the process of learning in interaction with other people has worked well. She has furthermore never felt that other students have treated her differently based on her appearance. There is some ambivalence in how the interviewee describes this though, which opens up for other interpretations.

  • 125.
    Andersson, Martin
    Karlstad University, Faculty of Arts and Education.
    Möjligheter och hinder för ämnesintegration: En studie av karaktärsämneslärares uppfattning av ämnesintegration på Industriprogrammet2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    A correlated curriculum is a way to give the subject relevance in a wider context to strengthen the pupils’ education.  The idea is that students' motivation will increase for their studies, as the goals to aim for. This study intends to find out vocational teachers perception of a correlated curriculum within the Industrial programme. The studies of opportunities and obstacles of a correlated curriculum are made through qualitative interviews with six vocational teachers within the Industrial programme. The study compares vocational teachers understanding of a correlated curriculum with the perceptions of core subject teachers of another study. The results show that vocational teachers perceive more opportunities than obstacles and have found ways to overcome barriers to integrated working substance. The possibilities are described as increasing motivation, accelerated learning and a holistic approach to knowledge. The obstacles are described as approach to knowledge, lack of communication and time. The solutions are described as taking the initiative, creating common time, clear and simple goals.

  • 126.
    Andersson, Mattias
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Elevers uppfattningar av olika lärandesituationer: En fenomenografisk studie med sex gymnasieelever om hur de uppfattar olika lärandemiljöer i skolan och på fritiden2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammanfattning

    Syftet med denna studie är att undersöka hur några elever med läs- och skrivsvårigheter uppfattar olika lärandesituationer och vilka faktorer som påverkar lärandet. Studien är genomförd med en kvalitativ metod, närmare bestämt fokusgruppintervju där respondenterna genomförde en diamantranking. Den teoretiska utgångspunkten för detta arbete är en fenomenografisk ansats, vilket också har använts vid analysen av resultatet.

    Studiens frågeställningar besvaras i resultatet, det visar sig att respondenterna uppfattar att lärande påverkas av både inre faktorer och yttre faktorer. Respondenterna uppfattar även att i vissa lärandesituation så lär de av andra, och i andra lärandesituationer så lär de med andra. Det som respondenterna uppfattar som de mest positiva lärandesituationerna är när det är praktiska övningar som de kommer att ha nytta av efter att utbildningen är klar. De tycker även att det är positivt när det går att få lugn och ro och de bestämmer sig för att ”bara göra det”.

    Resultatet har tolkats med hjälp av en variationsarkitektur för att få fram tre beskrivningskategorier. På den första nivån så uppfattar respondenterna att de befinner sig i en situation som kan påverka dem. På nästa nivå så uppfattar respondenterna även att det går att kompensera egna eller andras handlingar, för att förbättra lärandesituationen. På den högsta nivån av förståelse så uppfattar respondenterna också att det går att korrigera egna eller andras handlingar, för att förbättra lärandesituationen.

    Studien bidrar till att kunna ge lärare fler verktyg för att kunna möta elever med läs- och skrivsvårigheter och skapa positiva lärandemiljöer för dessa elever. Studien bidrar även till att förstå vilka verktyg det är lämpligt att försöka förse elever med läs- och skrivsvårigheter.

  • 127.
    Andersson, Miranda
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Måltidspegagogik i förskolan: En kvalitativ studie om pedagogers upplevelers av den pedagogiska måltiden i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This qualitative study focuses to highlight the pedagogues’ experience of the pedagogic meals in preschool. In the study has six pedagogues from three different departments/preschool been interviewed. The interviews were recorded, transcribed and analyzed and then categorized. This study is based on socio-cultural perspective, where learning occurs in interaction with others and language is seen as a mediating tool.

     

    The result of this study reveals that the pedagogues believe meals to be important for the children’s social skills. Furthermore, many learning situations occurs at mealtime and it is important that the pedagogues are good role models during the meals. The environment during the meals differs a lot, however nice and quiet sought during the meals.

     

    In the result, it appears that all pedagogues see meals as a pedagogic situation, although special educations before the meals are never planned. It is found that even the children have the opportunity to steer the conversation during the meals and take food by themselves. The pedagogues also consider the learning of math and language develops through the conversation during the meals.

  • 128.
    Andersson, Patrik
    Karlstad University, Faculty of Arts and Education.
    Ung Företagsamhets arbetssätt: Ur pedagogens perspektiv2008Independent thesis Basic level (professional degree), 5 points / 7,5 hpStudent thesis
    Abstract [en]

    Abstract

    The aim of this paper is to, through interviews, examine what opinions teachers connected to "Ung Företagsamhet" (Young Enterprise, UF) have on the work of UF compared to contractual and traditional learning. The reason for this is to find out if UF´s way of working is successful in a world, where the definition of knowledge constantly changes. Through qualitative interviews the views of four UF teachers are scrutinised. The results of the interviews indicate that UF works in a way, which contains both contractual and traditional learning, where both directions complement each other in different stages of the learning process.

    Key words: Contractual learning, pedagogical perspective, Young Enterprise, traditional learning

  • 129.
    Andersson, Per
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Konsten att lära av "verkligheten": En undersökning av de möjligheter som reality-tv och dokusåpor har på vår samhällskunskapsundervisning2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 130.
    Andersson, Sandra
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Loggboken som ett kommunikationsverktyg: Att synliggöra elevers kunskap och utveckling via loggboksskrivande2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This report demonstrates my research on how students may improve their progress in course with the help of journal writing. I have based my research on two courses within the Restaurant, bar and wine program at Studium Hospitality & Bakery in Gothenburg.

    I came up with the idea for the research when I noticed how the students experienced little to no feedback and didn´t really understand what they should do to excel in their courses.

    The purpose of the research is to develop a practical and easy-to-work journal and to find out if journal writing can improve the communication between teachers and teacher students. To achieve this I implemented a journal in two courses.

    The feedback from the students was positive. They thought the journals quickly became a natural tool to be able to see their own progress and also, they were able to have an ongoing interaction between teacher and student.

    In conclusion the journal has given a better overview of the progress a student makes during the course. The journal works as a tool to oversee attendance and it is also an important communication channel between student and teacher. Through the work with the journal the students document their own progression within the course, hence will be able to detect the next step of their development. The journal gives the students the opportunity to discuss which elements of the course have been critical to reach increased progression.  It has also given the teachers an important tool to develop their teaching.

  • 131.
    Andersson, Sanna
    Karlstad University, Division for Ingesund College of Music.
    …lärare i en ny verklighet: En undersökning om lärares inställning till nya medier, särskilt videofilm, som hjälpmedel i stråkundervisningen.2008Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is about how video films are used in teaching. By video film, I am referring to TV, DVD, VHS and film clips from the Internet or other sources. I imagined three areas of usage in which video films could be used for educational purposes: • video films for the students to bring home to assist with their practising, for example a tutorial video • filming the students • showing skilful musicians I made nine interviews to discover different string teachers’ thoughts and experiences of the medium, and their student’s reactions. I also wanted to know the demand for tutorial videos among string teachers and contacted producers and distributors.   Though media wasn’t frequently used in teaching among my respondents, they saw video films as a helpful aid. But there was also a fear that the interaction between teachers and students would disappear. It was hard to see a connection between teachers’ different repertoire and methods, and their use of video film. Teachers, and companies that produce teaching media, believed that the use of multimedia in education was indicative of the generation, and that we could expect an increase of multimedia use in teaching.

  • 132.
    Andersson, Sara
    Karlstad University.
    Gymnasieelevers uppfattningar om lärande i molekylärbiologi med hjälp av en simulering.2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study investigates upper secondary school students’ opinions on working with a computer simulation in microbiology. During one lesson, the students got to work with the simulation and answer questions about what was happening in the simulation. Collection of data was made through observation, surveys and interviews. The result shows an overall positive attitude among the students towards working with simulations in biology class. Despite this, using simulations as a learning tool can not be recommended without reservation. It is of importance that the simulation to be used is carefully selected according to learning goals and that students are supported in their interpretation of the simulation. The most important support is the teacher explaining what the simulation is showing.  

  • 133.
    Andersson, Sara
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    IKT och naturvetenskap i förskolan: Förskollärares syn på IKT i arbetet med naturvetenskap i förskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 134.
    Andersson, Sara Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Attraktiva lekmiljöer i den fria leken: En fenomenologisk studie om lockande lekmiljöer ur barns perspektiv2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to contribute with increased knowledge concerning attractive play-environments in the preschool from the perspective of children.  The study is based on a selection of individual children’s stories about play-environments in the preschool. Qualitative interviews have been used as a method of collecting empirical evidence.  They have been recorded and transcribed to form the basis for the analysis based on Interpretative Phenomenological Analysis IPA. It is a method that is trying to find out the individual’s perception and experience of a phenomenon through a hermeneutic interpretation and a phenomenological perspective.

    The result of this study shows that the children preferred rooms located in the periphery and avoided the passage rooms. What enticed most in the attractive playgrounds were construction materials and materials that enabled taking on roles. The result furthermore showed that companion relations were part of the attractive environment.  Based on the choices it was made clear that the children found meaning and enticement in the fluctuating and the ability to influence the design of their environment. The location of the attractive rooms in turn gave the opportunity for undisturbed immersion of play which was perceived as meaningful by the children.  The interaction and relationship with close friends were in turn another part of what created meaning in the attractive play-environment.

     

  • 135.
    Andersson, Sofia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Utevistelsen som lärtillfälle: Pedagoger berättar: Utemiljöns betydelse för deras arbete med kunskapande om djur och växter i förskolan.2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to find out what preschool educationalists’ opinions are about the time they spend outdoors, and how they use the outdoor environment as a place for learning and development. The focus is primarily on learning about animals and plants. The method used was semi-structured interviews with six teachers from various preschools, in three municipalities. These educationalists have from 7 to 27 years of work experience from child care, and both nannies and preschool teachers were interviewed. The interviewees were asked to answer questions about their education and years of experience, the time they spend outdoors at preschool, their preschools yards, being outdoors in natural surroundings, what they have to say about the level of planning in the outdoors, and the abilities and/or obstacles they experience when working with animals and plants during the time they spend outdoors. The interviews were recorded and transcribed. The educationalists' perceptions and opinions were structured in charts, and then categorized according to the different responses, and those were presented in the results. The results showed that the outdoor activities are more spontaneous than scheduled, and the children's free play and exploration are often the focus. It also showed that the educationalists' attitudes are very important, according to themselves, to challenge the children to develop their own explorations. The interaction between children and educationalists is essential, according to the interviewees. But they also express the importance of children spending time in different environments - both planned environments such as the preschool yard, as well as in natural environments. It gives children the opportunity to explore the environment surrounding them, and understand relations between us and nature through hands-on experiences. Obstacles that educationalists sometimes experience in their work are, for example, insufficient knowledge, organizational problems or having to adapt their time to routine situations. But all interviewees agreed that spending time outdoors is a big part of the children's day at preschool, and they saw many advantages with playing, learning and developing in an outdoor environment.

  • 136.
    Andersson, Stina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Blommor och bin i förskolan: En studie i hur pedagoger bemöter barns tankar om fortplantning2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to research how some pre-school teachers respond to children´s thoughts and questions about the reproductive process in their teaching. The study is conducted through qualitative interviews with ten teachers from three different pre-schools. The findings show both possibilities and difficulties that the teachers encounter in this area, as well as the teachers’ different approaches to the subject. The results show that there are several different aspects and views concerning the reproductive process teaching. The children’s own questions are of vital importance to the choice of pedagogic methods in this subject. The teachers use books, the internet and films, as well as outdoor excursions when teaching the reproduction process in plants and animals. Conclusions show that abstract words and concepts form obstacles in the dialogues about the reproductive process. The didactics can also be rendered more difficult by parental views and different cultures. The teachers unanimously pointed to their own commitment as a key factor to success in the reproductive process teaching. Some of the teachers find this an easy subject to teach while others find it problematic.

  • 137.
    Andersson, Tim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Alla är individer… men ändå bundna till sitt kön: En ”cross-culture” studie med kenyanska och svenska lärare om medvetenhet och förhållningssätt till jämställdhet2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This "cross-culture" study deals entirely on awareness and attitudes among Kenyan andSwedish teachers in terms of gender equality. Parts of this study were conducted in Kenya,where I spent a month living and visited a school in a multi-million city. There, I conductedsemi-structured interviews with teachers and gathered material for my thesis. The purpose ofthis study is to see how teachers in Kenya relate to gender and then compare this withSwedish teachers. The study also includes a review of national policy documents for schoolregarding gender equality. In Kenya I interviewed four teachers in the secondary school whoteach various subjects.

    The conclusions drawn by the governing documents for school was that the teachers in bothcountries are encouraged to work with gender equality. My performance analysis isconstructed on the basis of Yvonne Hirdmans theory of dichotomy, hierarchy andreproduction process. Educators' awareness of gender issues was distinguished. Everyone hadopinions and told me about them. There approach to equality lead to some diversity amongthe teachers. They claim that equality brings many negative sides and are afraid that they willovershadow the good parts.

  • 138.
    Andersson, Yvonne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    ”Charaden” i mötet med skriftspråket: Två livsberättelser från vuxna med verifierade läs- och skrivsvårigheter2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this qualitative study with narrative approach is that by stories from two adults with verified reading and writing disabilities try to understand their experiences of what has influenced their reading and writing development during primary school. The focus of the study is how and what the participants tell about their reading and writing development during primary school and also how the participants perceive and assess as adults the primary school´s achievements to support their reading and writing development.

    Life stories were used as method in taking part of the participants` experiences and are supposed to be understood from a sociocultural perspective. Interviews were accomplished with the study`s two participants. After the first interview a chronological life story was written. After that another interview which deepened the understanding was performed about the different themes that had come up during the interviews in both stories: reading exercises, the significance of the group, the significance of the teacher, adjustments and identity.

    The result shows a feeling of alienation among the participants and exclusion in smaller groups, a lack of compensating support and a wish of an earlier diagnosis. The connection to the teacher and the teacher´s attitude is to the pupil an important element for a successful reading and writing development. There is a complexity in supporting pupils with reading and writing disabilities in a way that encourage their reading and writing development and also strengthen their self-esteem. Pupils in today´s school should not have to look upon school attendance as a charade.

  • 139.
    Anderström, Helena
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Lärares samtal om etik: Sociala representationer av etikundervisning på mellanstadiet inom ramen för de samhällsorienterande ämnena2017Licentiate thesis, monograph (Other academic)
    Abstract [en]

    This study draws attention to how teachers view and reason about ethics education in social studies. Based on the Social representation theory, the study aim to answer questions about the content and themes which are expressed in the teachers' conversations about ethics education. The study also wants to emphasize the communicative resources used by participants when they create a common understanding of ethics education.

    The study's empirical data consists of six focus groups interviews with teachers working with student in school year 4-6. Teachers in three teams (a total of 13 teachers) met at two occasions to talk about ethics education in social studies.

    The result from the analysis is presented in three parts. The first part draws attention to teachers' social representations of ethics education in social studies. Four social representations were found and they consist of teachers' ideas about content, methods and strategies, and the purpose and goals and difficulties in ethics education. The second part shows that the teachers express three social representations of how ethics education is related to, religious education, social studies and the school's overall mission. The analysis shows that ethics education is an important part of the religious education but also other subjects in social studies and the school's overall mission. The third part draws attention to the communicative resources that teachers use to create a common understanding of ethics education. Examples of communicative resources used in the conversations is teaching materials, national tests, the curriculum and their own teacher education.

  • 140.
    Andersén, Annelie
    Högskolan i Jönköping, HLK, Livslångt lärande/Encell.
    Att röja väg till den öppna högskolan2009In: Folkhögskolans praktiker i förändring / [ed] Bernt Gustavsson, Gunnel Andersdotter, Lena Sjöman, Lund: Studentlitteratur AB, 2009, 1, p. 201-223Chapter in book (Other academic)
  • 141.
    Andersén, Annelie
    Högskolan i Skövde, Institutionen för hälsa och lärande.
    Den nya yrkeslärarutbildningen - Utkomster i form av yrkeskompetens2013In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 7, no 1, p. 88-101Article in journal (Refereed)
    Abstract [en]

    This article describes and discusses a group of newly trained vocational teachers' experiences of outcomes of their teacher education in terms of professional skills. Seven students participated in focus group discussions concering one of the professional teacher training national objectives. The results show that the newly trained vocational teachers acquired a new vision of the teaching profession and that they have strengthened both their professional identity and their self confidence. They have new, broader and more improved tools to use in teaching. and they see the importance of having a vocational teacher education. Skills that are considered important in new vocational teachers' profession are for example to able to see the individual students and reach out o them with a message, and to make just assessment and set fair grades. 

  • 142.
    Andersén, Annelie
    Högskolan i Jönköping, HLK, Livslångt lärande/Encell.
    Ett särskilt perspektiv på högre studier?: Folkhögskoledeltagares sociala representationer om högskola och universitet2011Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The thesis aims to investigate folk high school participants’ social representations of university. According to the theory of social representa­tions, folk high school participants’ social representations of university are created socially and change depending on their experiences of university. The thesis also aims to investigate the origins of these social representations and how they have developed over time, as well as whether and how these rep­resent­ations have been affected by other social representa­tions, such as those of the distinctive character of folk high school. In order to identify folk high schools participants’ social identities and social rep­resenta­tions, I have made use of empirical data collected through free associa­tions and interviews with folk high school participants and former folk high school participants. To discover the origin of the representations and how they developed over time, I conducted a document study of an important folk high school teacher magazine. The results show that throughout the history of folk high schools, the institution has remained true to two basic ideas. These two fundamental ideas explain why different social identities and different representa­tions exist among the participants. The idea of folk high school as something different and special, leads to representations of folk high school as an alternative to other forms of education and to representations of university as some­­thing unlike folk high school. The second idea – that folk high school must adapt to the surrounding community – leads to representations of folk high school as a second chance and social representations of university as a goal.

  • 143.
    Andersén, Annelie
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Folkhögskolans många ansikten: beskrivning av ett forskningsprojekt2012In: Årsbok om folkbildning: Forskning & utveckling 2011 / [ed] Stellan Boozon, Krister Hansson, Maj-Britt Imnander, Ants Viirman, Stockholm: Föreningen för folkbildningsforskning , 2012, p. 108-119Chapter in book (Refereed)
  • 144.
    Andersén, Annelie
    Encell - National Centre for Lifelong Learning, School of Education and Communication, Jönköping University.
    Social Representations and Social Identity in Swedish Folk High Schools: an application of Duveen and Lloyd2010In: Papers on Social Representations, ISSN 1021-5573, E-ISSN 1819-3978, Vol. 19, no 1, p. 10.1-10.14Article in journal (Refereed)
    Abstract [en]

    This article extends Duveen's work on social representations and social gender identity by discussing how it can be applied to the context of Swedish folk high school participants' social representations of folk high school and university, then examines the influence of these representations on participants' desires and ambitions to progress to university.  Adopting Duveen's framework to analyze several previous data regarding folk high schools (i.e., a document study of folk high school teachers' magazines, an association study on folk high school participants, and interviews with folk high school participants), I seek to illustrate in this article how most premises concerning the formation of children's social identity (as described by Duveen) also hold for adults entering a new social context.

  • 145.
    Andersén, Annelie
    Högskolan i Jönköping, HLK, Livslångt lärande/Encell.
    Swedish folk high school as a second chance to attain acess to university2011In: NCEE 2011, 2011Conference paper (Refereed)
    Abstract [en]

    Folk high schools are part of popular, or liberal adult education in Sweden. By participating in the general course at a folk high school, students who have failed to meet the requirements necessary for continued study at university level have a second chance to fulfil such requirements. This paper describes different approaches of Swedish folk high schools with regard to preparing their participants for university studies. The paper also discusses how these different ways of working affect how participants perceive university studies and how these perceptions affect their choices of whether or not to continue on to university after completion of their folk high school education. Based on empirical data collected through free associations, interviews with then-current and former folk high school participants, articles from a leading folk high school teacher magazine, and material found on the folk high schools’ homepages, the results show that throughout the history of the Swedish folk high school, this institution has remained true to two basic ideas: the idea of differentiation and the idea of adaptation.

    The results also show that folk high schools work in different ways with regard to widening participation, depending on which of these two ideas they tend to focus on most. The prevalence of these two fundamental ideas explains why different social identities and different representations exist among the participants. The idea of folk high school as something different and special leads to representations of folk high school as an alternative to other forms of education and to representations of university as something difficult and different than folk high school. The second idea – that folk high school must adapt to the surrounding community – leads to representations of folk high school as a second chance and of university as a goal.

  • 146.
    Andersén, Annelie
    Högskolan i Jönköping, HLK, Livslångt lärande/Encell.
    When 'they' become 'us'2010Conference paper (Refereed)
    Abstract [en]

    This paper elaborates on how representations changes when social identity does. Social representations are not static, representations can change over time, together with the identity. Social identity is not only based on how members of a group represent themselves, but also how the group is represented by others. It is also a representation of ‘we’ as something that is not ‘them’. In my research, I found out that the perception of ‘us’ as folk high school participants is instrumental in the formation of ‘they’, involving, among others, university students. Social representations of university among folk high school participants are often formed by second-hand and reproduced experiences, as participants themselves have not yet studied at university. Most of them have neither visited a university, or know any current or former university students. The folk high school identity is only the object of association during a very short period in a person’s life, for only one or a couple of years, which means that a change of education also leads to a rapid change between identities, i.e. what was previously referred to as ‘they’, becomes ‘us’. However, the key question addressed in this paper is what happens then?

    This study includes an association study with one hundred participants taking the folk high school general course. In this study, I asked the participants about their associations regarding the words folk high school and university. Five years after the participants from the first association study finished folk high school I called them up and asked them again about their associations regarding the terms folk high school and university. Here I found out that the participants who had continued to university studies, in contrast to the result of the earlier study,  do not represent university as a (final) goal. The other two representations who was common among the folk high school participants – university as a (final) step in a stairway and university as not being folk high school – still occur, but in a quiet different form.

  • 147.
    Andersén, Annelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Högskolan i Jönköping, HLK, Livslångt lärande/Encell.
    When they becomes us: Att byta identitet från folkhögskoledeltagare till universitetsstudent2010Conference paper (Other academic)
  • 148.
    Andersén, Annelie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Asghari, Hamid
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Identitetsframträdande och positionering i handledares berättelser2016In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 12, no 2, p. 87-102Article in journal (Other academic)
    Abstract [sv]

    Handledning är en stor del av yrkesutbildning på olika nivåer. Den handledning som förekommer i en utbildning beskrivs som ett sätt att stödja och uppmuntra studenterna i deras lärande (Croninger & Lee, 2001), men även handledaren är lärande i handledningssituationen (Andersén, Berglund & Gustavsson, kommande). I artikeln beskriver vi handledningssituationer som berättas i tal eller skrift av handledare, och analyserar de lärar-/handledningsidentiteter som framträder i berättelserna. Vi utgår från ett socialkonstruktionistiskt perspektiv på berättande (Goodson, Biesta, Tedder, & Adair, 2010; Mishler, 1999) där handledarnas narrativa reflektioner kring sina berättelser (Freeman, 2010) har en avgörande roll i rekonstruktionen av handledningssituationen. Handledare i vår studie är lärarutbildare på gymnasiala yrkesprogram som handleder inom verksamhetsförlagd utbildning (VFU), högskolelärare som arbetar med handledningsmodellen Reflekterande Handledning i Omvårdnad (RHiO) inom sjuksköterskeprogrammet samt yrkeslärare som handleder elever inom de gymnasiala yrkesprogrammen. De som blir handledda är följaktligen universitetsstudenter (yrkeslärar- och sjuksköterskestudenter) och yrkeselever. Omgivningen varierar beroende på yrkesutbildning, men är exempelvis för yrkeslärarna gymnasieskolor och deras gymnasielever. Studien visar att de lärar-/handledaridentiteter som framträder ur lärarnas/handledarnas berättelser om deras handledningsarbete handlar om handledare som mentor och förebild, handledare som reflekterande samtalspartner samt handledare som bedömare och kontrollant. Dessutom visar studien att lärarna/handledarna främst positionerar sig gentemot de studenter de handleder, men också att den som bli handledd kan positionera sig i förhållande till sin egen handledare. 

  • 149.
    Andersén, Annelie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Enochsson, Ann-Britt
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Söderlind, Linda
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Ådefors, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Lärares erfarenheter av att arbeta med digital teknik i gränslandet mellan skola och APL2018Conference paper (Refereed)
  • 150.
    Andreasson, Annica
    Karlstad University, Faculty of Social and Life Sciences.
    Det är mycket pyssel: En studie av föräldrars syn på fritidshemsverksamheten2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Fritidshemmet har till uppdrag att skapa en meningsfull fritid för eleven efter skoldagens slut. Fritidshemmet skall dessutom vara ett komplement till skolan så att föräldrarna kan yrkesarbeta eller studera på heltid. Föräldrar lämnar över ansvaret för sina barn till pedagoger under större delen av vardagen, men vet föräldrarna om vad deras barns vardag på fritids består av? Denna studie syftar till att skapa en uppfattning om vad föräldrar har för syn på fritidshemsverksamheten. Anser föräldrar att eleverna lär sig något på fritids? Har föräldrar en förståelse för vad fritids har för uppdrag och vad eleverna lär sig på fritids? För att få en insyn i hur föräldrar tänker kring dess frågor har en enkätundersökning samt en intervju gjorts. För att skapa en bredare samhällssyn återges även fritidshemmet och föräldrasamverkan i ett historiskt perspektiv genom litteraturstudie. Studien visade på samma resultat som många föregående studier gjort, att föräldrar har generellt en god syn på fritids men att de anser att förbättringar kan göras för att skapa en välfungerande fritid för eleverna.

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