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  • 1.
    Du, Xiangyun
    et al.
    Aalborg Univ, UNESCO PBL Ctr, Aalborg, Denmark.;Qatar Univ, Coll Educ, Doha, Qatar..
    Lundberg, Adrian
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för skolutveckling och ledarskap (SOL).
    Examining emic viewpoints on a pedagogical development program's long-term effects using Q methodology2021Inngår i: Studies in Educational Evaluation, ISSN 0191-491X, E-ISSN 1879-2529, Vol. 71, artikkel-id 101088Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    To examine the long-term effects of pedagogical development, the study explored 56 Chinese university instructors' viewpoints on their professional agency in implementing new pedagogical practices following a PBL program in Denmark. Q methodology was supplemented by a post-sorting survey and post-analysis interviews. An eight-factor solution emerged, indicating a high variation in participants' subjective experiences of PBL implementation. Their perceived sources for agency enactment are both internal and external, crossing three phases in practice - readiness, implementation, and prospects. Despite suggesting positive long-term PD effects, the study also illustrates how university instructors' agency enactment is constrained by contextual aspects, including a lack of surrounding acceptance and support. Practical implementations how PD programs may support long-term teacher learning through agency development are provided.

    Fulltekst (pdf)
    fulltext
  • 2. Fresko, Barbara
    et al.
    Rubinstein Reich, Lena
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för Individ och samhälle (IS).
    Eriksson Sjöö, Tina
    Malmö högskola, Fakulteten för hälsa och samhälle (HS).
    Sild Lönroth, Carina
    Malmö högskola, Fakulteten för lärande och samhälle (LS).
    Developing narratives as a pedagogical approach to fostering professional interpersonal competences2013Inngår i: Studies in Educational Evaluation, ISSN 0191-491X, E-ISSN 1879-2529, Vol. 39, nr 4, s. 232-239Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The study examined a project aimed at helping students develop professional interpersonal skills.Groups of university students in social work, teacher training, and a student mentoring program for children at-risk participated in seminars where they developed narratives derived from personal experience in interaction with others. The theoretical framework for the project was inspired by the idea of ‘‘stories to live by’’ developed by Clandinin and Connelly. Data for the study were collected from questionnaires, interviews, and focus groups. Results indicated that narrative-building activities, when implemented in a structured and consistent manner, can contribute to improving empathy and perspective-taking abilities, developing self-knowledge, and enhancing communication skills.

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