Publikationer från Malmö universitet
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  • 1.
    Andersson, Annica
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Wagner, David
    Faculty of Education, University of New Brunswick, Fredericton, E3B 5A3, NB, Canada.
    Remythologizing Mystery in Mathematics: Teaching for Open Landscapes versus Concealment2018Ingår i: Education Sciences, E-ISSN 2227-7102, Vol. 8, nr 2Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Mathematics is full of mystery. We illuminate the myth to expose two conflicting senses of mystery at work in mathematics and its education practices. There is a sense of boundlessness with mathematics-the idea that we never fully know. There is also a practice of concealment, in which an answer or solution is known by special people who may support or provide a scaffold for students' navigation to the "special" knowledge, but may also challenge their access to it by erecting barriers and boundaries. In remythologizing mystery, we identify that the valorization of mystery in mathematics is rooted in the wonder of exploring boundless landscapes and is used misleadingly to justify school mathematics with the other sense of mystery-uncovering the concealed.

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  • 2.
    Blennow, Katarina
    et al.
    Department of Educational Sciences, Lund University, 22100 Lund, Sweden.
    Malmström, Martin
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Stolle, Elizabeth Petroelje
    Faculty of Literacy Studies, Grand Valley State University, Grand Rapids, MI 49054, USA.
    Countering Discourses of Derision: Moving towards Action in Teacher Education in the USA and Sweden2023Ingår i: Education Sciences, E-ISSN 2227-7102, Vol. 13, nr 7, artikel-id 635Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article is about how negative discourses of teacher education position teacher educators and how they might influence or inspire action. We use self-study methods to investigate the political dimension of teacher education in two national contexts: Sweden and the USA. More specifically, we examine the emotions stirred by the positioning related to being a teacher educator and how those emotions can be used to take a line to and resist boundaries that limit us within the profession in the two contexts. We aim to contribute to the self-study field by emphasizing a political dimension, in addition to the personal and professional dimensions of teacher education more often studied by scholars. Using the concepts of positionality, emotions, liminality, and action, we conclude that the liminal spaces offered us time to think about the emotions we have experienced due to the derisive discourses that position us in negative ways as teacher educators, and with that thinking came opportunities to reflect on our identity as teacher educators and what we look to accomplish as teacher educators. A new understanding of liminality as a space of possibility has boosted us to take action. An important conclusion is that emotional labor can be a hindrance in relation to teacher educator action, while emotions can act as clues for opportunities of growth and action. Telling our stories opened space for us to use our emotions to take a line to and resist the derogatory discourse, engage in the political, and move closer to becoming teacher educator activists.

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  • 3.
    Christodoulakis, Nikolaos
    et al.
    Linnéuniversitetet, Institutionen för biologi och miljö (BOM).
    Vidal Carulla, Clara
    University of Gothenburg, Sweden.
    Adbo, Karina
    Linnéuniversitetet, Institutionen för biologi och miljö (BOM).
    Perezhivanie and Its Application within Early Childhood Science Education Research2021Ingår i: Education Sciences, E-ISSN 2227-7102, Vol. 11, nr 12, artikel-id 813Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Perezhivanie is a concept that was originally defined by Vygotsky, but it did not become a part of educational theory until recently. Today the concept has been revived, and it is now used as a way to include emotional aspects into education and educational research. The concept also provides a rationale for describing and forming personalised learning. The present study provides a literature review with the aim of covering the variety in definitions of the concept, as well as the different perspectives that the concept lends to research in general, and to research with focus on early years education in particular. Results show that the concept has been applied within the most common theoretical perspectives in use today (such as social, cultural and subjective perspectives) with an interesting array of outcomes, such as design of educational methods, analysis of different modes of experiencing and development of self-awareness. The use of this concept becomes a shift toward more emotional perspectives of learning and development that may not be altogether positive, as perezhivanie holds the risk of blurring the border between psychotherapy and education, which is something that would provide new challenges for education in general and especially for teacher education.

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  • 4.
    Draxler-Weber, Nicole
    et al.
    Department of Organization and Information Systems, Osnabrück University, Germany.
    Packmohr, Sven
    Malmö universitet, Fakulteten för teknik och samhälle (TS), Institutionen för datavetenskap och medieteknik (DVMT). Malmö universitet, Data Society.
    Brink, Henning
    Department of Organization and Information Systems, Osnabrück University, Germany.
    Barriers to Digital Higher Education Teaching and How to Overcome Them: Lessons Learned during the COVID-19 Pandemic2022Ingår i: Education Sciences, E-ISSN 2227-7102, Vol. 12, nr 12, s. 1-15, artikel-id 870Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The COVID-19 pandemic forced a transition to digital teaching in higher education institutions (HEIs) as it was the only safe method for higher education (HE) teaching during the pandemic. However, this crisis emphasized the barriers students face worldwide. For digital HE teaching to survive in the future, these barriers should be overcome. The present paper aimed to systematically identify these barriers and present recommendations to overcome them. For this purpose, a quantitative survey (n = 369) was conducted with students in three countries, and qualitative student statements were analyzed. Possible countermeasures for corresponding barriers are described, and related stakeholders are identified. Thus, the study provided an overview of recommendations for stakeholders to overcome the barriers. The recommendations to resolve most barriers entail offering hybrid formats, adjusting lecture design, and ensuring proper communication.

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  • 5.
    Hellman, Annika
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Lind, Ulla
    Dalarna University.
    Lost and found—Unfolding and refolding aesthetic learning processes2021Ingår i: Education Sciences, E-ISSN 2227-7102, Vol. 11, nr 12, artikel-id 778Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The ongoing marketisation of education is a great loss for visual arts education since explorative learning processes are marginalised in favour of more goal-oriented learning. The empirical material analysed in this research derives from the visual art portfolio of a student from an elective university course in visual arts education. Working within Deleuze and Guattari’s philosophical framework, we examine the folding, unfolding, and refolding of aesthetic learning processes, suggesting productive concepts and practices. The analysis made us aware of our own pedagogical ideals and the loss of having to disassemble them, in line with the new curricula. The student’s visual learning process showed us how to reassemble new and explorative learning processes, assigning aspects of sustainability and an ethics of care in relation to environmental and social questions. We suggest strategies for learning in the folds, where educators are called upon to prepare students for an uncertain future. This demands a creative imagination, an ethical standpoint for negotiating the curriculum in line with differentiation by forming, inventing, and fabricating new concepts and images. 

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  • 6.
    Munir, Hussan
    Malmö universitet, Fakulteten för teknik och samhälle (TS), Institutionen för datavetenskap och medieteknik (DVMT).
    Reshaping Sustainable University Education in Post-Pandemic World: Lessons Learned from an Empirical Study2022Ingår i: Education Sciences, E-ISSN 2227-7102, Vol. 12, nr 8, artikel-id 524Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The outbreak of COVID-19 has affected people all around the world. Governments had no choice but to put people in self-isolation to stop the spread of the virus. As a result, all companies and educational institutions switched to working or studying from home. The purpose of the study is to investigate the impact of COVID-19 on student teaching and learning in the context of Malmo university. Furthermore, the study proposes recommendations for sustainable post-pandemic education at Malmo University. The study includes ten semi-structured interviews with students followed by a workshop with ten senior lecturers teaching bachelor's and master's courses. The study uses snowball sampling to select students for the interviews and senior lecturers for the workshop. A qualitative data analysis technique, thematic analysis, is used for data analysis on the data collected from interviews with students and the workshop with senior lecturers. The results from the study suggested that online education leads to several benefits for students, such as better time management, higher lecture attendance, flexibility, and discipline in their studies. However, the shift to online education has caused a communication deterioration between students and teachers. Less social interaction with other students leads to depression, anxiety, and stress. The recommendations for post-pandemic education include the unified selection of digital learning tools across courses, a designated budget for digital learning tools, training support, and hybrid learning methods. In conclusion, the study proposes blended and hybrid learning to improve higher education at the university, requiring digital tools to minimize students' communication barriers.

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  • 7.
    Ödmo, Magnus
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Chronaki, Anna
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Bjorklund Boistrup, Lisa
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Bringing Critical Mathematics Education and Actor–Network Theory to a Statistics Course in Mathematics Teacher Education: Actants for Articulating Complexity in Student Teachers’ Foregrounds2023Ingår i: Education Sciences, E-ISSN 2227-7102, Vol. 13, nr 12, s. 1201-1201Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this paper, we discuss how critical mathematics education (CME) and actor–networktheory (ANT) come together in a mathematics teacher education course that focuses on the thematiccontext of climate change to study statistics. Acknowledging the complexity that student teachersencounter when asked to move from a mainly instrumental treatment of statistics toward a criticalforeground of data in society, we turn to explore the actant networks, as theorized by ANT, utilized bystudent teachers when asked to imagine teaching from a CME perspective. For this, our study is basedon a series of interviews with student teachers who participated in a statistics course where pollutiondata graphs were discussed, inquiring about their role as future critical mathematics teachers. Thetranscribed interviews, analyzed through ANT, inform us as to how student teachers’ foregrounds arebeing shaped by actants such as the curriculum, social justice, democracy, and source critique, amongothers. Based on the above, we recommend that teacher education should invite active discussion ofthe complexity created when a CME perspective is required. This move would allow for a criticalapproach to critical mathematics education itself that could prepare student teachers to navigate,instead of ignoring or opposing, such complexity.

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1 - 7 av 7
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