Malmö University Publications
Change search
Refine search result
1 - 14 of 14
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Bergman, Lotta
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Bringéus, Eva
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Economou, Catarina
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Litteraturundervisning och interkulturella möten2021 (ed. 1)Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    I Litteraturundervisning och interkulturella möten behandlas frågor om hur ett väl genomtänkt arbete med skönlitteratur kan få oss att utmana föreställningar och tankemönster. I mötet med det som är främmande och annorlunda kan både elever och lärare lockas att gå utanför sina bekvämlighetszoner och kritiskt granska både sig själv och det egna samhället. Boken ger både konkreta exempel på arbete med skönlitteratur i heterogena klassrum och teoretiska perspektiv på läsande och lärande. Lärarnas viktiga roll i valet av texter, arbetsformer och i relation till eleverna ägnas särskild uppmärksamhet. Målet är att skapa en trygg arena som ger utrymme för en mångfald av engagerade röster och kritisk reflektion.  

  • 2.
    Economou, Catarina
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    A Fast Track course for newly arrived immigrant teachers in Sweden2021In: Teaching Education, ISSN 1047-6210, E-ISSN 1470-1286, Vol. 32, no 2, p. 208-233Article in journal (Refereed)
    Abstract [en]

    The Swedish welfare state has social protection policies focusing on labour market participation. Initiatives have been introduced after the increase of asylum seekers in 2015, focusing on so-called ‘fast tracks’. In this paper I consider one of these fast track courses aimed at newly arrived teachers wishing to continue their teaching career in Sweden. Based on interviews and observational data I have followed one cohort throughout their course. The research aims for an understanding of the teachers’ experiences from their own perspective as well as from the stakeholders’. The theoretical framework is mainly taken from the concepts of the capital market introduced by Bourdieu. In light of the findings, while the education the participants receive may be useful in order to understand the educational system, many are disappointed to find that fast track courses do not give them a clear advantage in terms of finding a faster way into the Swedish labour market. In addition, there are tendencies for local teacher communities to devalue the qualifications of this group. Generally, the emphasis on ‘fast tracks’ may ignore the need of individuals to complete formal Swedish education and to navigate complex processes of nationally set standards of professional requirements, which impede a fast integration process.

    Download full text (pdf)
    fulltext
  • 3.
    Economou, Catarina
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Gymnasieämnet Svenska som andraspråk: behövs det?2007Licentiate thesis, monograph (Other academic)
    Download full text (pdf)
    FULLTEXT01
  • 4.
    Economou, Catarina
    Göteborgs universitet.
    "I svenska två vågar jag prata mer och så": en didaktisk studie om skolämnet svenska som andraspråk2016Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis takes its point of departure in recent criticism directed at the Swedish school system, especially regarding the fact that students with a foreign background do not get the same opportunities or attain the same results as Swedish-born students. The general aim of this thesis is to study and analyse multi-lingual students’ situation from a critical didactic perspective, focusing on content and teaching in Swedish as a Second Language in upper secondary school. The legitimacy of and views on the subject are examined, as well as how the students are selected and categorised. The role that fiction has in the context of the subject is also investigated and discussed. The main sources of inspiration for the theoretical framework of the study have been the works of Nussbaum and Cummins. In addition, theoretical and methodological approaches are drawn from McCormick ́s socio-cultural model, Rosenblatt’s reading forms, as well as Tengberg, and Goodlad’s curriculum theory. The methodology used in this thesis is ethnography as well as curriculum and text analysis. The thesis consists of four articles. Article one, “The secondary school subject of Swedish as a Second Language – is it necessary?” examines the subject from different angles. The second “Swedish and Swedish as A Second Language – two equal subjects?” compares and analyses the two curricula. The third “Reading Fiction in a Second Language Classroom” and fourth “Multilingual Pupils’ Reading of Doctor Glas” consider the role of fiction within the subject, examining how a group of second language learners interpret and discuss the novels and how they interact with each other in relation to the literary texts. Furthermore, the last two studies analyse what forms of reading the students use. The thesis shows that the subject Swedish as a Second Language is still subordinated to the first language subject Swedish, with fewer cognitive challenges, as the aims of the curriculum reveal. Swedish as a Second Language focuses more on linguistic forms, often in isolated contexts, and less on meaning-making, e.g. reading of fiction and personal development. It also indicates that second language learners, in this context, are competent readers, able to understand and make meaning of different novels, use different forms of reading as well as make use of their broad experiences of different cultures in relation to literary texts. Finally, the thesis concludes with a discussion about the content in a future, new and inclusive subject of Swedish that is necessary to develop in today’s multicultural and globalized society.

    Download full text (pdf)
    FULLTEXT01
  • 5.
    Economou, Catarina
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Litteraturarbete i ett svenska som andraspråksklassrum2015In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, E-ISSN 1504-9922, Vol. 9, no 1, article id 9Article in journal (Refereed)
    Abstract [en]

    This article considers the role of reading fiction in Swedish as a second language instruction. The study examines how a group of advanced second language learners in a Swedish upper secondary school read, interpret and discuss a contemporary Swedish novel, how they interact with the text and with each other in relation to the text. Furthermore, it analyses which forms of reading the students use. It is a qualitative, empirical study based on field studies, transcriptions of tape recorded interaction and of written texts. The results indicate that second language learners in this context have a positive attitude towards reading and discussing what they read using several forms of reading. They often compare the content of the text to their own lives. One conclusion is that literature teaching and literature can be integrated into one Swedish subject in order to create even more meaningful interactions between students from different backgrounds. Another is that literature can be a means of language development as well as personal development.

    Download full text (pdf)
    FULLTEXT01
  • 6.
    Economou, Catarina
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    ”På samma villkor?”: Litteraturundervisningens varför och vad i gymnasieämnet svenska som andraspråk2018In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 27, no 3, Tema: Läsning och demokrati, p. 53-75Article in journal (Refereed)
    Abstract [en]

    Under the same conditions? The why and what in the teaching of literature in Swedish as a second language. This article focuses on the role of literature in the school subject Swedish as a second language in upper-secondary school and the teachers’ views of course literary texts The aim is to illustrate and analyse the motivations behind teachers using fiction for reading and the texts they use. The empirical materials consist of tape-recorded interviews with seven teachers A thematic content analysis is used to find patterns and then themes to be applied in conjunction with the interpretation of the material. The results show that teachers find literature useful as it may provide knowledge of and various perspectives on life and society, even though second language pupils do not take part in the history of literature in their course. Furthermore, literature not only helps develop multilingual students’ knowledge of the Swedish language but also provides them with insights into Swedish culture. The selection of literature was found to be traditional and Western. The article argues that the two upper-secondary school subjects of Swedish should become one inclusive subject, in which the reading of various literary texts and the holding of meaningful literary discussions can enrich all students, regardless of background.

    Download full text (pdf)
    FULLTEXT01
  • 7.
    Economou, Catarina
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    The integration of refugee teachers in Sweden: Experiences and challenges of a fast track teacher introductionn course at Malmö University.2020In: Lehrer/innen-bildung im Kontext von Fluchtmigration: Perspektiven, Erkundungen und Impulse / [ed] A.A. Wojciechowicz; D.N. Kayser; M. Vock., Weinheim Basel: Verlagsgruppe Beltz, 2020, p. 151-162Chapter in book (Refereed)
  • 8.
    Economou, Catarina
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Ennerberg, Elin
    Malmö University, Faculty of Education and Society (LS), Department of Society, Culture and Identity (SKI).
    Flerspråkighet och transspråkande i lärarprogram för nyanlända lärare: språkbro med förhinder?2020In: Högre Utbildning, E-ISSN 2000-7558, Vol. 10, no 2, p. 75-89Article in journal (Refereed)
    Abstract [sv]

    Denna artikel handlar om en universitetsförlagd introduktionsutbildning för nyanlända lärare i Sverige, det så kallade snabbspåret. Den presenterade studien handlar om hur lärarnas flerspråkighet och transspråkande används, betraktas och tas tillvara i en kontext för högre utbildning och kompetensutveckling. Baserat på ett teoretiskt ramverk om transspråkande och olika synsätt på flerspråkighet och språkpolicyer, samlades data in genom intervjuer och observationer med utbildningens deltagare, lärare och handledare. Resultaten visar på att språkfrågan är komplex och flera tendenser visas. Dels ses deltagarnas språkkunskaper i svenska som bristande, dels ses deras flerspråkighet som en tillgång i vissa sammanhang. Transspråkandet visas fylla en viktig funktion i inlärningsprocessen inom kursens ram. Slutsatsen är att alla aktörer i utbildningen behöver få en högre medvetenhet om flerspråkighet och transspråkande så att deltagarnas kompetenser kan tillvaratas.

    Download full text (pdf)
    fulltext
  • 9.
    Economou, Catarina
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Ennerberg, Elin
    Malmö University, Faculty of Education and Society (LS), Department of Society, Culture and Identity (SKI).
    Invandrade lärares erfarenheter efter Snabbspår och andra kompletterande lärarutbildningar2022Report (Refereed)
    Abstract [sv]

    Syftet med studien är att belysa immigrerade lärares övergång från Snabbspåret och kompletterande utbildning till fasta anställningar i svensk skola. Studien bygger på kvalitativa intervjuer med lärare med migrationsbakgrund och med rektorer. I våra resultat diskuterar vi formella hinder för att arbeta i den svenska skolan som legitimerad lärare, såsom lärarlegitimationen, men också informella hinder såsom språkkrav i utbildningsverksamheten, tillgänglig information om legitimationsprocesser och anställning i den svenska skolan, samt olika förväntningar på vad lärarrollen i den svenska skolan kan innebära. Resultaten visar att lärarna pendlar mellan sin egen professionella förmåga och anpassningar till regler och förordningar. De deltagande lärarna vill ha trygga anställningar för att kunna försörja sig. Rektorerna i studien värderar praktisk kunskap om den svenska skolan i fråga om undervisning och bedömning. Samtidigt uppskattar de ofta den kompetens de migrerade lärarna tillför både i form av ämneskunskap och i form av ”integrationskompetens”. Flerspråkighet ses som något mycket positivt i vissa sammanhang, medan man i andra fokuserar på lärarnas bristande kunskaper i svenska och oförmåga att kommunicera. Endast lärarlegitimationen ses inte alltid som tillräcklig för att kunna garantera en anställning och en del rektorer ser också risker med tillsvidareanställningar och föredrar att prova om lärarna har tillräcklig språk- och undervisningsförmåga genom kortare anställningar. För lärarna innebär detta till att börja med en osäker väg till arbetsmarknaden. Anpassningen till den nya lärarrollen i Sverige är komplicerad och utmaningarna är många.

    Download full text (pdf)
    fulltext
  • 10.
    Economou, Catarina
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Haijer, Maaike
    Integrating Syrian refugee teachers into Swedish educational labour market: reflections on a fast track design2019In: Education Inquiry, E-ISSN 2000-4508, Vol. 10, no 4, p. 385-403Article in journal (Refereed)
    Abstract [en]

    In autumn 2016, Malmö University started two “fast track” trajectories for teachers with refugee backgrounds. The participants were offered an education of 26 weeks as an introduction to the Swedish school system, consisting of content courses, professional Swedish and workplace learning. The aim of this small explorative study was to get an impression of the participants’ views and understanding of the role of becoming a teacher in Swedish schools, realising the characteristics of pedagogy aimed for in the curriculum, specifically the interaction patterns and student participation in learning processes. Main research questions addressed participants’ expectations of differences and challenges in the Swedish school context as compared to their experiences in Syrian contexts. A combination was chosen of focus groups interviews with a small number of teachers and students on their views and experiences with pupils’ involvement in classroom communication as well as quantitative data gathering. The quantitative survey measured teachers’ acquisition and participation-oriented views on learning. Open-ended reflection on learning questions was also given to the students. Results showed significant development towards more participation-oriented beliefs on learning. Interview data and written statements reveal varied differences between the Swedish context and the participants’ experiences from schools in Syria.

    Download full text (pdf)
    FULLTEXT01
  • 11.
    Ennerberg, Elin
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Society, Culture and Identity (SKI).
    Economou, Catarina
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Career Adaptability among Migrant Teachers Re-Entering the Labour Market: a Life Course Perspective2022In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 15, p. 341-357Article in journal (Refereed)
    Abstract [en]

    Amongst the most significant labour market challenges is the integration of migrants and the opportunities for individual migrants to find employment that match their qualifications. The object of this study is to analyse the formal and informal obstacles migrant teachers face when entering the labour market. These obstacles include the formal validation of existing credentials, as well as the needs of local schools, and migrant teachers' own experiences of the new school system. We have conducted qualitative interviews with school principals, representatives at labour market organizations and authorities and migrant teachers. By analysing these different accounts we argue that the individual career adaptability of migrants also needs to be understood in relation to institutional and organizational constraints. Moreover, by adding a temporal understanding to the integration process, we find that migrants' own perception of the process and the time-scales of entering work should be accounted for more explicitly in the guidance process.

    Download full text (pdf)
    fulltext
  • 12.
    Ennerberg, Elin
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Society, Culture and Identity (SKI).
    Economou, Catarina
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Migrant teachers and the negotiation of a (new) teaching identity2021In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 44, no 4, p. 587-600Article in journal (Refereed)
    Abstract [en]

    Employment of newly arrived migrants can be seen as one of the key aspects to managing both national labour market needs and the inclusion of individuals in both work and society. In Sweden, efforts to manage recent migration - for example, from Syria - has resulted in various labour market 'fast tracks' that aim to facilitate labour market integration. In this article, we consider how individual migrants attempt to negotiate the new national demands of professional identity to become teachers in Sweden by following a Swedish introduction course to teaching. The study builds on qualitative interviews and fieldwork following two different cohorts of students.

    Download full text (pdf)
    fulltext
  • 13. Galina Putjata, Putjata
    et al.
    Economou, Catarina
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Ennerberg, Elin
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Faculty of Education and Society (LS), Department of Society, Culture and Identity (SKI).
    Arnold, Jana
    Sweden and Germany: Top-Down and Bottom-Up Policy Making in the Reprofessionalistaion of International Teachers.2023In: To Be a Minority Teacher in a Foreign Culture: Empirical Evidence from an International Perspective / [ed] Mary Gutman; Wurud Jayusi; Michael Beck; Zvi Bekerman, Cham: Springer Netherlands, 2023, p. 61-74Chapter in book (Refereed)
    Download full text (pdf)
    fulltext
  • 14.
    Hajer, Maaike
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Economou, Catarina
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Following a Fast Track Course for Refugee Teachers at Malmö University: Följeforskning kring Snabbspårekursen vid Malmö Högskola 2016-20172017Report (Other academic)
    Abstract [en]

    The Swedish Government aims to support newly arrived immigrants to quickly find a workplace. Fast track courses started in the autumn of 2016 at Malmö University, Faculty of Education, where newly arrived individuals with a pedagogy background are offered an education of 26 weeks. . This report describes outline, results and recommendations from a small explorative study on the participants’ reflections and understanding of the role of teachers in Swedish schools in realising the pedagogy aimed for in the Swedish national primary and secondary school curriculum, specifically the interaction patterns and student participation in learning processes. The purpose of the study - within a short intensive period of time - is to formulate feedback for teacher trainers, school supervisors and recommendations for further course development.Focus group interviews with teacher-students, non -participant observations during relevant group discussions, written statements as well as quantitative data using Knezic (2012) Questionaaire on Teacher Beliefs on Learning were gathered. Analysis shows that the role of students and teachers in learning and classroom participation patterns certainly are relevant for the Fast Track course. Not only from the beginning was it part of the course curriculum, but teachers see the struggle of participants in understanding values, relations and communication. Even participants themselves express the differences between Syrian and Swedish classrooms in this respect as important and are willing to take their role to promote active student involvement. Quantitative data confirm that participants change their beliefs on the importance of participation in learning processes. Interviews and written statements reveal that the development of understanding a new classroom climate is a complex process, that can not be simplified by conveying knowledge. It affects participants identity as a teacher. It also requires a professional language proficiency in Swedish as a medium of instruction. Connection between content courses and second language courses in the fast track should therefore be strengthened .

    Download full text (pdf)
    FULLTEXT01
1 - 14 of 14
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf