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  • 1. Ackesjö, Helena
    et al.
    Persson, Sven
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Barns erfarenheter av sociala gemenskaper i övergångarna till och från förskoleklass2014In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 19, no 1, p. 5-30Article in journal (Refereed)
    Abstract [en]

    Summary Helena Ackesjö & Sven Persson: Children’s experiences of social communities in the transitions to and from preschool class. The focus of this study is children's transitions to and from preschool class, which in Sweden is a voluntary first year in school. The exit from preschool and entry to school may in many ways be regarded as a critical event in the child's life, and international research shows that nearly half of the children are concerned about this transition. Research has also suggested that a good socio-emotional foundation provides better conditions for learning in the primary school years. The aim of this study is therefore to gain knowledge about how children reason about the transitions to and from preschool class, and how transitions affect children's peer relationships and belonging in social communities. Wenger's theory of communities of practice is used to understand the impact of transitions from children’s perspective. Communities of practices are based on common actions and are, according to Wenger's definition, focused around maintaining a mutual engagement in common activities. Wenger theory has also been used to understand and analyze various forms of communities. We use the general term social community to describe the affiliation (belonging according to Wenger's terminology) that children describe that they experience with other children in an institutional context. In Wenger's theory, the border concept is central. Social communities are constructed and given meaning in different ways depending on how the borders are marked, and depending on who is included or excluded. Based on this theory, the transitions to and from preschool class become transitions between different social communities. The empirical data have been constructed during a longitudinal ethnographic field work that spanned over 18 months - over two transitions between three different school forms (preschool, preschool class and school). The study has an ambition to place the child's own contributions and experiences of transitions in the foreground, and we use the concept of children's perspectives as their opinions and experiences are described. The empirical data consists of interviews, individual conversations and group discussions about peer relationships in the transitions, conducted with the children in the three different school forms. In addition, observations of certain critical events have been analyzed. The results show the important role that peer relationships have for the children in transitions between different school forms. Children's groups are scattered in each transition to a new school form, indicating that the children are moving in different directions. The results therefore indicate that transitions are not always to be characterized as collective processes. The transitions involve processes of continuity and discontinuity, since the conditions for children's participation and position in social communities are changing. Continuity and discontinuity in transitions are perceived differently by different children, and are given different meanings depending on how the children consider and understand themselves. The transitions require children to re-orient themselves in new social communities and physical rooms. The discontinuities in transitions therefore requires a form of increased reflexivity i.e. children are forced, for better or worse, to reflect on themselves as individuals. Physical discontinuity is often positive experienced and associated with anticipation and excitement by children. This can be related to the knowledge of "starting something new". In the transition to preschool class, the preschool environment is replaced with school environment, and several of the children expressed that this means new opportunities and challenges for them. However, the social discontinuity seems to place other demands on children. Each transition and entry into a new context, and into a new group of children, involves a re-orientation and a re-definition of both themselves and of their affiliations. For most children this is no problem, but some children describe that they have lost their reference points in the transitions. The separation from the old community can be difficult to handle. These children have been separated from a perceived affiliation and social community in preschool, and describe how difficult it can be to enter into new communities in new school forms. Several of the children describe that almost every spring semester in preschool (as well as in preschool class) have resulted in separations and breakups. Thus, the beginning of the autumn terms has been characterized by new entries and adjustments to new children and new teachers - breakups have become a part of children's institutional lives. In their search for strategies to manage the social discontinuity, the children uses past experiences. Some children have conquered what we call transition competences based on past experiences, which they use when seeking new social communities in new school forms. Previous research has shown that children who start school with peers can get a head start in learning, because peers adds a sense of belonging and continuity when many other things are changing. Based on the results of this study, it may be appropriate to further consider how it is possible to prevent or eliminate involuntary interruptions in children's important relationships during transitions. This study has shown that children care about their relationships and they express a need for social continuity. To "belong" is from a child's perspective important in transitions.

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  • 2.
    Amhag, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Introduktion om medie- och informationskunnighet2013In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 18, no 1-2, p. 4-9Article, review/survey (Other academic)
    Abstract [sv]

    Detta temanummer har fokus på medierande läroprocesser, som samspel mellan elever, kunskaps- och erfarenhetsutbyte, kommunikation och handlingar, men också på vilka sätt digitala redskap och andra nätbaserade resurser kan tillämpas i en pedagogisk kontext. Idag är det lika naturligt i barns och ungomars vardag att kommunicera och ha erfarenhetsutbyte på nätet, som att samtala ansikte mot ansikte. Likaså går dagens medieteknologi mot ökad mobilitet både i skolan, högre utbildning och i samhället. Denna utveckling har utvidgat möjligheterna för såväl undervisning och lärande, som observation och dokumentation, men också delaktighet och inflytande. Gränserna mellan olika studieformer och medieanvändning suddas ut och tillämpningarna är mer oberoende av tid och plats. Istället skapas kombinationer som är flexibla och gör det möjligt att undervisa, samarbeta och lära på olika sätt både i och utanför skolan och på distans. Men vad vet vi om medieanvändning och dess betydelse för lärande? Vad vet vi om medie- och informationskunnighet?

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  • 3.
    Amhag, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Utvecklingen av distansundervisning och pedagogik i datorstött lärande2013In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 18, no 1-2, p. 127-140Article, review/survey (Other academic)
    Abstract [sv]

    Redan när Internet blev tillgängligt i undervisningssyfte i mitten av 1990-talet lyfte Scardamalia och Bereiter (1994) fram möjligheterna med användandet av nätbaserade praktikgemenskaper (communities of practice) för att stödja studenters kunskapsutveckling. Idag, tjugo år senare har utvecklingen lett till att distansutbildning är den högskolesektor som växer snabbast, både nationellt och internationellt i jämföresle med andra högskoleutbildningar (ICDE, 2009; SCB, 2012; Universitetskanslerämbetet, 2013). Men vad vet vi om modern distansundervisning? Vad visar den pedagogiska forskningen om datorstött lärande?

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  • 4.
    Amhag, Lisbeth
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Kupferberg, Feiwel
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Förord: det pedagogiska fältet2015In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 20, no 1-2, p. 3-7Article in journal (Refereed)
    Abstract [sv]

    En viktig uppgift för tidskriften Pedagogisk Forskning i Sverige är att fungera som samlingsplats för att definiera och utveckla pedagogikämnet betraktat som vetenskaplig disciplin. Allt sedan Durkheim (1922/1965) – som ursprungligen själv var professor i pedagogik innan han bytte ämnesidentitet till sociologi och ifrågasatte om pedagogik kan sägas utgöra en självständig vetenskaplig disciplin – har frågan om pedagogikens vetenskapliga status förblivit omstridd och oavklarad. Det visar sig dock då vi jämför med andra vetenskapliga discipliner att dessa långt ifrån är så enhetliga som vi vanligen förknippar med en vetenskaplig disciplin.

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  • 5.
    Amhag, Lisbeth
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Kupferberg, Feiwel
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Pedagogik som profession2017In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 22, no 1-2, p. 3-8Article in journal (Other academic)
    Abstract [sv]

    I ett tidigare nummer av Pedagogisk Forsknings i Sverige (vol 20, nr 3-4, 2005) om temat “Högre Utbildning och professionell verksamhet” pekar redaktörerna Sven Persson och Anders Olsson på en rad nya tendenser inom forskningen om professioner och professionalitet. Den viktigaste utmaningen är den personliga kunskapsaspekten. Även om det otvivelaktigt är så att professioner är makrosociologiska och därvid också kollektiva och strukturella fenomen – som existerar utanför och är oavhängiga den enskilde individen, både historiskt och nationellt – krävs en lång erfarenhet och oftast någon form av högre utbildning för att kunna inträda i rollen som professionell yrkesutövare.

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  • 6.
    Andersson, Susanne
    et al.
    Stockholms universitet.
    Balldin, Jutta
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Introduktion till temanummer om abduktion i pedagogisk forskning2023In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 27, no 4, p. 5-16Article in journal (Refereed)
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  • 7.
    Axelsson, Thom
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    AI som specialpedagogens bästa vän?: Skolans digitalisering, AI och lärarrollen2023In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345Article in journal (Refereed)
    Abstract [sv]

    Det råder delade meningar om digitaliseringen och AI:s allt större utrymme iskolan. Inte sällan leder det till en tämligen polariserad debatt där mänskligavärden ställs mot ekonomiska. I föreliggande artikel problematiseras detta utrymme med utgångspunkt i specialpedagogik, kopplat till tre övergripande teman:digitalisering, AI och maskininlärning och lärarrollen. De frågor som artikeln merspecifikt kretsar kring är: Vilka problem finns det med externa aktörer och enökad digitalisering inom det specialpedagogiska fältet? Vad händer med denspecialpedagogiska professionen i en skola som alltmer präglas av AI? Det är enexplorativ studie som tar sin utgångspunkt i ett Foucault-inspirerat angreppssättför att analysera de konsekvenser som AIed har inom utbildningsområdet.Materialet består av intervjuer, tidningsartiklar, inslag från SvT och företagenshemsidor och rapporter. Resultaten pekar mot att EdTech-industrin får konsekvenser för lärarrollen, inte minst i samband med den specialpedagogiskaprofessionen. I många avseenden är det oklart vem – skolan, forskningen ellerföretagen – som styr vad som händer på såväl policynivå som i det individuellaklassrummet och för den enskilda individen. Det väcker i sin tur en rad frågorkring AI och etik.

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  • 8.
    Balldin, Jutta
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Påtagligt rörligt: Om abduktiva tankerörelser i pedagogisk forskning2023In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 27, no 4, p. 83-101Article in journal (Refereed)
    Abstract [sv]

    Abduktionens successiva, öppna hållning är inte självklart kompatibel med på förhand teoretiskt avgränsade och målstyrda forskningsprojekt, men kan verka inom dessa för teoretiskt och metodologiskt nytänkande. Ambitionen med den här artikeln är att beskriva abduktion och argumentera för dess plats i samhällsvetenskaplig forskning med stöd i Charles Sanders Peirces idé om kunskap som ett socialt och kontinuerligt element. Artikeln utgår från Peirces treställiga tankelära och den kontinuerliga rörelsen mellan känsla och idé för att särskilt betona känslans betydelse för människans lärande. Hennes förmåga att uppmärksamma förnimmelser av betydelse för ny kunskapsbildning knyter Peirces tankelogik till abduktion och forskarens sensitiva uppmärksamhet på omvärldens fenomen. Några för abduktionen specifika kännetecken, såsom uppmärksammandet av det märkliga, frågans successiva uppkomst, och den lekfulla spekulationen, beskrivs för att sedan iscensättas och exemplifieras i ett forskningsexempel. Den lekfulla och öppna hållningen till trots visar exemplet att abduktion öppnar upp för grundade riktningar och hypoteser. Med stora rörelser prövas generella begreppp för sin kapacitet att belysa kvaliteter av betydelse för barns sociala och påtagligt rörliga kunskapsbildning. Tillsammans bildar begreppen grund för förklaringar eller möjliga abduktioner om pedagogiska tillfällen. 

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  • 9.
    Dahlbeck, Johan
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Berättelsens kraft: Om etiska samtal i utbildning2020In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 25, no 4, p. 61-76Article in journal (Other academic)
    Abstract [sv]

    Denna essä är en pedagogisk-filosofisk betraktelse över hur berättelser kan användas för att initiera etiska samtal i utbildning. Den tar spjärn emot idéer om att etisk kunskap bäst grundas hos barn och unga genom undervisning av etiska principer eller genom att träna etiskt beteende och framhåller istället styrkan i att tillsammans med barn och unga utforska berättelser som engagerar känslor och fantasi men som samtidigt kan leda in i ett djupare etiskt samtal utan på förhand givna svar.

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    Berättelsens kraft
  • 10.
    Dahlbeck, Johan
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Den pedagogiska filosofins återkomst?2022In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 27, no 2, p. 167-169Article in journal (Other (popular science, discussion, etc.))
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  • 11.
    Dahlbeck, Johan
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Svensk förskola mellan relationell ontologi och universell moral2014In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 19, no 2-3, p. 173-192Article in journal (Refereed)
    Abstract [en]

    This article deals with a practical problem. The problem is practical insofar as it is actualized in a Swedish policy document aiming to aid preschool teachers and preschool managers in their continuous evaluation and development of preschool practices (Skolverket, 2012). This problem may be broadly described in terms of an appeal to very different notions of subjectivity. To be more precise, within this document there is a perceivable tension between two radically different ways of understanding how human subjectivity is believed to be conditioned and constituted. This tension is interesting to study as it seems to indicate a tension on a more general level, in the context of Swedish educational research as well as in Swedish educational policy at large. On the one hand, the Swedish education system is, by tradition, grounded in a notion of subjectivity as being more or less stable and immutable. Subjectivity, in this sense, is taken to be something always already existing – a kind of trans-historical ability that all humans have access to simply by virtue of being humans (Biesta, 1999). While this ability may be further refined and cultivated through education it is nevertheless treated as a stable instrument through which one may interpret, understand and evaluate the external world adequately. This understanding of subjectivity is firmly rooted in a humanist tradition of thought that makes for the ethical foundation of the Swedish preschool insofar as central humanist values such as the inviolability of human life and the freedom and integrity of the individual are appealed to as foundational values in the curriculum of the Swedish preschool (Skolverket, 2011). These values are intimately connected with the notion of universal human rights and a precondition for the functionality of such values appears to be that what is specifically human may be identified and distinguished from the rest of the world and that, what is more important, the human mind is being granted a unique ontological independence (Melamed, 2011). Parallel to this stable and trans-historical notion of subjectivity, another – competing – notion turns up in the policy document looked at. This competing notion may be described in terms of a relational understanding of subjectivity. Rather than assuming that subjectivity originates in the metaphysical core of the human mind, this relational notion construes subjectivity as the result of concrete encounters between different individuals and between individuals and things. Subjectivity, from this perspective, is taken to be an effect of actual events and it cannot be made sense of independent from these events, which is why this notion of subjectivity is understood to be changeable as well as inherently unstable. In order to understand the problematic implications of this tension between different conceptions of subjectivity, the present article looks into some of the philosophical conditions of the two traditions of thought. Since the first conception entails that subjectivity is stable and autonomous and that it therefore allows for stable ethical evaluations it appears reasonable to approach this by way of the concept of moral universalism. This is so since the values of universal human rights – values that make for the ethical foundation of Swedish education at large – may be understood in terms of a form of moral universalism conditioned by a specific understanding of what it is to be human and of how being human is related to the external world in general. I then ground the second – competing – notion of subjectivity in a relational ontology. This would be an ontology comparable to what Manuel De Landa (2005) labels a flat ontology insofar as it challenges the hierarchical order that moral universalism appears to need to function smoothly. I then turn to the tension between these two traditions of thought as it is manifested in the policy document studied. This leads me to formulate some possible problems with formulating policy based on very different theoretical assumptions about the nature of the world. To sum up I then discuss some practical consequences of this internal inconsistency as well as suggest a continued discussion about how to conceive of the theoretical foundation of Swedish preschool policy – one that does not shy away from the discursive struggle between competing epistemes.

  • 12.
    Edström, Ann-Mari
    Pedagogiska institutionen, Lunds universitet.
    Att forska om lärande i konst2006In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 11, no 3, p. 195-213Article in journal (Refereed)
    Abstract [sv]

    Syftet med den här artikeln är att ur ett pedagogiskt perspektiv dis-kutera några möjliga ingångar till forskningom dagens lärande i konst. Uppfatt-ningen om vad en konstnärs arbete innebär påverkar vår förståelse av vad lärande ikonst innebär. Lika betydelsefull är den innebörd som ges lärande. I den första delenav artikeln presenteras och diskuteras tre sätt att se på en konstnärs arbete utifrånsynen på konstnären som (i)hantverkare, som (ii)geni samt som (iii)utforskare. Iden andra delen av artikeln relateras tre perspektiv på lärande, (i)ett kognitivt,(ii)ett sociokulturellt och (iii)ett fenomenografiskt, till de sätt att se på en konstnärsarbete som presenterats. De olika perspektivens relation till sätten att se på enkonstnärs arbete analyseras och diskuteras. Den avslutande diskussionen fokuseraspå möjligheter till forskning om lärande ikonst i förhållande till samtida konstut-bildning. Fenomenografins relationella kunskapssyn framhålls som ett fruktbartalternativ till en konstruktivistisk syn på kunskap.

  • 13.
    Friberg, Torbjörn
    Malmö högskola, Faculty of Health and Society (HS), Department of Social Work (SA). Malmö högskola, Centre for Profession Studies (CPS).
    Kritiska reflektioner om det förtryckta handledningsfenomenet2014In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 14, no 1, p. 65-73Article in journal (Other academic)
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  • 14.
    Friberg, Torbjörn
    Malmö högskola, Faculty of Health and Society (HS), Department of Social Work (SA).
    Uppsatshandledning och kontrakt: En rimlig kombination?2008In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 13, no 4, p. 302-309Article in journal (Other academic)
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  • 15.
    Hofverberg, Hanna
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Återbruk i antropocen2022In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 27, no 3, p. 118-139Article in journal (Refereed)
    Abstract [sv]

    Syftet med artikeln är att skapa kunskap om hur återbruk kan förstås som didaktisk verksamhet. Artikelns forskningsfrågor är (1) Vad är ett möjligt undervisningsinnehåll om återbruk? (2) Hur kan detta återbruksinnehåll förstås i relation till vår samtid antropocen: vad är det som förs vidare och på vilket sätt? En fallstudie utifrån slöjdlärares erfarenheter av att arbeta med återbruk görs i artikeln. Baserat på 58 slöjdlärares beskrivningar av återbruk, identifieras sju återbruksteman: reuse, reduce, recycle, remake, repair, refuse och reverse engineering. Resultatet beskriver konkret vad dessa teman innebär och vad det är som återbrukas. Därefter diskuteras resultatet med hjälp av ett slöjdteoretiskt ramverk, skill/deskill/ reskill, för att synliggöra hur återbruksinnehållet kan förstås i relation till vår samtid antropocen. Denna diskussion beskriver att det som återbrukas inte bara sammanflätas med historien, utan tar också ny form och förändras. Artikeln avslutas med en diskussion om utmaningar och möjligheter när återbruk görs till ett undervisningsinnehåll, både för slöjdundervisning specifikt och för återbruksundervisning generellt.

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  • 16.
    Ideland, Malin
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Lyft blicken!: Om praktiknära forskning och behovet av flummiga pedagoger2023In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 28, no 1-2, p. 160-164Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Vad är egentligen nyttig, relevant forskning? Vilken forskning kommer samhället bäst till gagn? Hur kan forskare inom det pedagogiska fältet bäst ta sig an olika samhällsutmaningar?  Frågan är egentligen helt rimlig med tanke på den enorma mängd och bredd av samhällsutmaningar som står till buds. Men hur står det till med svaren i dagens skolforskning och -debatt?

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  • 17.
    Jakobsson, Anders
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Sociokulturella perspektiv på lärande och utveckling: lärande som begreppsmässig precisering och koordinering2012In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 17, no 2-4, p. 152-170Article in journal (Refereed)
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  • 18.
    Jedemark, Marie
    Högskolan Kristianstad.
    Studenter i gränszonen mellan högskoleförlagd och arbetsförlagd utbildning: Är kunskapstransferering möjlig?2015In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 20  , no 3-4, p. 221-246Article in journal (Refereed)
    Abstract [sv]

    I denna artikel diskuteras frågor som rör kunskapstransferering mellan olika utbildningssammanhang i relation till en studie som genomförts i anslutning till lärarprogrammets arbetsplatsförlagda utbildning och som belyser studenters erfarenheter av att befinna sig samtidigt i två olika utbildnings- sammanhang. Studien baseras på 19 intervjuer med studenter, handledare och examinerande högskolelärare, 15 bandade bedömningssamtal samt kursdokument. Resultatet pekar på att studenter använder sig av kunskaper från olika utbildningssammanhang men att denna transferering inte sker automatiskt när väl utbildningssammanhanget förändras. Studien visar att olika typer av kursuppgifter kan bidra till att studenter använder, tolkar och rekonstruerar kunskaper som de utvecklat i olika utbildningssammanhang. I vilken utsträckning som övergångar verkligen skapas och dess kvalité är emellertid avhängigt hur dessa kursuppgifter utformas och följs upp. Bedömningsunderlag som används både i den högskoleförlagda och den arbetsplatsförlagda delen av utbildningen kan underlätta för studenter att tolka och rekonstruera tidigare utvecklade kunskaper i relation till nya sammanhang, men kan också skapa spänningar mellan högskolans förväntningar på studentens kunskapsutveckling och det som studenten uppfattar att den arbetsplatsförlagda utbildningen har resurser att erbjuda. För att hantera denna spänning tvingas studenter att agera medlare och jämka samman de olika utbildningssammanhangens krav och resurser, något som många gånger uppfattas som ambivalent och komplext. 

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  • 19.
    Johansson, Magnus
    Malmö högskola, Faculty of Culture and Society (KS), Department of Urban Studies (US).
    Forskarens ståndpunkt i den fenomenografiska forskningen. Ett försök att formulera en egen position2009In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 14, no 1, p. 45-58Article in journal (Refereed)
    Abstract [en]

    The purpose with this article is to discuss the researchers’ position within phenomenographic research. With this I mean the researchers’ relation to the empiric material. This is also a question how to practice a methodology – in this case phenomenographic methodology. A methodology assigns a position to the research object and describes the abilities the researcher need to develop in order to handle a specific kinds of research. In a phenomenographic perspective learning is viewed as a process of variation and discrimination. This is also a process of creating connections and relations between parts and the general pictures of something. As human beings we become aware of the world when we point our attention to aspects’ of the world. This means that we see something as something. We are afraid of something, we are in love with someone and so one. This mean that we also become aware of something related to a background – to a context – which is created of a web of relations. To learn something one have to discern the parts and the relation between parts in order to be able to se the whole picture of something in a new way – to express it with new intentions. This process of decontextualisation creates the opportunity to integrate the expressed phenomenon in a new context and change the relation to it. In a phenomenographic approach knowledge about something is manifested in a relation between the subject and the phenomenon which is understood. Knowledge in general could therefore be understood as a web of relations between different expressions about the world. This could also be described as web of relations between parts and wholes. The purpose with the phenomenographic research is descriptions of overarching structures of meaning based on individual statements about phenomenon or aspects of the world. These structures of meanings are seen as descriptions of some parts of the web of relations that constitute individuals knowledge of the world. When the phenomenographic researcher analyze individuals statements about aspects of the world, for example, the content of their work, the signification of political power or how one should teach, the researcher had to find out the different ways of express the phenomenon which is described through this statements. The aim is to describe and categorize the variations’ of expressions of a phenomenon. This could also be view as a learning process, a process of variation and discrimination. The researcher try to find out the variation of expressions by shifting focus in the reading of the interviews. It is a dynamic process. But as a research one need to come to an end, to find results. One needs to stop this dynamic process at some point. The phenomenographic researcher must develop an ability to know when the research process are finished, when the overarching structure of meaning is fully described. But how cold one know that? This lead us to the discussion about validity and reliability in phenomenographic research. As a phenomenographic researcher one could establish a communicative validity by an ongoing dialogue with the material. This dialogue could be a way of establishing reliability as interpretative awareness. This mean, for short, that the researcher must be aware of his or hers interpretations of the material. But interpretations is the only way to develop some kind of new knowledge about a phenomenon. The researcher must to some extend interpret the material. But that lead us back to the problem of knowing when the interpretation of the material is ready. When should one stop the dynamic analyse and decide that one has identified the informants expressions of the investigated phenomenon? One could take a phenomenological position and strive for the core of the expressions. One could also take a constructive position and view the research results as the researchers description of the content in different statements about phenomenon. This mean that the research results only could be viewed as one way to describe overarching structures of meaning which constitute ways of expressing a phenomenon. One could therefore compare the research process with a sneaking game, where one as a researcher tries to catch a research object with the potential to escape the attempts to give it a full description. The categories of expressions should be viewed as situated to a specific research context. As a researcher one must be aware of the position one take towards the empirical material. The research results are situated in the research context

  • 20.
    Karlsson, Annika
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Nygård Larsson, Pia
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Jakobsson, Anders
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Flerspråkighet som en resurs i NO-klassrummet2016In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 21, no 1-2, p. 30-55Article in journal (Refereed)
    Abstract [en]

    Multilingualism as a resource in the science classroom This study has two main aims. The first is to study and analyze authentic student conversations in a natural science teaching context in which second language learners are able to use both their first and second languages. The second is to examine whether switching between languages could be a resource for the students’ learning in the subject and, if so, in what ways. An underlying aim concerns how code-switching can help students to bridge the differences between everyday modes of language and more scientific modes. The analysis focused on 28 typical and representative code-switching situations between Swedish and Arabic, which arose in authentic science instruction situations. Transcription was performed together with an Arabic-speaking language teacher. The functions of the selected code-switching situations were analyzed based on a study of Appel and Muysken (2005). However, quantifying and categorizing code-switching situations based on their functions proved problematic. The analysis revealed the functional complexity of code-switching, whereby one code-switch often serves several different functions simultaneously; this is also consistent with previous research (Cromdal, 2000; Gumperz, 1982; Rampton, 2014). Instead, our analysis focused on the students’ linguistic movement between and within different discourses in the natural science learning. We used two main discourses: the students’ everyday practical experience of the world, and the natural science subject-specific discourse that students encounter in the school science instruction context. We also used discourses related to students’ social and cultural backgrounds. To describe students’ ability to move between discourses, we use the term discursive mobility (Nygård Larsson, 2011). The study was conducted with students at a multicultural school, where all of the students are multilingual, located on the outskirts of a large Swedish town. During data collection, the natural science subject was “photosynthesis, combustion, and ecological relationships.” In an attempt to create a language development instruction, the teacher used a genre pedagogical approach (Rose & Martin, 2012). The study followed 11 science education lessons using three video cameras and two voice recorders, and the collected material comprises to a total of 28.5 hours of student conferences and teaching sequences. Student texts and instructional materials were also collected. The analysis showed that most of the 28 different code-switching situations were used in order to increase the understanding of the natural science subject matters. The analysis also indicates that concretizing and relating the subject matters to everyday events helps the students understand abstract concepts, and is therefore a resource in the learning process. This is usually done by using both languages and often in code-switching between languages. In other words, the switching between first- and second language facilitates the use of the available languages, and helps increase students’ communicative spectrum which is supported in previous research (Creese & Blackledge, 2010; Wigerfelt & Morgan, 2011). Code-switching occurs within linguistic loops between discourses, which are an important condition to describe and develop new knowledge in the field. The students’ everyday experiences are often expressed using their first language, which means that the linguistic loops constitute a movement both between national languages and different discourses or use of language (modes of expression). On a more general level, it appears as though the students’ ability to use all their linguistic resources expands their discursive mobility (Nygård Larsson, 2011). Linking the natural science subject content with the students’ own experience enables code-switching, which, in turn, enables the students to contextualize subject matter as a precondition for deeper understanding. We can see important implications in relation to the results of the study. For example, the fact that some newly arrived students had started their schooling, and developed a basic knowledge of science, in their home country offered the opportunity to continue the development of knowledge in a language that makes this possible. We will therefor assert a flexible and multilingual education, where multilingualism and code-switching is perceived as a resource to support such development. Creating an expanded continuity between previous education, language development in both languages, and subject-specific teaching, leads to improved achievement for these students. Our study suggests that teaching situations that allow and encourage switching between languages and different modes of expressions can be an important tool in this development.

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  • 21.
    Kullenberg, Tina
    et al.
    Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Eksath, Martin
    Jönköping University.
    Pedagogisk samexistens: en problematisering av undervisningsdialogens natur2017In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 3-4, no 22, p. 233-254Article in journal (Refereed)
    Abstract [sv]

    Att pedagogiska relationer har en avgörande roll för undervisning är idag en vedertagen insikt inom pedagogisk forskning. På samma vis är det tämligen accepterat att kommunikation och språkbruk är av central relevans för lärande. Däremot råder inte lika stor enighet kring vilka slag av dialoger som är betydande. Detta bidrag uppehåller sig därför vid frågor om hur mellanmänskliga dialoger kan förstås. Bidragets syfte är att synliggöra, begreppsliggöra och problematisera utbildningsdialogens funktion och natur. I texten diskuterar författarna pedagogiska implikationer av relevans för fältet relationell pedagogik. Mer precist är det relationen mellan lärare och elever som problematiseras med stöd i dialogfilosofi utifrån Mikhail Bakhtin och Martin Buber samt pedagogisk forskning på området. En konceptuell distinktion utvecklas och illustreras med episoder från svenska klassrum: ontologisk vs. instrumentell samexistens. Slutsatsen är att instrumentell pedagogik kan och bör problematiseras med avseende på etik, demokrati och intersubjektivitet.

     

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  • 22.
    Kupferberg, Feiwel
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Homo pedagogicus :mänskligt lärande och pedagogiska språkhandlingar2011In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 16, no 2, p. 144-158Article in journal (Other academic)
    Abstract [en]

    In contrast to those who claim that science is purely empirical, the philosophy of science argues that science is based on certain norms of a methodological nature. Such norms have to be learned, that is they are pedagogical in kind. In this article I discusse what this means for our understanding of pedagogy as a science. What is it and how can it be conceptualized. In particular the aricle looks at speecg act theory and how pedagogical speech acts make human learning inherently creative

  • 23.
    Leijon, Marie
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Lindstrand, Fredrik
    Socialsemiotik och design för lärande: två multimodala teorier om lärande, representation och teckenskapande2012In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 17, no 3–4, p. 171-192Article in journal (Refereed)
    Abstract [en]

    This article presents two related theories about learning and meaning-making developed in the last couple of decades: multimodal social semiotics and designs for learning. The theories are here applied in relation to questions about learning and conditions for learning within the field of higher education. Three areas are highlighted as important when looking at learning and education today, in a time of instability and multiplicity: the complexity of learning, issues regarding goal-steering in education and the importance of revealing cultures of recognition that become important in relation to learning and assessment in different situations. Social semiotics and designs for learning share a view of learning as a social, communicational and sign-making activity. The human being is seen as active, meaning-making, social and in constant interplay with other people. In this theoretical context communication and representation are seen as social processes of sign-making. Focus is thereby directed towards how people communicate and make meaning with a number of different socially and culturally shaped semiotic resources, or modes. We process and express our understanding of different things by making our own combinations of signs in an interpretative and transformative process. This is characteristic for all types of communication, but also for learning. The notion of multimodality (which refers to the fact that people always combine a variety of modes, such as speech, gesture, image, sound and movement in their communication with each other) brings attention to the nuances in this work and reminds of how complex and creative the work is to connect form and content in different kinds of representations. Within this framework, learning is not about acquiring knowledge or about a simple transfer of information from one person to another. Learning implies that the learner works to interpret and construe meaning by connecting form and content in different ways with the resources available in the specific situation. Consequently, meaning is always made anew, when it is expressed or interpreted. The social semiotic perspective stems from the functional linguistics of M.A.K. Halliday but was elaborated by Hodge and Kress in the late 1970s by changing the linguistic basis to a semiotic one and by applying Halliday’s ideas to meaning systems beyond language. The central concepts that are intro- duced in relation to learning in this article are mode, multimodality, commu- nication, representation, sign and sign-making. The presentation of social semiotics is concluded with some reflections regarding the theory’s potentials for approaching learning in higher education, seen in relation to the three areas mentioned above. Designs for learning has evolved at the meeting-point between multimodal social semiotics and didactic theories related to socio-cultural perspectives on learning. It combines central assumptions about communication and repre- sentation, multimodality and sign-making from the former with an emphasis on the role of context and social setting to understand meaning-making and learning from the latter. Communication and learning are consequently arti- culated as sign-making processes that have to be understood against the background of specific socio-cultural contexts. To sum up, social semiotics offers analytical tools for understanding how learning and meaning-making occurs multimodally in sign-making processes. Designs for learning provides a possibility to understand multimodal learning in relation to a context and in relation to the specific conditions for learning in different settings and situations. The article is concluded with a discussion on how the design oriented perspective can be used as a tool for understanding learning and the conditions for learning in higher education today.

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  • 24.
    Lilja, Peter
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Dahlbeck, Johan
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Lärarskap: en essä om vad det innebär att vara lärare2021In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 26, no 4, p. 127-140Article in journal (Other academic)
    Abstract [sv]

    Detta är en essä om hur vi bättre kan förstå vad det innebär att vara lärare. Den tar avstamp i en aktuell skoldebatt om vilka uppgifter som egentligen ingår i lärares arbete och vad det betyder att vara lärare. Diskussionen om vad det innebär att vara lärare utgår i regel från att undervisning är kärnan i lärares arbete, men undervisningsbegreppet i sig är sällan föremål för diskussion. I denna essä gör vi en filosofisk undersökning av undervisningsbegreppet utifrån ett antal kriterier som vi menar vara centrala för att förstå den pedagogiska relationens olika roller. Vi föreslår begreppet lärarskap som beteckning för lärares liv och arbete.  

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    Lärarskap
  • 25.
    Linda, Palla
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    När barn blir till problem och belastning i svensk förskola: Om behov av särskilt stöd och resurser i ett pressat läge2021In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 26, no 4, p. 7-29Article in journal (Refereed)
    Abstract [en]

    When children become a burden and a problem in preschool: Concerning the needs for special support and resources in a critical situation 

    This study is based on 1600 stories published on the website www.forskoleeupproret.weebly.com. Research results, status reports, and quality evaluations have contributed to the image of Swedish preschool being faced with difficult challenges, even though in some respects it is highly ranked in international measurements (OECD, 2017). There is a shortage of preschool teachers. One of the development areas that the National Agency for Education (2017) has identified relates to creating a preschool that meets all children and upholds their right to support and challenges. Preschool personnel have contributed to the image of the current critical situation. During 2018 and 2019, several demonstrations were held in different parts of the country agitating for a better working environment for preschool employees. These demonstrations were part of the so-called Preschool Uprising (Förskoleupproret), and stories of situations and experiences of everyday life in preschool were brought together and published under the hashtag #pressed_mode (Swedish, #pressat_läge). The Preschool Uprising is a non-profit organization that was founded in 2013 in connection with a continuing education initiative. According to its own information, the group consists of preschool educators “who are fighting for better conditions in preschool” (www.forskoleeupproret.weebly.com). In the stories submitted to the Preschool Uprising website, two aspects are of interest: the issue of resources and the constructions of children in need of special support. The aim of this study is limited to identifying and analysing the written statements of preschool personnel published at www.forskoleeupproret.weebly.com under #pressat_läge, with a focus on the multiple constructions and categorizations of children in need of special support within the discourse on the critical situation. Three main questions form the basis of the analysis:

    - What expressions about children constructed as in need of special support have become prominent in the discourse on the critical situation?

    - How are children portrayed and positioned as subjects in the category “need special support” within the discourse on the critical situation?

    - How are preschool staff portrayed and positioned as subjects in relation to the constructions of children in need of special support that have become prominent in the discourse on the critical situation?

    A qualitative thematic content analysis was conducted with the theoretical support of Judith Butler’s and Michel Foucault’s work. Overall, the analysis shows that the construction of children in need of special support is consolidated as a recurring category in stories in which various expressions for and about children are emphasized. The results indicate that, in the category of children in need of special support, children who are subjectified as “more resource demanding”, who “act out”, and who need to be “chaperoned” stand out as the main categories in the discourse on the critical situation. Various subject positionings are created, where the effects of discursive power cause some children to become resource and time thieves, risk creators, energy extinguishers, or killjoys, and the preschool personnel in turn become empathetic, inadequate, stressed, exhausted, and sad subjects. Some children are singled out, and in the long run are also made part of a situation involving a lack of well-being, care, security, development, and learning in the discourse on the critical situation in Swedish preschool. The published stories, open for anyone to read, create a kind of truth (Foucault, 1971/1993, 1980) about “certain” children in Swedish preschool. These children are, by extension and in relation to the perceived lack of resources, made into a burden and a problem in the critical situation.

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    Palla När barn blir
  • 26.
    Ljung-Djärf, Agneta
    Högskolan Kristianstad, Institutionen för beteendevetenskap.
    Spelet vid datorn: dynamiken vid barns samvaro runt datorn i förskolan2004In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 9, no 2, p. 115-128Article in journal (Refereed)
    Abstract [sv]

    Undersökningar visar att samarbete, kommunikation och interak-tion mellan barnen inte bara erbjuds utan också ständigt är närvarande när datorn används i olika utbildningsverksamheter. Det finns dock anledning att kontrastera och kritiskt ganska den stundtals oproblematiska bild av barns samarbete som framträder i tidigare studier. Den här studiens syfte är att lyfta fram dynamiken i samvaron runt datorn i förskolan och analysen riktas därmed mot den sociala dynamik som utspelar sig då barnen samlas runt datorn. Det empiriska materialet består av observationer insamlade på tre svenska förskoleavdelningar. Tre positio-ner, benämnda ägar-, deltagar- och åskådarpositionen, har definierats. Dessa posi-tioner är såväl statiska – så till vida att med dem följer ett visst handlingsutrymme inkluderande vissa rättigheter, skyldigheter och förväntningar – som dynamiska, genom att barnen bland annat beroende på variationer i tidigare erfarenheter har olika möjligheter att utnyttja det handlingsutrymme som erbjuds inom positionernas ram. Spelet runt datorn i förskolan innebär att positionerna kontinuerligt definieras och förändras i relation till varandra.

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  • 27.
    Lundegård, Iann
    et al.
    Stockholm University.
    Hasslöf, Helen
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Antropocen och utbildning: direkta naturmöten och demokratiska processer2022In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 27, no 3, p. 54-72Article in journal (Refereed)
    Abstract [sv]

    Allt oftare omnämns att planetens tillstånd befinner sig i en ny tidsepok; Antropocen – människans tidsålder. Förutom den geologiska lydelsen pekar tillståndet även på det paradigmskifte i tänkande mänskligheten nu befinner sig i. Vår färdväg definieras som alltmer akut ohållbar. Från ett samlat vetenskapssamhälle framförs nu nödvändigheten av att på kort tid åstadkomma omvälvande förändringar, i en omfattning vi tidigare inte skådat. I det sammanhanget lyfts också ofta utbildningens centrala roll. I den här artikeln lutar vi oss främst mot den franska filosofen Bruno Latours resonemang om de konsekvenser antropocen har för människans behov av relationsskapande och tillhörighet. Eller formulerat som en utmaning att konfronteras med i undervisningen: Hur kan undervisningen skapa relationer med ”det mer än mänskliga” där människan utgör en integrerad del i biosfärens levande och materiella processer? Med hjälp av tre konkreta exempel från två skolor och med teori och analytiskt fokus hämtat från pragmatiska perspektiv på kommunikation, utforskar vi Latours efterfrågan av ”The terrestrial”. I den argumentativa texten visar vi hur detta kan identifieras i termer av öppna naturmöten, i relationsskapande och i demokratiska processer, vilka synliggör hur vi människor är sammankopplade med biosfären. I artikeln pekar vi också på några didaktiska riktningsgivare vilka kan vara till hjälp för lärare att skapa en undervisning som möjliggör för det omedelbara naturmötet, öppnar för det relationella utrymmet och stödjer genomlevandet av demokrati som en form av liv. 

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  • 28.
    Nordén, Birgitta
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Sund, Louise
    Sund, Per
    Miljö- och hållbarhetsutbildning2018In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, no 3-4, p. 163-171Article, review/survey (Refereed)
    Abstract [sv]

    Det här temanumret handlar om teoretisk och empirisk forskning som rör miljö- och hållbarhetsfrågor. Syftet med tidskriftens ”call for papers” som gick ut hösten 2016 var att belysa och visa på den mångfald av riktningar som utvecklas för att möta vår tids utmaningar. En ekologisk hållbar utveckling ses inte separat utan som intimt sammanlänkad med frågor om social rätt-visa, global resursfördelning inom och mellan generationer och hur vi lever tillsammans med andra varelser. Etiska och moraliska ställnings taganden är därför en väsentlig del av hållbar utveckling. I flera vetenskapliga, politiska och mediala sammanhang uppmärk sammas de allvarliga hot som världen står inför (Bonnett, 2013; Leach, Raworth & Rockström, 2013; Stables, 2013). Det brukar då framhållas att alla har ett ansvar att motverka dessa men att skolan och utbildning har ett alldeles sär-skilt ansvar. Det kan inom utbildning beskrivas som ett ansvar att utveckla en pedagogisk verksamhet som skapar en medvetenhet och en erfarenhet hos elever som bidrar till att de kan göra kunskapsbaserade och moraliska ställnings taganden i olika globala utvecklingsfrågor.Varje forskningsfält har sina begrepp som definierar och ringar in dess intresse områden. I de artiklar som ingår i temanumret kan några sådana begrepp urskiljas: hållbar utveckling, hållbarhet, utbildning för hållbar utveck-ling samt miljö- och hållbarhetsutbildningsforskning. Dessa begrepp intro-duceras och diskuteras nedan. En kort exposé av framväxten av forsknings fältet och forskarnätverk nationellt ges även.

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  • 29.
    Palla, Linda
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Individcentrerad prestation och måluppfyllelse i förskolan?: När åtgärdsprogram blir examinerande dokument och verktyg i specialpedagogiska processer2018In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, no 1-2, p. 89-106Article in journal (Refereed)
    Abstract [sv]

    Föreliggande artikel syftar till att synliggöra och problematisera brukandet av ett specifikt dokumentationsmaterial, åtgärdsprogram, i förskolans special- pedagogiska processer. Specialpedagogiska processer avser sammanhang där specialpedagog och avdelningspersonal samverkar runt barn som konstrueras som varande i behov av särskilt stöd och där det upprättats åtgärdsprogram. Med stöd av Foucaults begrepp normaliserande granskningar, hierarkisk övervakning och examen, visar resultatet att i de åtgärdsprogram som ana- lyserats tenderar barns prestationer att bli utvärderade och bedömda i upp- nåendemålsrelaterade uttryck. Vidare ger resultatet exempel på hur en tänkt måluppfyllelse relateras till barnets prestationer istället för till verksamheten. Barnet blir inte sällan den som görs ansvarig för denna måluppfyllelse.

  • 30.
    Palla, Linda
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    På tal om normer, identiteter och små mymlor som ska ledas: En essä med inslag av filosofi, (special)pedagogik och didaktik2020In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 25, no 1, p. 86-99Article in journal (Refereed)
    Abstract [sv]

    Följande text är en essä byggd av delar av min och andras forskning och teoretiska tankegods, presenterad med en personlig touch. Texten är tänkt att utgöra en illustration med syftet att skapa en bild som kan få dröja sig kvar i tanken och väcka frågor och funderingar för den som är utbildnings-vetenskapligt intresserad. Det är en illustration att stanna upp vid, att återkomma till, och med frågor som inte enkelt låter sig besvaras. Frågorna, menar jag, behöver ändå och kanske just därför ställas. Essän presenteras som ett ”drama” (med inspiration utifrån Goffman, 1959) i tre akter där språket balanseras i en avvägning mellan det personliga, det populärvetenskapliga och det något mer stringent vetenskapliga och akademiska.

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  • 31.
    Persson, Magnus
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Fakultetsopponenten sammanfattar2007In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 12, no 1, p. 75-78Article in journal (Other academic)
    Abstract [sv]

    Fakultetsopponentens recension av Carina Fasts doktorsavhandling i pedagogik: Sju barn lär sig läsa och skriva. Familjeliv och populärkultur i möte med förskola och skola

  • 32.
    Persson, Sven
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Ackesjö, Helena
    Skolförberedelse i förskoleklass. Att vara lärare-i-relation i gränslandet2010In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 15, no 2/3, p. 157-178Article in journal (Other academic)
    Abstract [en]

    In the present study the pre-school class is understood theoretically as a borderland between pre-school and school, a borderland that one can assume exists because of the differing traditions of these institutions and their positions in the educational system. In this borderland an institutional identity is created and constructed through pedagogical practice and the teacher’s narratives about this practice. This study proceeds from the way teachers talk about their work in dialogue seminars. Teachers talking about the work of preparing children for school in the pre-school class reflect two attitudes: (i) an existence-oriented pedagogy and (ii) a future-oriented pedagogy. To solve the inherent conflict between these two orientations, the teachers present themselves as teachers-in-relation, which is interpreted as a way of marking a boundary vis-à-vis other teachers’ attitudes and the knowledge-focused activities in pre-school and compulsory school.

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  • 33.
    Persson, Sven
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Ackesjö, Helena
    Linnéuniversitetet, Institutionen för pedagogik och lärande (PEL).
    Lago, Lina
    Linköping University, Sweden.
    Skolarisering och mantrat om tidiga insatser i utbildningen2022In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 27, no 2, p. 177-189Article in journal (Other academic)
    Abstract [sv]

    Det råder konsensus mellan forskare och politiker om att tidiga insatser och reformer, riktade mot de yngre barnen i utbildningssystemet, är bland de viktigaste interventioner som ett samhälle kan vidta. Inriktningen på och konkretisering av de tidiga insatserna problematiseras emellertid sällan i policy. Utvecklingen kan karakteriseras som en pågående skolarisering av utbildning för de yngre barnen, det vill säga ett närmande till grundskolan och ett fjärmande från förskolan. Denna riktning har motiverats av ekonomiska, demokratiska och globala motiv. Syftet med denna essä är att problematisera skolariseringens konsekvenser och diskutera vad som händer då ”mantrat” om tidiga insatser konkretiseras till politiska reformer. Detta görs med exempel hämtade från den svenska förskoleklassen.

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  • 34.
    Persson, Sven
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Tallberg Broman, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Det är ju ett annat jobb: Förskollärare, grundskollärare och lärarstuderande om professionell identitet i konflikt och förändring2002In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, no 4 Årg 7, p. 257-278Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    In this article the task of the teaching profession in relation to the role of the family, both at present and in historical terms, is discussed. Considerable changes in the tasks teachers are given have occurred within recent years. Schools have been given increasing responsibility not only for education but also for the upbringing of children. This has confronted teachers with a variety of new tasks and problems. Giving teachers much of the responsibility that parents traditionally had for the bringing up of children can be viewed against the background of a critical attitude which the pluralistic society of today has shown toward the role of parents and of the family. In the social and educational professions as these have developed, criticisms of parents and of their manner of bringing up their children have been voiced repeatedly (Donzelot 1997, Johansson 1993). This has been accompanied by an increasing professionalism in the care of children. Criticisms of the parental role have paved the way for an increase in the tasks the schools are given. Schools are expected to create a holistic context and a sense of citizenship based on the values generally accepted in society. This is seen as calling for more comprehensive work on the part of teachers. As a result, teachers are faced with difficult and complex problems today. The postmodern pluralism of childhood, with the many different forms it can take, calls into question the demands for homogeneity, stability and normality that institutionalised ideologies make. This confrontation between schools as they presently exist and postmodern conceptions of childhood leads to a questioning of the goal of creating normality (Hargreaves 1994). The basic aim of the project in which we are engaged is to analyze how the responsibility for reproducing the goals and content of society is divided up at present, and has been divided up earlier, between the home and the school. The results of two investigations are presented: - In the one study, elementary school and preschool teachers from schools in two areas of differing socioeconomic level described in open-ended interviews their thoughts regarding their professional task, as well as children generally, childhood and the role of parents. That study had a clear perspective of change. Those interviewed have also been asked to report their views on the changes that had occurred in the teaching task and in the content of their profession. - The other investigation was a questionnaire study of teacher-training students in either their first or their final semester of training. The questions involved were based on statements the teachers who had taken part in the interview investigation had made. The statements made in the interview by the teachers from schools in the two areas of differing socioeconomic level, regarding their tasks being much broader than they had been earlier, were very much alike. It thus seems to be factors other than those of the character of the area involved that affect how changes in the role of teachers are experienced. It appeared that the flexibility of the women teachers was taken advantage of. The new expectations placed on teachers were seen to involve a redefinition of the teaching profession that those interviewed were unwilling to accept. As they expressed it the content of their work was being transformed from working with children to working increasingly with groups of adults and they explained of there being no adequate rationale for the changes that had occurred. They considered that the demands placed on them failed to correspond to certain deeply rooted conceptions of their profession, representing a clear threat to their professional identity, creating a sense of insecurity in their day-by-day work. They also regarded it as being a change for the worse in their professional status through its degrading their position from their being educators to their providing children help and support on an individual basis (Johansson & Pramling 2000). Those teaching at both the preschool and the primary school level provided a negative account of childhood and parenting today, describing children as being less empathetic and less concentrated today than earlier. The preschool teachers in particular felt that children had difficulties in playing with each other, whilst the elementary school teachers emphasised marked difficulties children had in following norms. The preschool and the elementary school teachers from the ecnomically less privileged area agreed closely with each other in describing children as being unconcentrated, being inept in their use of language, showing a lack of empathy and having difficulties in playing with each other. Although the elementary school and preschool teachers from schools in the economically prosperous area likewise considered childhood to be particularly problematical today, their major criticisms differed from the views just reported. They described children as having an overly scheduled and planned existence, one that differed from what they considered to be a happy childhood situation. They considered children to have too structured an existence and to be overly exposed to stress. The teachers as a whole felt that the conditions with which parents are faced today have changed. Parents do not have the same possibilities for bringing up their children as earlier and have partly given up the responsibilities in this respect that they once took. This result was independent of the socioeconomic status of the parents. At the same time, two differing conceptions of the problems with which parents are faced were evident. Parents from the more well-to-do area were considered to be subjected to a high degree of stress, to have very strong demands placed on them, and to work so much that they were unable to spend sufficient time with their children. Parents from the more economically depressed area were considered to likewise neglect their children, although in a different way - many of them having social problems and letting their children fend for themselves to a large extent. It was felt that the conditions for the upbringing of children in the home had declined. Teachers felt they were increasingly involved in the children's and the families' private lives and that their responsibilities toward children had increased. There appeared to be no comparable increase in the involvement of parents in matters of the preschool and elementary school education of their children. In summary, one can say that the preschool teachers and primary school teachers from schools in both socioeconomic areas were engaged in compensatory efforts to reconstruct for their pupils more of what they regarded as being ideal childhood conditions, involving children being provided with a calm and relaxed environment, having more free time, having more outdoor activities, developing a greater degree of fantasy and greater empathy, being better able to play with each other, being more active physically and having greater respect both for adults and for other children. What was regarded as the most important task of the elementary school and the preschool was to provide children with a sense of self-confidence, joy and a desire to learn. The teacher's task was seen as being a difficult one if this was combined, in these times of reductions in educational resources, with the need of conducting psychologically problematical discussions both with children and with their parents. Regarding the questionnaire results, a particular concern of the teacher trainees for the problems of both children and their parents and their belief that giving children a sense of security was the foremost function of the pre-school and the elementary school alike could be noted. Among those preparing to be preschool teachers, those in their last semester of training showed a more critical attitude towards children and their parents than those in their first semester of training. No such differences were noted, however, among those preparing to be elementary school teachers, although there were differences between the first and last semester groups in the problems they emphasized and in their conceptions regarding the teaching profession and the school as an institution. We plan to relate the various patterns we discovered to questions of the content of teacher training. How do those involved in teacher training view the broadened tasks that teachers are faced by today? How is the extended responsibility for children on the part of teachers dealt with in teacher training? Are the relations of teachers to the families of the children discussed in a critical way? What position is taken toward the rights of parents to influence the schools? Teacher training has been criticized for its failure to emphasize either the importance of caring for the emotional needs of the individual child or the important role that many socioemotional relations teachers develop play (Gannerud 1999). It is often felt that during teacher training too little attention is directed at these highly important aspects of teacher work. Regardless of the socioeconomic context in which their teaching took place, the teachers who were interviewed told of the teaching profession having changed in the direction of greater emphasis being placed on social dimensions and of the teacher's task being broadened. Despite this increase in the teachers' social responsibilities, both in preschools and elementary schools, this matter appeared not to have been dealt with either in their socialization to the role of being a teacher or in their teacher training. They described a conflict between professional ideologies they had come to accept, both during their teacher training and on the basis of traditions propagated generally in their profession, and the demands and expectations placed on them by the changed tasks they were confronted by, one which led to a sense of uncertainty in their professional identity. The conceptions they had of what a happy childhood involves collided with how they experienced the childhood of those children with whom they had contact in their teaching. The statements of the teachers in our interviews concern a teaching profession caught up in change. The professional identity of teachers is being challenged. It is also difficult for teachers to set limits to the tasks with which they are faced. Many of the statements the teachers made can be considered to represent strategies for defining their profession, directing criticism at the family being one way of dealing with the challenges involved and of defining their task. Strong protests against being confronted with tasks of a more social character, involving the need of giving the individual children particular support and understanding, can be noted. Criticism of this sort was particularly strong on the part of the elementary school teachers, who considered the changes involved to constitute a lowering of their professional status. A sense of security was a central concept we noted in the material, a concept clearly integrated into the institutional and professional ideology of both the preschool and the elementary school teachers, who obviously considered that providing children with it was a major goal of their work. The tendency to think in these terms could be examined in relation to gender, to class or to ethnicity. Both those involved in teaching and those preparing for it are predominately women, who are given a social, collective and normative task. Providing a sense of security can be regarded as an antidote to a sense of disorder and to the development of an increasingly pluralistic society caught up in a process of rapid change. Endeavoring to achieve a sense of security can also be viewed as a typical Swedish or Nordic cultural trait, one that is strongly emphasized by both teachers and parents (Gullestad 1997, Iwarsson Jansson 2001, Kvalbein 1998, Nikolova 2001). One can note, finally, that discussions of problems in a personal and thoroughgoing way with both children and their parents, as well as considering the most important goal of education to be that of providing children a sense of security through use of educational methods that are very much individually oriented, represent a sociopedagogical approach that is partly new. It is one that requires a considerable degree of rethinking on the part of many educators.

  • 35.
    Roos, Helena
    et al.
    Linnéuniversitetet, Institutionen för matematik (MA).
    Gadler, Ulla
    Linnéuniversitetet, Institutionen för pedagogik och lärande (PEL).
    Kompetensens betydelse i det didaktiska mötet: en modell för analys av möjligheter att erbjuda varje elev likvärdig utbildning enlig skolans uppdrag2018In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, no 3-4, p. 290-307Article in journal (Refereed)
    Abstract [sv]

    Skolans uppdrag är att erbjuda likvärdig utbildning till varje elev med utgångspunkt från deras varierande förutsättningar. Uppdraget, kan benämnas som det dubbla uppdraget, omfattar såväl kunskapsuppdrag som socialisationsuppdrag. I ett flertal rapporter från bl.a. Skolverket och Skolinspektionen (Skolverket, 2011, 2015; Skolinspektionen, 2014, 2016) framgår det att det finns en diskrepans mellan formuleringar i statliga styrdokument och det som sker i skolan med avseende på varje elevs möjlighet till likvärdig utbildning. Villkor för att genomföra skolans dubbla uppdrag belyses i denna artikel genom att fokusera på betydelsen av kvalitén på det didaktiska mötet i relation till varje elevs rätt till likvärdig utbildning och livslång lust att lära. Syftet med artikeln är att skapa en modell för att kunna analysera kvaliteten på det didaktiska mötet. Denna modell innehåller tre komponenter; elevers varierande förutsättningar i relation till likvärdig utbildning, professionell kompetens att genomföra innehålls-, dynamisk och deltagande inkludering samt tolkning och genomförande av skolans dubbla uppdrag. Kvaliteten på det didaktiska mötet påverkas av hur dessa tre komponenter samvarierar med varandra.

  • 36.
    Serder, Margareta
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Malmström, Martin
    The Joint Faculties of Humanities and Theology, Department of Educational Sciences, Lund University, Lund, Sweden.
    Vad talar vi om när vi talar om praktiknära forskning?2020In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 25, no 1, p. 106-109Article in journal (Refereed)
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  • 37.
    Sjögren, Hanna
    Linköpings universitet, Tema teknik och social förändring.
    Den politisk-etiska potentialen hos djur-människorelationer i lärarutbildares samtal om hållbar utveckling2014In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 19, no 2-3, p. 90-109Article in journal (Refereed)
    Abstract [sv]

    För att förstå vilka gränser som utmanas och/eller förstärks i utbildning för hållbar utveckling krävs att pedagogisk teori och praktik skapar utrymme för att undersöka potentialen i relationer som inkluderar det icke-mänskliga. Utifrån fokusgruppintervjuer med lärarutbildare vid åtta svenska lärosäten lyfter jag fram exempel på relationer där det mänskliga kan förstås som en del av och i relation till det icke-mänskliga. Utifrån dessa relationer diskuterar jag politisk-etiska frågeställningar som uppkommer genom att relationerna avgränsas som de gör. Exemplen visar hur relationer mellan det mänskliga och det icke-mänskliga kan utgöra en betydelsefull utgångspunkt för att förstå vilka gränser som utmanas och/eller etableras genom utbildning för ett mer hållbart samhälle. Utifrån analyser av materialet diskuterar jag kritiskt hur de olika relationerna skapar olika verkligheter, där gränser för vad som blir betydelsefullt förhandlas. Jag visar på individualitetens och den närvarande referentens betydelse, vilken kunskap dessa relationer möjliggör samt vem eller vad som inkluderas i utbildningens arbete för att skapa en hållbar utveckling.

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  • 38.
    Sjögren, Hanna
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Hofverberg, Hanna
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Pedagogisk forskning i antropocen2022In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 27, no 3, p. 4-11Article in journal (Refereed)
    Abstract [sv]

    I detta temanummer uppmärksammar vi begreppet antropocen och disku-terar vilken betydelse antropocen kan ha för hur vi inom pedagogisk forsk-ning tänker och bör tänka kring pedagogik, skola och utbildning. Vi menar att det är hög tid att sätta den geologiska epoken antropocen i relation till fråge-ställningar om skola och utbildning inom en svensk kontext. Inom den inter-nationella utbildningsforskningen har flera temanummer om antropocen publicerats under de senaste åren och turen har nu kommit till den svenska utbildningsvetenskapliga forskningen.

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  • 39.
    Söderman, Johan
    et al.
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Folkestad, Göran
    Kunskap genom rap: Hiphop som hantverk, pedagogik och aktivism2008In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 13, no 1Article in journal (Refereed)
    Abstract [en]

    Knowledge through rap – hiphop as craft, education and activism This article highlights three rappers who use hiphop as a tool for craft, activism and education. Toni Blackman uses hiphop to mediate a musical craftsmanship. Her educational and social projects with hiphop has attracted some attention in different media. She has been guest professor at the University of Michigan and she has visited different countries in Africa, Europe and Asia as an American Cultural Specialist and as a volontary worker for UNESCO. Nabila Abdul Fattah connects her hiphop activities with political activism. She has a social pedagogy degree and works as a recreation instructor in the area of Hammarkullen in Gothenburg. She also gives concerts as a rapper and works as a journalist. In the pedagogy of Behrang Miri, hiphop is an effective tool when communicating with children and young people. He is well-known for his educational activities in the region of Malmö. Among other things, he has been holding lectures at Malmö Academy of Music and at Malmö University. The research question in this article is formulated as: How do rappers talk about hiphop, their activities, and learning, starting from the notions of musical craftsmanship, education and activism? Qualitative and individual interviews have been carried out in the study. The interviews can be seen as semi-structured and as naturally occuring talk, even though there was a clear focus on learning and hiphop in the conversations. The interviews have been transcribed and each interview lasted for approximately one hour. Supplementary data from other interviews in the media have also been used to provide a more thorough understanding of the rappers. The rappers talk about hiphop as a political tool. Political engagement can be promoted by a connection to hiphop. The music is described as a language which can communciate with people who usually don’t read newspapers. Music is an informative force, which makes it suitable for political messages. The rappers express a conviction that there is an emancipatory force within hiphop music, which can plead the cause of marginalized people. Marginalization and alienation are recurrent themes in the talk of the rappers. Women and Afro-Americans are two groups who are described as marginalized in American society. This collective feeling of marginalization, something experienced by many Afro-Americans, is often described in famous hiphop songs. Nabila was the only foreigner in her class at school in Sundsvall where she grew up. She dreamt of being blond so she would look like the other girls in the class. Behrang saw the alienation when he started high-school and was the only foreigner in his class. All three rappers are convinced that unjustice exists in society and that some people are being marginalized and stigmatized. The rappers want to be the voice of the weak. Nabila wishes to give voice to the groups of people whose voices go unheard. Toni is fighting for female rappers, so that they may make their voices heard in the world of hiphop dominated by men. Behrang’s mission is to get young people of different social backgrounds to get to know each other, from a local as well as a global perspective. He works with the integration between schools in Malmö, which is a city described in Swedish media as the most segregated in Sweden. A constant theme in the rappers’ talk is the power of knowledge. Since hiphop started 30 years ago, social activism and education have been associated with hiphop. The founder, Afrika Bambaataa, has talked about knowledge as the fifth element of hiphop. Nabila expresses the importance of knowledge and education in her talk. Behrang describes how he started to do well at school thanks to hiphop. He thus bestows a compensatory function on hiphop, and expresses the possibility to achieve traditional knowledge through hiphop. Like the Scandinavian adult educators in the past, the rappers wish to become the mouthpieces of the weak people in society. At the same time the double function of Scandinavian adult education is made visible in the talk of the rappers: a radical educational ideal with an emancipatory purpose, where people are the subjects is interacting with a patriarchal ideal where the people are the objects, and good taste is announced to other people from an “above perspective”. This is all about an aestethic training in order to “inoculate” people against commercial culture. It has its roots in a bourgeois ideology. Thus, these adult educating rappers can be seen as both culturally conservative and culturally radical in their talk about their educational activities.

  • 40.
    Tallberg Broman, Ingegerd
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Pedagogik med inriktning mot yngre barns utveckling och lärande2018In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, no 5, p. 223-243Article in journal (Other academic)
    Abstract [sv]

    Artikeln ingår i ett samlingsnummer av Tidskrift för Pedagogisk forskning: "Professorerna inom det pedagogiska kunskapsfältet har ordet" Mitt kapitel berör den professur jag tillträdde 1999 vid dåvarande Malmö högskola, / senare Malmö universitet)/ bakgrunden till professurens inrättande, dess innehåll,. ambitioner och verksamhetsområde inom den unga nybildade högskolan. Kapitlet behandlar bl. a forskningsfältets utformning, finansieringsmöjligheter, samarbetspartners, nätverk liksom exemplifiering av forskningsprojekt och program. Förändringen över tid vad gäller exempelvis finansiering, internationalisering, samverkan och byråkratisering diskuteras liksom forskningsfältets och professurens inriktning.

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  • 41.
    Vallberg Roth, Ann-Christine
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Abduktiv analys i samverkansforskning: fokus på didaktiska modeller i förskola2022In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 27, no 4, p. 157-179Article in journal (Refereed)
    Abstract [en]

     Abductive analysis in collaborative research: A focus on didaktik1 models in preschool

    Abductive analysis is linked to the concept of abduction, which focuses oninterpretive processes that create meaning, moving between empirics andtheory on encountering unexpected results. In addition to the fact thatabduction can deepen and change current research in pedagogy and didaktik,abduction can also constitute an approach that is related to democracy.Shedding light on abductive analysis in collaborative research is important inthat it regards all participants in collaborative research as knowledge users andpotential knowledge developers, potentially leading to multivocal traces in theanalysis. In this way, the possible multivocality of collaborative research holdsdemocratic potential. In addition, democracy can be found in abductive analysis that results in didaktik models that unite multivocal practices and theories.In this context, there is a need for abductive studies conducted over longperiods of time in collaboration between, for example, preschool teachers,leaders and researchers.The article provides examples of abductive analysis tried out incollaborative research in two large-scale research and development (R&D)programs. The programs were implemented over a six-year period, with twoconsecutive three-year periods between 2016-2018 and 2018-20212. Theempirical data in the R&D programs were generated over long periods of timeand assessed against several theoretical perspectives, in line with abductiveanalysis.There is a shortage of abductive studies focused on practice-based didaktikmodels in preschool. This article gives examples of abductive analysis thatresult in "multivocal didaktik modeling". Multivocality entails multiple voicesbeing included in both practice and theory. In the R&D programs, the participants were involved in question formulation, method design, datageneration, co-exploratory conversations, and analysis. Didaktik models canbe both verbal and graphic. Two classic didaktik models are didaktikquestions and the didaktik triangle. The models can provide support forteachers and leaders to make didaktik choices.This article reveals the contribution of abductive analysis to thedevelopment of multivocal practical-theoretical models in collaborativeresearch. The purpose is to provide knowledge about abductive analysis incollaborative research, with a focus on didaktik models in preschool.When teaching was written into Sweden's governing document for preschool in 2010, an uncertainty emerged as to what teaching could mean inpreschool. In response, it was determined that education and teaching shouldrest on a scientific basis and proven experience. It turned out that there wasa deficit of both teaching-oriented, Nordic research and of proven experienceof teaching in preschool. A mismatch emerged between governing documents, research and practice. This mismatch was a driving force behind theR&D programs in which preschool teachers and leaders, from 18 municipalities and school authorities, raised questions about what characterizesteaching in preschool.Abduction, as described in the article, requires that we pay attention tonuances in empirical material and try approaches that in being multivocal atboth the action level and the (meta) theoretical level are democratic in nature.In the complex reality of teaching in a preschool, a multivocal rather thanunilateral approach favors nuance over reduction and creates conditions forcontributing knowledge at both the action and the (meta) theoretical levelabout the complex nature of reality. In other words, the logic of abductioncan add a critical, nuanced and openly change-oriented dimension to didaktikcollaborative research within the framework of democracy.The contribution of this article lies in abductive analysis having been triedout and proven to be feasible in large-scale R&D programs over a six-yearperiod. Abductive analysis in collaborative research makes it possible togenerate research findings that include empirical examples, proven conceptsand didaktik models. Having the abductive analysis replicated in two R&Dprograms strengthens credibility, generalizability and usability. All in all, theabductive analysis resulted in “multivocal didaktik modeling”, which could berelated to democracy.

    NOTES1In this article the German word “didaktik” (with use of the letter k) is used, whichis common in continental Europe and the Nordic countries. This term is distinctfrom the Anglo-Saxon word “didactics,” which refers to a narrow way of teaching,for example, learning-outcome oriented teaching. In the article, collaborative research refers to research conducted in R&D programs(ibid). The article uses the third-person plural “we” instead of “I” to emphasize thatdidaktik models have been tried out in collaboration.

    2 The article has been written within the framework of the R&D programs Teachingin preschool (Undif) and Multivocal teaching in preschool (Fundif) in acollaboration between 18 Swedish municipalities, the independent Institute forinnovation, research and development in school and preschool (Ifous) and MalmöUniversity (Mau). The study was co-financed by Mau and the 18 municipalities. Theresearch group thanks everyone who participated and contributed with funds,materials and views in analysis and discussions. The peer-reviewed article in thisthemed issue is based on a scientific report that was reviewed by Professor StigBroström at Aarhus University in Denmark (Vallberg Roth et al., 2021).

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  • 42.
    Vallberg Roth, Ann-Christine
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Bedömning i förskolans dokumentationspraktiker: fenomen, begrepp och reglering2014In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 19, no 4-5, p. 403-437Article in journal (Refereed)
    Abstract [en]

    Professionals need to identify and justify their judgements and choices of documentation tools and critically reflect on the knowledge base of assessments. In this context, the paper provide a basis for critical reflection about assessment in the preschool documentation. Professional judgement can be said to be scientifically based, related to the proven experience and linked to regulation and policy documents, including Education Act and curricula. All together assessment is seen to be woven into the documentation and on the one hand it can support and reinforce, on the other hand it can weaken and mislead the various stakeholders, including teachers, parents and children. In conclusion, the article highlights the assessment in preschool documentation as phenomena, concept and control. The aim is to describe and analyse assessment in preschool documentation from a ‘didaktik’ perspective (see didaktik below). A specific aim is to analyse how different forms of assessment can be interpreted to be theoretically based and related to the regulation of preschool in Sweden. In this paper ‘didaktik’ means a critical integrative didaktik that strives to provide support for critical reflection through alternative tools and concepts. The formulated questions are: What forms of assessment can appear in preschool documentation and how can different forms of assessment be interpreted to be theoretically based and related to the regulation of preschool in Sweden? What assessment concept can be traced and formulated as alternative in relation to preschool in Sweden? Didaktik refers to a Continental (European) approach that emphasises the reflective processes of ‘Bildung’.. Bildung-processes may be about preparing individuals for an open future. Assessment has often been discussed from the perspective of didactics, that is, from the Anglo-Saxon tradition that tends to focus on methods, instructions and learning outcomes. In this paper, a different view of assessment is employed; assessment and documentation in preschool is considered from the perspective of didaktik. The didaktik approach can be described as a critical, continental didaktik. The letter K in didaktik, instead of C in didactics, represents the continental approach. The analysed material represents examples taken from three preschools in southern Sweden. The material was generated from two municipalities in 2011 and consists of both documents and interviews of preschool teachers and preschool heads. Analysis and interpretation were performed in terms of an abductive analysis process. The result shows that each preschool can work with various documentation tools and assessment forms with shifting relationship to regulation that can be summarized in the alternative concept of ‘transformative assessment’. Summative and formative assessments are concepts developed in accordance with goals to achieve, knowledge requirements and learning outcomes with the focus on both the individual and the classroom level. These concepts are not developed with a focus on preschool activity, a policy design with goals to strive for, hence without specified objects of achievement and learning outcomes at an individual level. Preschoolers should not be assessed based on established standards nor should they be compared to anyone but themselves. Hence, the concepts summative and formative are not fully viable in the preschool setting. Transformative assessment is a concept focusing on reshaping and interplaying assessments that are intertwined in the registration and complex documentation practices in preschools. Varying ways to record, whether it is written or in the form of photos, videos or symbols, shape and reshape different versions of reality as an expression of power. All assessments intertwined in documentation are formed from certain positions, interests and perspectives, and they influence how reality is constructed and enacted. Transformative assessment may interact between different theoretical positions and assemblies, including influences from psychological, variation theory, socio-cultural, market-economy (goal-result-quality), neuroscience and post-human approaches. Transformative assessment may be seen as reshaping and interplaying assessment in motion between different actors, forms, contents, and functions. The assessment moves between different levels (micro-macro) in complex networks. Hence, the concept of transformative assessment can articulate and conceptually capture the transforming interaction between different forms of documentation and assessment; between assessments with different theoretical basis including developmental-psychological assessments, knowledge assessments, personal assessments, self-assessments, narrative assessments and centre-performance-focused assessments. The concept can also be examined in relation to how to transform assessment at the individual level (how children’s skills change in target areas) into goals and assessments for the preschool-activity and centre performance (what needs to change for the child to be challenged and to further develop in the direction of curriculum goals to be strived upon). The revised preschool curriculum states that documentation and analysis should include how the skills and abilities of the child continuously change in target areas in relation to the conditions for development and learning that the preschool provides. Further, transformative assessment is enacted in socio-material co-actions in between linear (goal-directed actions) and non-linear and affirmative actions. The non-linear transformative assessment may refer to Osberg and Biesta (2010): “We should not try to judge what emerges before it has taken place or specify what should arrive before it arrives. We should let it arrive first, and then engage in judgement so as not to foreclose the possibilities of anything worthwhile to emerge that could not have been foreseen (p 603)”. So, transformative assessment may be seen as a movement between the linear that is retrospective (signs of learning oriented towards the past, the planned and goal-oriented learning and what is already known, or when the intention of the educational intervention is pre-defined), and the non-linear (oriented towards a future that cannot yet be foreseen, a complex and open-ended understanding of process). Transformative assessment “could then be understood to guide learning and creating by ‘expanding the space of the possible and creating the conditions for the emergence of the as-yet unimagined’ (cf. Osberg & Biesta, 2010, p 603). Finally, the concept of transformative assessment does not relate to a prescriptive concept (a prescribed ideal), but rather a descriptive and reflexive concept, which is an alternative concept that can offer support for thinking critically in a complex documentation and assessment approach. The concept needs to be further studied.

  • 43.
    Vallberg Roth, Ann-Christine
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Föräldraskap i förtätad dokumentations- och bedömningspraktik2011In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 16, no 4, p. 267-283Article in journal (Refereed)
    Abstract [sv]

    Studien syftar till att beskriva och prövande diskutera föräldraskap i en förtätad dokumentations- och bedömningspraktik, med fokus på relationen hem-skola i Sverige. Med förtätad avses en intensifiering där elektronisk dokumentation kopplas till icke-elektronisk dokumentation och bedömning i skola och förskola. Forskningen baseras på fältarbete online. Urvalet består av två internetmiljöer för föräldrar och familjeliv. I dessa miljöer har det varit möjligt för föräldrar att själva ta upp samtalstrådar om dokumentations- och bedömningspraktik. Studien koncentreras till samtalstrådar rörande IUP, utveck¬lings¬¬samtal och standardiserade observations¬material, totalt ca 120 sidor. Resultatdelen består av en prövande diskussion där fyra dimensioner av föräldraskap tonar fram i en flerdimensionell gränspraktik. I gränspraktiken framträder policyrelaterade, marknads¬orienterade, evidensrelaterade, och civilt erfarenhets¬-baserade dimensioner av föräldraskap.

  • 44.
    Vallberg Roth, Ann-Christine
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Läroplaner för de yngre barnen: Utvecklingen från 1800-talets mitt till idag2001In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, no 4 Årg 6, p. 241-269Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Ett tydligt problem har aktualiserats med samordningen av den svenska förskolan/förskoleklassen, fritidshemmet och skolan. Hur kan historien beträffande de yngre barnens läroplanshistoria tydliggöras och kommuniceras? Med yngre barn avses främst förskolebarn, men också fritids-hemsbarn och yngre skolbarn inkluderas, det vill säga barn mellan ett och nio år. Studien utgår från ett läroplansteoretiskt huvudperspektiv och ett vidgat läroplansbegrepp. Ett köns-didaktiskt perspektiv innefattas i teoriramen. Studieobjektet utgörs främst av läroplaner och pedagogiskt riktningsgivandegivande texter för förskola, fritidshem och skola, som hand-böcker, pedagogiska planer från mitten av 1800-talet till år 2000. Resultatet från analysen av materialet har utmynnat i läroplansmönster som kan summeras i fyra begrepp och perioder, vilka innesluter könsdidaktiska koder enligt följande: · "Guds läroplan" - Patriarkal kod · "Det goda hemmets och hembygdens läroplan" - Särartsbetonad samkod · "Folkhemmets socialpsykolo-giska läroplan" - Könsneutral likhetskod · "Det situerade världsbarnets läroplan" - Pluralistisk könskod

  • 45.
    Vallberg Roth, Ann-Christine
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Holmberg, Ylva
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Undervisning i relation till omsorg och lärande i förskola: Flerstämmig undervisning och didaktisk (o)takt?2019In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 24, no 2, p. 29-56Article in journal (Refereed)
    Abstract [en]

    The defined research problem focuses on teaching in relation to care and learning. In other words, it investigates the possible meanings of the concept of "the whole" in policy documents, and how this might emerge in preschool teaching. There is a dearth of research illuminating this area based on more extensive empirical studies in collaborative projects. The aim of the project is to develop knowledge about possible characteristics of teaching in relation to care and learning, from preschool teachers' written materials and documented collaborative actions in the preschool as part of the Swedish school system. Methodologically, the analysis is abductive and has a didactic perspective. The material includes a total of 349 written documents and 63 hours of video recordings from 121 preschools/preschool departments in ten municipalities. The analytical unit consists of verbal data and audiovisual data. The results show that the concepts of teaching, care and learning may appear both separate and joined together in various ways. The whole analysis is held together and tested through the overall concept of "multi-voiced teaching", which might also cover "didactic tact”.

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  • 46.
    Viggósson, Haukur
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Pedagogiskt kapital: ett begrepp under utveckling2011In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 16, no 1, p. 57-69Article in journal (Other academic)
    Abstract [sv]

    Under några år har begreppet ”pedagogiskt kapital” används inom olika kurser i lärarutbildningen vid Malmö högskola. Pedagogiskt kapital avser de betydelsefulla faktorer i studentens liv som format dennes personliga syfte med sin utbildning och syn på läraryrket. Begreppet myntades genom en analys av intervjuer med svenska och danska lärarstudenter som genomfördes 2006. Hittills har endast en preliminär definition av begreppet funnits. Syftet med artikeln är att ge begreppet en teoretisk ram: vad begreppet innebär, hur studenten kan utforska sitt pedagogiska kapital och varför denna utforskning är så viktig både för studentens utbildning och dennes praktiska genomförande i läraryrket.

  • 47.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Diskursöverbryggande perspektiv på återkopplande skrivsamtal i årskurs 32023In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 28, no 1-2, p. 73-99Article in journal (Refereed)
    Abstract [en]

    In both current debates on the perceived crisis of young people’s writing and national research on writing instruction, there is a tendency to foreground oneparticular perspective on writing. Debaters focus on technical skills, while many researchers advocate a focus on function rather than form. Also, research on writing instruction in primary years of schooling is scarce. This article responds to the need for a more nuanced understanding of writing instruction in the primary years of schooling. Its particular focus is on the oral feedback given on letters written by students in Grade 3. The research aim is to explore and highlight movements between different perspectives on writing in the interaction. The study is based on transcribed audio recordings of nine feedback talks (1h30m) between a school librarian and Grade 3 students writing letters based on a reading of a children’s book. In the analysis of the data, Roz Ivanić’s discourses of writing are operationalized and visualized in a way which enables the detailed analysis of how oral classroom interactions relate to correctness, disposition, and the communicative context. In particular, this analytical tool highlights discursive shifts, for example between disposition and communicative function. Feedback focusing on the communicative  context is understood in light of Halliday’s contextual categories of field, tenor and mode.The writing assignment given to the students consisted of answering letters from parents seeking aid with misbehaving children. In doing this, they were expected to assume the role of the book’s protagonist, Mrs. Piggle-Wiggle. The letters they responded to had been written by peers in a previous, related assignment. The result of the analysis shows that the librarian underscored the importance of adhering to a prescribed disposition of the letter, with reference to different aspects of the communicative context. In particular, she underlined the importance of explaining why the students’ proposed solutions to children’s misbehavior would work (field) to convince and reassure the parents (tenor). Also, she drew attention to the need for explicitness in written communication, which relates to the contextual category of mode. As such, the results show a considerable interplay between disposition and communicative goals, which can be understood as discursive shifts. The students were also given feedback on syntax, interpunctuation, and spelling. This feedback was rarely related to the construction or communicative goals of the text. However, there were some exceptions, such as when the librarian commented positively on the use of exclamation marks reflecting the “energy” of Mrs. Piggle-Wiggle and guided the children in using a conjunction to give an explanation.In summary, the results highlight the potential of the interplay between different discourses of writing. It is suggested that the analytical lens developed and employed in the study can be used in other activities of writing instruction, for example teacher-led deconstructions of model texts. A more nuanced view of the interplay between textual forms and functions in on-going teaching is desirable to promote students writing and counteract the one-sided perspectives which can otherwise govern discussions about writing instruction.

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  • 48.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Med fokus på ord, uttryck och språklig stil: ett betydelseskapande litteraturarbete i grundläggande vuxenutbildning2019In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 24, no 3-4, p. 35-60Article in journal (Refereed)
    Abstract [sv]

    I denna studie utforskas ett litteraturarbete som involverar en lärare och en grupp andraspråksinlärare inom grundläggande vuxenutbildning. Den aktuella kursen är Svenska som andraspråk Delkurs 3. Syftet med studien är att utforska och synliggöra de litteracitetspraktiker som erbjuds under moment som fokuserar på romanens språk. Materialet grundar sig på observationer, ljudinspelningar och insamlat läromaterial. Analysen vilar primärt på Luke och Freebodys litteracitetspraktiker, Langers teori om textrörlighet samt Bernsteins utbildningssociologiska teori. I analysen betraktas litteraturarbetet som samspelande litteracitetspraktiker, där arbetet med romanens språk utgör en särskild textanvändningspraktik. Resultatet visar att läraren i diskussioner kring ord, uttryck och språklig stil för uppmärksamheten till de centrala karaktärernas egenskaper och utveckling genom romanen. Detta medför att textanvändningspraktiken samspelar med en betydelseskapande praktik, där de betydelser som utforskas i interaktionen överskrider betydelsen av de enskilda ord och uttryck som väljs ut och diskuteras. Detta kan tillmätas viktiga stöttande egenskaper i en undervisningsgrupp där majoriteten av eleverna skulle ha svårt att förstå romanen på egen hand. I artikeln diskuteras även hur fokuset på romanens språk öppnar upp för en textanalytisk litteracitetspraktik.

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