Malmö University Publications
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  • 1.
    Brante, Göran
    Section for Teacher education, Kristianstad University.
    Multitasking and Synchronous Work: Complexities in Teacher Work2009In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 25, no 3, p. 430-436Article in journal (Refereed)
  • 2.
    Cowen Forssell, Rebecka
    et al.
    Malmö University, Centre for Work Life and Evaluation Studies (CTA). Malmö University, Faculty of Culture and Society (KS), Department of Urban Studies (US).
    Ringblom, Lisa
    Malmö University, Centre for Work Life and Evaluation Studies (CTA). Malmö University, Faculty of Education and Society (LS), Department of Society, Culture and Identity (SKI).
    Jönsson, Sandra
    Malmö University, Centre for Work Life and Evaluation Studies (CTA). Malmö University, Faculty of Culture and Society (KS), Department of Urban Studies (US).
    Berthelsen, Hanne
    Malmö University, Centre for Work Life and Evaluation Studies (CTA). Malmö University, Faculty of Odontology (OD).
    Work-related cyber mistreatment from guardians, members of the public, and pupils in the context of educational work: From incivility to aggression2024In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, E-ISSN 1879-2480, Vol. 145, p. 1-10, article id 104603Article in journal (Refereed)
    Abstract [en]

    This study explores the nature of work-related cyber mistreatment from guardians, pupils, and members of the public as experienced by educational workers. Thematic analysis of data collected by semi-structured interviews with 31 teachers and principals resulted in two overarching themes; directly addressed cyber mistreatment in email and unwanted negative exposure on social media. The data spans over different types of cyber mistreatment, ranging from cyber incivility to cyberaggression. Educational workers typically feel powerless when exposed to mistreatment, and require support to manage these complex, novel, and distressing situations.

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  • 3.
    Tarchi, Christian
    et al.
    University of Florence, Italy.
    Wennås Brante, Eva
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Jokar, Mohammad
    Monash University, Australia.
    Manzari, Elham
    Monash University, Australia.
    Pre-service teachers’ conceptions of online learning in emergency distance education: How is it defined and what self-regulated learning skills are associated with it?2022In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, ISSN 0742-051X, Vol. 113, p. 103669-103669, article id 103669Article in journal (Refereed)
    Abstract [en]

    We investigated pre-service teachers’ conceptions of online learning during the transition from face-to-face to emergency distance education in Italy, Sweden and Iran. Conceptions of online learning were conceptualised based on how pre-service teachers defined online learning, the self-regulated learning (SRL) skills associated with it and how they compared it to face-to-face education. The participants were asked about the characteristics of their online courses, yielding information about the online learning conditions and experiences. Conceptions of online learning were found to be underdeveloped. Pre-service teachers should develop a flexible approach to SRL that takes into consideration the demands of the specific educational setting.

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