Publikationer från Malmö universitet
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  • 1.
    Brante, Göran
    Section for Teacher education, Kristianstad University.
    Multitasking and Synchronous Work: Complexities in Teacher Work2009Inngår i: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 25, nr 3, s. 430-436Artikkel i tidsskrift (Fagfellevurdert)
  • 2.
    Cowen Forssell, Rebecka
    et al.
    Malmö universitet, Centrum för tillämpad arbetslivsforskning och utvärdering (CTA). Malmö universitet, Fakulteten för kultur och samhälle (KS), Institutionen för Urbana Studier (US).
    Ringblom, Lisa
    Malmö universitet, Centrum för tillämpad arbetslivsforskning och utvärdering (CTA). Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för samhälle, kultur och identitet (SKI).
    Jönsson, Sandra
    Malmö universitet, Centrum för tillämpad arbetslivsforskning och utvärdering (CTA). Malmö universitet, Fakulteten för kultur och samhälle (KS), Institutionen för Urbana Studier (US).
    Berthelsen, Hanne
    Malmö universitet, Centrum för tillämpad arbetslivsforskning och utvärdering (CTA). Malmö universitet, Odontologiska fakulteten (OD).
    Work-related cyber mistreatment from guardians, members of the public, and pupils in the context of educational work: From incivility to aggression2024Inngår i: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, E-ISSN 1879-2480, Vol. 145, s. 1-10, artikkel-id 104603Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
  • 3.
    Tarchi, Christian
    et al.
    University of Florence, Italy.
    Wennås Brante, Eva
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, 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?2022Inngår i: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, ISSN 0742-051X, Vol. 113, s. 103669-103669, artikkel-id 103669Artikkel i tidsskrift (Fagfellevurdert)
    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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