Educare最新文献 - Book学术

”Jag ville testa på att plugga på universitetet… och så ville jag få jobba med barn” "我想尝试在大学学习......我想从事儿童工作"

Educare Pub Date : 2024-06-08 DOI: 10.24834/educare.2024.2.923

Live Stretmo

{"title":"”Jag ville testa på att plugga på universitetet… och så ville jag få jobba med barn”","authors":"Live Stretmo","doi":"10.24834/educare.2024.2.923","DOIUrl":"https://doi.org/10.24834/educare.2024.2.923","url":null,"abstract":"\u0000During the past two decades, teacher education has come to comprise the largest student enrollment in higher education programs in the Swedish context. This study examines 11 students enrolled in a teacher program specializing in school-age educare (grundlärare i fritidshem). School-age educare students exhibit a notable gender balance and many come from low-level educational and/or migrant backgrounds, leading to an exploration into the (re)production of class and gender dynamics. Through a thematic analysis of interviews, this article delves into how these students articulate their educational choices in relation to migrant background, gender, and class, and envision their future profession. The study highlights the dual motivation driving their specific educational decision: a desire for higher education and the need to enhance employability. Within this context, school-age educare emerges as a distinct and special kind of teacher endeavor. Gender, as perceived by the students, could both be framed as an asset and as a possible obstacle in discussions about their future profession. Male teachers could be both viewed as important role models yet also as ambivalent figures. This study offers insights into the interplay of class, gender, migrant background and educational aspirations, contributing to a more nuanced understanding of contemporary teacher education in Sweden. \u0000","PeriodicalId":34339,"journal":{"name":"Educare","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141368822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Svenskämnesdidaktik som akademiskt professionsfält 作为学术专业领域的瑞典语学科教学法

Educare Pub Date : 2024-06-08 DOI: 10.24834/educare.2024.2.1165

Maritha Johansson, Bengt-Göran Martinsson

引用次数: 0

Att genomföra systematiska barnsamtal — till nytta för hållbarhet i förskolan 开展系统的儿童访谈--促进学前教育的可持续发展

Educare Pub Date : 2024-06-08 DOI: 10.24834/educare.2024.2.889

Ingrid Pramling Samuelsson, Ingrid Engdahl, Eva Ärlemalm-Hagsér

{"title":"Att genomföra systematiska barnsamtal — till nytta för hållbarhet i förskolan","authors":"Ingrid Pramling Samuelsson, Ingrid Engdahl, Eva Ärlemalm-Hagsér","doi":"10.24834/educare.2024.2.889","DOIUrl":"https://doi.org/10.24834/educare.2024.2.889","url":null,"abstract":"\u0000Research in the field of education and teaching for sustainability in preschool has highlighted the importance of communication for knowledge development in the field of sustainability. This article presents a study of the variations that appear in preschool teachers' perceptions of the importance and the experience of having carried out systematic child talks in preschool. The experience is covered by 60 written comments from preschool teachers after they, within a research and development program (R&D program) in the spring of 2022, conducted systematic child talks in the children's groups where they are working. The data has been analysed based on a phenomenographic theoretical perspective. The result of the analysis shows that in the preschool teachers' perceptions of carrying out systematic talks with children, four varying perceptions emerge: Becoming aware of one's own actions; Exciting and educational to discuss with the children about sustainability; Talking with children was difficult; and, Sharing children's thoughts and experiences was the retention. In the preschool teachers' comments, it appears that some of them, through the systematic child talks, have deepened their reflection and their awareness of talking with the children about aspects of sustainability. At the same time, several difficulties are highlighted regarding the task itself and how to ask questions and maintaining children's interest during the talks. Finally, the study indicates that systematic child talks as a method and working tool are not common in preschool, as several preschool teachers point out that they do not talk to the children in this way in everyday life.\u0000","PeriodicalId":34339,"journal":{"name":"Educare","volume":" 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141368824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Att läsa bedömningsuppdraget 解读评估任务

Educare Pub Date : 2023-12-20 DOI: 10.24834/educare.2023.2.819

Anne Dragemark Oscarson, Birgitta Fröjdendahl, Raili Hildén

{"title":"Att läsa bedömningsuppdraget","authors":"Anne Dragemark Oscarson, Birgitta Fröjdendahl, Raili Hildén","doi":"10.24834/educare.2023.2.819","DOIUrl":"https://doi.org/10.24834/educare.2023.2.819","url":null,"abstract":"The last decades have seen regular and frequent modifications of the wording of school curricula in the Nordic countries together with increased appeals from teachers for further clarification. The paper analyzes how assessment of the subject English is presented in Sweden and Finland at the lower and upper secondary levels. The aim was to explore how much space was given to assessment in the texts, the types of expectations on school staff the texts generate, and the competences required to meet these, while considering the predominant curriculum theories reflected in these texts. It is a comparative case study combining qualitative and quantitative methods. The results show an imbalance between the two countries when it comes to space allocated to assessment. The Finnish curriculum is more extensive and distinct compared to the Swedish one. In both countries teachers’ main obligation is to make assessments based on knowledge and praxeological competence. Systematic and deliberative curriculum theory permeates both, but the shorter Swedish general guidelines give more space for local interpretation than the more detailed Finnish guidelines. Nevertheless, there are several issues in both curricula that can cause ambiguity. The importance of more distinct and transparent guidelines is thus apparent. \u0000 ","PeriodicalId":34339,"journal":{"name":"Educare","volume":"28 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138955279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Lärarstudenters förutsättningar att utveckla yrkesspecifika kunskaper 为学生教师发展专业特定知识创造条件

Educare Pub Date : 2023-12-19 DOI: 10.24834/educare.2023.2.933

Karin Forslund Frykedal

{"title":"Lärarstudenters förutsättningar att utveckla yrkesspecifika kunskaper","authors":"Karin Forslund Frykedal","doi":"10.24834/educare.2023.2.933","DOIUrl":"https://doi.org/10.24834/educare.2023.2.933","url":null,"abstract":"\u0000This study aims to investigate how the courses in didactics of mathematics in preschool and primary teacher education create conditions for preservice teachers to develop professional knowledge in an interactive learning process that integrates the knowledge domains of mathematical subject knowledge and pedagogical mathematical knowledge. An analysis of 20 course documents and 8 focus group interviews with students have been done. The results show that the intentions in the documents create conditions for the students to develop mathematical subject knowledge. Still, they were given inferior conditions for pedagogical mathematical knowledge. In the focus groups, perceptions emerged among the participants about a changed view of mathematics during the education, from being an abstract theoretical subject to a subject to be explored and discovered through various practical exercises and activities. As support for transferring their newly discovered perception, it is important that the students participate in core practices to bridge the gap between theoretical and practical knowledge in teacher education. The continued development of such core practices, in which student teachers can integrate professional knowledge and skills into their education, is an important implication of this study.\u0000","PeriodicalId":34339,"journal":{"name":"Educare","volume":" 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138963497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

”Vi får lära oss helt nya sätt att tänka nu!” "我们现在必须学习新的思维方式！"

Educare Pub Date : 2023-12-18 DOI: 10.24834/educare.2023.2.922

Katarina Jansson Hydén

{"title":"”Vi får lära oss helt nya sätt att tänka nu!”","authors":"Katarina Jansson Hydén","doi":"10.24834/educare.2023.2.922","DOIUrl":"https://doi.org/10.24834/educare.2023.2.922","url":null,"abstract":"This study investigates the potential to encompass questions about transgender and gender fluid identity in the school subject visual art in compulsory school years 7-9. A qualitative semi structured focus group interview was made with five visual art teachers who discuss visual art in relation to its potential to support personal development, exploration of identity and gender orientation in art education. The article discusses in what way visual art as a school subject can function as communicative support for pupils withgender fluid identity and in what way transgender individuals and individuals with gender fluid identity can be included in the arteducation in school. The results show that the visual art teachers believe that the subject visual art is a significant tool for pupils in communicating an inner dialogue with an external world. The results also show that multimodal methods give pupils the opportunity tobe exploratory and uncertain as well as support them in communicating what is unsaid and unwritten when exploring ongoing changes in gender identity. Visual arts can thus be a forum for pupils to talk about questions concerning transgender and gender fluid identification and serve as a democratic tool to counteract exclusion.","PeriodicalId":34339,"journal":{"name":"Educare","volume":" 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138994806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Student Teachers as Co-Creators when Elaborating on a Model for Multimodal Text Analysis 在阐述多模态文本分析模型时，学生教师是共同创造者

Educare Pub Date : 2023-11-30 DOI: 10.24834/educare.2023.2.872

Malin Norberg, Helene Dahlström

引用次数: 0

Förutsättningar för ämnesspecifik läsförståelse i samhällskunskap i grundskolan 小学社会学学科阅读理解的前提条件

Educare Pub Date : 2023-11-30 DOI: 10.24834/educare.2023.2.852

Åsa Af Geijerstam, Jenny Wiksten Folkeryd, Yvonne Hallesson, Pia Raattamaa Visén

{"title":"Förutsättningar för ämnesspecifik läsförståelse i samhällskunskap i grundskolan","authors":"Åsa Af Geijerstam, Jenny Wiksten Folkeryd, Yvonne Hallesson, Pia Raattamaa Visén","doi":"10.24834/educare.2023.2.852","DOIUrl":"https://doi.org/10.24834/educare.2023.2.852","url":null,"abstract":"This paper deepens the understanding of conditions for students' subject-specific reading comprehension created through different ways of working with reading in civic education, and the support students thus get to read verbal texts. Motivation for the study is found in an increasing need for knowledge about reading in various school subjects, and theoretical foundation is found in New Literacy Studies and disciplinary literacy. Video recordings were analyzed from lessons in three different schools and six different classes (ca 100h in total). The schools worked with reading in different ways, two schools used different models for teaching reading and one school did not use any particular model. The material was analyzed using thematic content analysis. Seven different functions for reading were identified together with reading materials. Furthermore, we analyzed which text levels were in focus. Results show that the classrooms where teachers work according to special models give clearer support to read and comprehend longer coherent verbal texts by using this type of texts and working with them through a variety of functions for reading activities, activities general for several subjects as well as more subject specific activities.","PeriodicalId":34339,"journal":{"name":"Educare","volume":"170 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139202774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Populärkultur som kunskapskälla i förskolan 作为学前教育知识来源的大众文化

Educare Pub Date : 2023-11-13 DOI: 10.24834/educare.2023.2.890

Helene Dahlström

{"title":"Populärkultur som kunskapskälla i förskolan","authors":"Helene Dahlström","doi":"10.24834/educare.2023.2.890","DOIUrl":"https://doi.org/10.24834/educare.2023.2.890","url":null,"abstract":"The present study examines how students in preschool teacher education perceive the role of popular culture in preschool education. By focusing on how to increase the knowledge of pre-service prescool teachers’ perceptions of popular culture in preschool, the study is an empirical contribution to early childhood literacy research. Further, the results can contribute to an understanding of how popular culture can be addressed in future preschools. The empirical data consists of focus group discussions with 67 preschool teacher students and individual interviews with seven preschool teacher students. A thematic analysis was carried out. Concepts of dimensions of literacy and funds of knowledge were used in analysis and discussion. The results reveal that participating preschool students perceived popular culture as a source of increased equity, learning, and critical literacy but also as challenging concerning equity and preschool's existing culture and value base. The main conclusion in the article is that future preschool teachers see that, together with a pedagogical idea, popular culture can be seen as a resource among others for learning and developing social competencies. However, the students did not uncritically celebrate popular culture as they highlighted the importance of preschool teachers' competencies regarding creating possibilities for critical reflections concerning popular culture that challenges democratic values.","PeriodicalId":34339,"journal":{"name":"Educare","volume":"139 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136351797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Vad mammor beskriver att de gör för att stödja sina barn i årskurs 1, med ett särskilt fokus på läs- och skrivutveckling 妈妈们说她们在一年级为孩子提供了哪些支持，尤其关注孩子的读写能力发展。

Educare Pub Date : 2023-11-08 DOI: 10.24834/educare.2023.2.816

Annika Axelsson

{"title":"Vad mammor beskriver att de gör för att stödja sina barn i årskurs 1, med ett särskilt fokus på läs- och skrivutveckling","authors":"Annika Axelsson","doi":"10.24834/educare.2023.2.816","DOIUrl":"https://doi.org/10.24834/educare.2023.2.816","url":null,"abstract":"The purpose of the study is to contribute with knowledge about what mothers describe doing to support their children in grade 1. The research questions are as follows: What do the mothers do to support their children’s education on a general level? What do the mothers do to specifically support their children’s reading and writing development? Eleven parents (all mothers) participated. Interviews were analysed thematically, whereby six themes addressing their support were identified: 1) Talk with children about school; 2) Handle school-related problems; 3) Have a positive attitude towards school; 4) Guide children’s reading and writing; 5) Coach specific training; and 6) Collaborate with school staff about children’s reading homework. The bioecological model for human development constitutes a theoretical frame and an understanding of what influences children’s development, for example, parents’ support to children’s reading and writing development. It provided useful concepts (e.g., microsystem, proximal processes, mesosystem, and chronosystem) for a discussion of the themes. The study is relevant for prospective and professional teachers in early grades, special needs teachers, other school staff, principals, policymakers, and parents.","PeriodicalId":34339,"journal":{"name":"Educare","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135393170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0