EducarePub Date : 2023-11-06DOI: 10.24834/educare.2023.2.794
Christa Roux Sparreskog
{"title":"Pedagogical Collaboration for Multilingual Support in Swedish Compulsory Schools","authors":"Christa Roux Sparreskog","doi":"10.24834/educare.2023.2.794","DOIUrl":"https://doi.org/10.24834/educare.2023.2.794","url":null,"abstract":"The present study analyzes and discusses mother tongue teachers’ perspectives on interdisciplinary collaboration with two specific groups of professionals: mainstream teachers and SEN teachers. A purposeful sampling with a maximum variation was chosen to obtain the highest possible representativeness. Thereafter, 13 individual, thematical, open-structured interviews were conducted. To discuss the themes arising from the abductive analysis of the interviews Bronstein’s (2003) theoretical model for interdisciplinary collaboration was used. The study forms part of a doctoral dissertation, which aims to get a more in-depth view of different measures that support multilingual students’ learning in the Swedish school context. In this paper, however, only results concerning mother tongue teachers’ perspectives on interdisciplinary collaboration with mainstream teachers and SEN teachers are presented. The results show that mother tongue teachers have a firm and consistent perception of their professional role, relying on the subject curriculum when planning, implementing, evaluating, and grading. However, interdisciplinary collaboration with mainstream teachers and special educational needs teachers is limited to solving structural and administrational challenges. The findings suggest that valuable multilingual resources would be made better use of when structural and administrative matters were formalized.","PeriodicalId":34339,"journal":{"name":"Educare","volume":"4 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135589594","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}
EducarePub Date : 2023-06-22DOI: 10.24834/educare.2023.1.812
Åsa Wedin, Boglárka Straszer
{"title":"Teachers of Swedish as a Second Language","authors":"Åsa Wedin, Boglárka Straszer","doi":"10.24834/educare.2023.1.812","DOIUrl":"https://doi.org/10.24834/educare.2023.1.812","url":null,"abstract":"In this article, the professional role of teachers in Swedish as a second language (SSL) is explored. The study builds on interviews with six highly qualified SSL teachers. The content analysis of data focuses on what SSL teachers say about their professional identity; what opportunities there are for them to develop agency; and what changes they believe would give SSL teachers stronger voice. Findings show that the assignment of these teachers is difficult due to the everyday reality of the school environment in which they teach. In a situation where principals and subject teachers lack sufficient knowledge about L2 students, it is unrealistic to assume SSL teachers can lead the type of school development and organisational change that is required. That would necessitate a new type of role for SSL teachers, one in which the teacher is not only an expert on L2 students’ learning and educational needs, but also has training in issues of leadership.","PeriodicalId":34339,"journal":{"name":"Educare","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81335038","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}
EducarePub Date : 2023-06-18DOI: 10.24834/educare.2023.1.744
Jaana Nehez, Annika Karlsson, Petra Svensson Källberg
{"title":"Försök till transspråkande undervisning","authors":"Jaana Nehez, Annika Karlsson, Petra Svensson Källberg","doi":"10.24834/educare.2023.1.744","DOIUrl":"https://doi.org/10.24834/educare.2023.1.744","url":null,"abstract":"Today many classrooms in Sweden are multilingual, characterized by a diversity of linguistic, cultural and epistemological resources available for teaching and learning. Handling this diversity puts certain demands on teachers in order to provide all students equal learning opportunities in a context where the language of instruction is Swedish. As a response to this, local school development projects based on multilingualism as a resource have been initiated. This study focuses on two such projects with the aim to deepen the knowledge about how translanguaging teaching practices can be developed. To make visible what characterizes as well as enable and constrain translanguaging teaching practices under development, the theory of practice architectures is used. Three different practices are identified The Multilingual, The Ambivalent multilingual and The Monolingual teaching practice. The practices are formed by differing cultural-discursive, material-economic and social-political arrangements. Above all, cultural-discursive arrangements such as norms and ideas affect the differences between the three practices. Existing norms and ideas affect how material and economic resources, mostly identic in all three practices, are used. Furthermore, monolinguistic norms seem to form hierarchical relations. Thus, we argue to develop translanguaging practices multilingual norms are important to develop.","PeriodicalId":34339,"journal":{"name":"Educare","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74048537","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}
EducarePub Date : 2023-06-13DOI: 10.24834/educare.2023.1.833
Lotta Bergman, Eva Davidsson
{"title":"Förstaårsstudenters akademiska skrivande och hur det kan utvecklas","authors":"Lotta Bergman, Eva Davidsson","doi":"10.24834/educare.2023.1.833","DOIUrl":"https://doi.org/10.24834/educare.2023.1.833","url":null,"abstract":"A major challenge for first-year students is the demands on academic writing. The purpose of the study is to identify students' difficulties with writing at the beginning of their education to thereby contribute to the discussion about how students' writing development can be supported. The overall theoretical perspective is systemic functional linguistics (SFL). The data consists of texts from the first examination of a primary teacher program. The analysis includes partly a corpus analysis of 125 texts concerning sentence length, word length, the proportion of long words, word variation, and lexical profile, and partly a qualitative text analysis of a selection of 11 students' texts from the larger group. The results indicate that the task design is of great importance for how advanced the students' texts are, based on the proportion of long words, word variation, and lexical profile. Furthermore, students struggle with paragraph division and creating clear relationships between and within paragraphs to create coherent texts. The results also show that the students need support to develop their ability to write from sources. Based on the results, the authors discuss how subject teachers in higher education can support students' writing development.","PeriodicalId":34339,"journal":{"name":"Educare","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81226733","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}
EducarePub Date : 2023-06-01DOI: 10.24834/educare.2023.1.901
Ida Legnemark, M. Hugo
{"title":"Jämställdhet i grundskolan","authors":"Ida Legnemark, M. Hugo","doi":"10.24834/educare.2023.1.901","DOIUrl":"https://doi.org/10.24834/educare.2023.1.901","url":null,"abstract":"The aim of the study is to explore how the concept of gender equality and the compulsory school’s gender equality mission can be understood in national policy documents. The study is a critical document study that takes critical discourse analysis as a starting point. In the policy documents reviewed, four different discourses on gender equality appear: Gender equality as a non-question – discourse of equal treatment, which turns out as an absence of the concept of gender equality or as an understanding of gender equality as equal treatment or anti-discrimination. Focus on biological sex – discourse of difference, where the focus on biological sex means that differences between girls and boys are explained as natural and essential. Gender equality as a matter of quality, where gender equality is understood as a means to an end rather than a value of its own, and finally Gender as a Swedish virtue, where gender equality is explained as something that the school needs to teach people with a non-Swedish background. The different discourses all relate to a neo-liberal hegemony, in which the understanding of gender equality implies a non-existing space to promote a change of power relations.","PeriodicalId":34339,"journal":{"name":"Educare","volume":"43 6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90960963","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}
EducarePub Date : 2023-06-01DOI: 10.24834/educare.2023.1.762
Therése Friberg
{"title":"\"Svag elev\" som social representation i Statens offentliga utredningar","authors":"Therése Friberg","doi":"10.24834/educare.2023.1.762","DOIUrl":"https://doi.org/10.24834/educare.2023.1.762","url":null,"abstract":"Classifications of pupils as ‘weak’ have featured during the last century in Sweden and are still present in contemporary descriptions of pupils. This study aims to develop knowledge about how ‘weak pupil’ as a social representation has been (re)produced in governmental inquires during 1923–2019 and explores how a temporal perspective might deepen the knowledge on a current classification such as ‘weak pupil’. In focus are the governmental inquiries concerning current or historical compulsory school forms. The following research questions are posed: To what extent has ‘weak pupil’ been present as a classification? How has ‘weak pupil’ as a social representation been (re)produced? Which patterns of stability and change can be identified in the (re)production of ‘weak pupil’ as a social representation? Through social representations theory, this study suggests that classifications and social representations of pupils as “weak” have been present during the last century. There are elements of both stability and change in the themes that construct “weak pupil” as a social representation, but there are indicators that ‘weak pupil’ as a social representation is more fossilized in contemporary writings. Perceptions of pupils in relation to perceptions of ’normality’ seem to be a stable construction over the last century.","PeriodicalId":34339,"journal":{"name":"Educare","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83520491","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}
EducarePub Date : 2023-06-01DOI: 10.24834/educare.2023.1.698
Frank Bach
{"title":"Beläggsmodellen i svenska nationella prov","authors":"Frank Bach","doi":"10.24834/educare.2023.1.698","DOIUrl":"https://doi.org/10.24834/educare.2023.1.698","url":null,"abstract":"In the Swedish national tests, the so-called “Beläggsmodell” is used to generate test grades in seven school subjects. This article examines the origin and effects of the “Beläggsmodell” on test scores in one of these subjects, Religious studies. Classical methods for evaluating the quality of tests are used in combination with confirmatory factor analysis. The results show that the tests have a reliability above 0.92 and that the “Beläggsmodell” reduces this in unpredictable ways for individual students. Confirmatory factor analysis shows that the tests are mainly one-dimensional, which has the consequence that the “Beläggsmodell” does not fulfill any meaningful function. Instead, it has major consequences for different students' test grades. There are examples of students who at the same total score on the test receive everything from D to A as a test grade. The large differences arise through differences in performance on a very small number of items. If, instead, the total sum is used as a basis for generating test grades, the possibilities for fair and equivalent test grades increase, as shown by examples. Responsible authorities should as soon as possible consider switching to a system where the total sum points is the basis for the test grades.","PeriodicalId":34339,"journal":{"name":"Educare","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83345313","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}
EducarePub Date : 2023-02-22DOI: 10.24834/educare.2023.1.752
Kristina Danielsson, Ewa Bergh Nestlog, Fredrik Jeppsson, Kok‐Sing Tang
{"title":"Analysing Interaction in Science Classrooms","authors":"Kristina Danielsson, Ewa Bergh Nestlog, Fredrik Jeppsson, Kok‐Sing Tang","doi":"10.24834/educare.2023.1.752","DOIUrl":"https://doi.org/10.24834/educare.2023.1.752","url":null,"abstract":"One central issue for research in classrooms is to provide insights concerning characteristics of classroom interaction that can help teachers improve their teaching. In the present study, we analyse spoken interaction in one elementary physics classroom by the use of two different frameworks, targeting similar aspects of social communication, namely how discourse patterns shape the relations between participants. The two frameworks utilized are on the one hand analyses of the communicative approach according to Mortimer and Scott, combined with analyses of discourse patterns such as IRE-patterns, and on the other hand analyses related to the interpersonal meta-function in Halliday’s systemic-functional grammar, SFG. The aim was to highlight possibilities and limitations of the different frameworks. \u0000Our analyses reveal that the two analytical frameworks have partly the same, partly different affordances concerning what they can reveal about classroom interaction. The analyses of the communicative approaches have the potential of elucidating discursive patterns and power relations at a general level, while the analyses based on SFG can provide more details about the power relations in terms of how the participants actually structure their utterances. The results are also discussed regarding implications for education.","PeriodicalId":34339,"journal":{"name":"Educare","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84997147","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}
EducarePub Date : 2022-11-28DOI: 10.24834/educare.2022.4.7
M. Fasting
{"title":"Ikke skrivekyndig?","authors":"M. Fasting","doi":"10.24834/educare.2022.4.7","DOIUrl":"https://doi.org/10.24834/educare.2022.4.7","url":null,"abstract":"Global expansion of smartphone use has made the production of visual texts easy and accessible. This article explores six adult immigrant students’ multimodal text production in everyday and learning situations. The students are between 25 and 55 years and attend adult education in Norway, they have little or no previous schooling and little experience with alphabetic texts. Yet they produce multimodal texts daily when communicating on their smartphone devices. To study the students multimodal text production the following two questions were asked: 1. what do the texts consist of? 2. What are the purposes of the texts? And in continuation discuss: Could this multimodal text production serve as a resource in learning and communication in and outside the classroom? This study shows that their multimodal texts produced on smartphone applications such as Messenger and WhatsApp, serve different purposes. In everyday communication, multimodal texts are used to maintain transnational contact with family and to solve practical situations with texts based on iconic pictures. In learning situations, the smartphone applications that initially are designed for communication between users, are rather used to produce notes to self, to practice language in- and outside of school as a form of multimodal translanguaging. The article further discusses how maintaining a less logocentric view of text production, including iconic pictures and other multimodal signs, and the possibility of using familiar digital tools, could be a resource in adult immigrants learning and participation. The article concludes that multimodal communication via smartphone is important as a text practice, and it functions to solve specific tasks both in everyday life and in formal learning situations. The use of the student’s experiences with iconic pictures and other multimodal texts, can thus be a resource for participation and learning in- and outside the classroom.","PeriodicalId":34339,"journal":{"name":"Educare","volume":"139 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79894403","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}
EducarePub Date : 2022-11-04DOI: 10.24834/educare.2022.4.5
Liselott Aarsand
{"title":"\"Are you good at dating?\"","authors":"Liselott Aarsand","doi":"10.24834/educare.2022.4.5","DOIUrl":"https://doi.org/10.24834/educare.2022.4.5","url":null,"abstract":"Within various everyday practices there is a tendency to talk about, categorise and deal with what happens through discourses of learning. Popular culture reveals clear examples of how learning vocabularies and repertoires are used across activities like cooking, parenting, private finances and dating to attain what is displayed as better practice. Drawing upon perspectives highlighting the social dynamics in encounters, I have explored the issue of dating portrayed in a lifestyle television show through the research question: How is learning made relevant in talk on dating practices, and in what ways are subjectivities shaped through such discursive work? A close-up analysis of talk sequences indicates how the interlocutors use discursive resources to frame what happens as a learning event claiming pedagogical subjectivities, relationships and activities. Dating evolves around knowledgeability defining the novice positioning with the need to prepare oneself and cultivate adequate skills through practising. Addressing and promoting knowledgeability, practising and skilfulness as the key to success can empower adults, however, in establishing an aura of normalcy – a “natural” way of operating in daily life – this also becomes a powerful tool for governing oneself and others. A main concern is therefore to critically discuss how the talkative business of learning unfolds in practices beyond formal education.","PeriodicalId":34339,"journal":{"name":"Educare","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79225587","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}
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