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BETA
Brante, Göran
Alternative names
Publications (10 of 23) Show all publications
Brunosson, A., Brante, G. & Sepp, H. (2012). Do you know how to double 3/4 of an apple?: Pupils’ understanding of fractions in home and consumer studies. In: : . Paper presented at International Federation for Home Economics XXII World Congress, Global Wellbeing July 16 - July 21, Melbourne, Australia.
Open this publication in new window or tab >>Do you know how to double 3/4 of an apple?: Pupils’ understanding of fractions in home and consumer studies
2012 (English)Conference paper, Poster (with or without abstract) (Refereed)
Keywords
Home and consumer studies, fractions, Learning study
National Category
Social Sciences
Identifiers
urn:nbn:se:hkr:diva-10025 (URN)
Conference
International Federation for Home Economics XXII World Congress, Global Wellbeing July 16 - July 21, Melbourne, Australia
Available from: 2013-01-14 Created: 2013-01-14 Last updated: 2018-04-20Bibliographically approved
Brante, G. (Ed.). (2012). Högskolepedagogisk debatt: handledning, internationalisering. Kristianstad: LärandeResursCentrum, Högskolan Kristianstad
Open this publication in new window or tab >>Högskolepedagogisk debatt: handledning, internationalisering
2012 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Kristianstad: LärandeResursCentrum, Högskolan Kristianstad, 2012. p. 66
Series
Högskolepedagogisk debatt, ISSN 2000-9216 ; 2012:2
Keywords
Handledning, Internationalisering
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hkr:diva-9908 (URN)
Available from: 2012-12-10 Created: 2012-12-10 Last updated: 2014-01-16Bibliographically approved
Brante, G. (Ed.). (2012). Högskolepedagogisk debatt: VFU, handledning, skrivprocess, digitala verktyg. Kristianstad: LärandeResursCentrum, Högskolan Kristianstad
Open this publication in new window or tab >>Högskolepedagogisk debatt: VFU, handledning, skrivprocess, digitala verktyg
2012 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Kristianstad: LärandeResursCentrum, Högskolan Kristianstad, 2012. p. 62
Series
Högskolepedagogisk debatt, ISSN 2000-9216 ; 2012:1
Keywords
VFU, Handledning, Skrivprocess, Digitala verktyg
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hkr:diva-8961 (URN)
Available from: 2012-02-02 Created: 2012-02-02 Last updated: 2014-01-16Bibliographically approved
Brante, G. (2012). In what ways can Lesson Studies, Variation Theory and Learning Studies help pre-service teachers to be better prepared for work?. In: Abstracts book. Paper presented at WALS 2012 (pp. 1).
Open this publication in new window or tab >>In what ways can Lesson Studies, Variation Theory and Learning Studies help pre-service teachers to be better prepared for work?
2012 (English)In: Abstracts book, 2012, p. 1-Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Education is a complex and difficult work. It is an immense responsibility to take care of the society’s young members and help them develop the necessary knowledge and required abilities essential for life in society. During the last centuries different theories and methods have been developed to help teachers to be prepared for the educational activity. Simultaneously we have seen that one problem for education and teachers is the gap between theory and practice, which perhaps has always been an issue. Two models to test and discuss teaching, learning and to accomplish a way to help learners are lesson and learning study. Lesson study is a method mostly used by experienced teachers to develop teaching regarding certain topics, to meet curriculum goals to help learners take initiative or develop certain learning prerequisites. Lesson studies are accomplished through research lessons in different forms, but all these build on teacher collaboration, self-critical reflection, and are in certain ways connected to demands from curriculum. Learning study, based on variation theory, is inspired from lesson study and design experiments. In learning studies researchers and teachers collaborate concerning targeted objects of learning and how to best help students to discern these. The theoretical base of variation theory guides teaching and learning, which focuses on the object of learning and how it should be varied, instead of focusing on the method or the context. Both models have shown positive results in practice. They definitely enhance teachers’, researchers’, and students’ knowledge as well as develop learning and teaching. But in what way can they enhance pre-service teachers in their knowledge about their upcoming practice? If you have tools helping you to understand or handle the somewhat difficult and complicated situation at school, your ability to do this in a more powerful way increases. This has been shown in the results of several studies of lesson and learning study, but what aspects are critical to such an increase and in what way can these models or this theory also be used in teacher education?

Keywords
teacher education, pre-service teachers, lesson study, variation theory, learning study
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-9900 (URN)
Conference
WALS 2012
Available from: 2012-12-06 Created: 2012-12-06 Last updated: 2013-04-19Bibliographically approved
Holmqvist, M., Brante, G. & Tullgren, C. (2012). Learning Study in pre-school: teachers' awareness of children's learning and what they actually learn. International Journal for Lesson and Learning Studies, 1(2), 153-167
Open this publication in new window or tab >>Learning Study in pre-school: teachers' awareness of children's learning and what they actually learn
2012 (English)In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, Vol. 1, no 2, p. 153-167Article in journal (Refereed) Published
Abstract [en]

Purpose - The aim of this paper is to describe pre-school children’s learning during a Learning Study, and their teachers’ awareness of each child’s learning possibilities in relation to what they actually learned. The aims of the study are twofold; firstly we focus on how to design Learning Study in pre-school settings, and secondly we study young children’s (aged 4-5) learning.

Design/methodology/approach - The data consists of three videotaped interviews with each participating child (n=39), three videotaped interventions and one videotaped interview each with three pre-school teachers.

Findings - The results show 1) an increased learning outcome in all three groups, 2) there is a discrepancy between what the children actually learned and the teachers’ awareness about the children’s possibilities. The teachers’ awareness of the children’s learning possibilities differ from what the children actually learned.

Originality/value - Learning study is usually used in school settings, but this paper shows its potential also in pre-school settings. Beside this, the results indicates that there is a risk that if teachers’ expectations are too high or too low, they will affect children’s abilities to learn in either a positive or a negative way by not offering the children sufficiently challenging tasks. By the use of Learning Study the teachers became aware of this discrepancy and were able to reassess their expectations for each child according to their abilities.

Keywords
Teaching, Learning Study, Variation Theory, Pre-school children’s’ learning
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-9120 (URN)10.1108/20468251211224190 (DOI)
Available from: 2012-03-06 Created: 2012-03-06 Last updated: 2014-05-28Bibliographically approved
Brante, G. (2012). Relationer inom handledning. Högskolepedagogisk debatt (2), 109-116
Open this publication in new window or tab >>Relationer inom handledning
2012 (Swedish)In: Högskolepedagogisk debatt, ISSN 2000-9216, no 2, p. 109-116Article in journal (Other academic) Published
Abstract [sv]

Göran Brante beskriver problem med handledningsrelationen inom några områden som frekvent tas upp i diskussioner till exempel distinktionen personlig och professionell, genderrelationer och olika handledningsstilar. Han formulerar handledningsrelationen i pedagogiskt didaktiska termer och argumenterar för att det trots allt finns några viktiga faktorer som är gemensamma för allt lärande och som bör prägla relationen. En god handledningsrelation präglas av att handledaren har kunskap om det som skall läras och vad som krävs för att detta skall kunna läras. Handledningsrelationen måste vara tillåtande och ge utrymme för att doktoranden att kunna fungera självständigt genomtänkt och kritiskt. Den måste ta hänsyn till temporala aspekter, till exempel till att handledning är en process där relationens förutsättningar ständigt förändras.

National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-9911 (URN)
Available from: 2012-12-11 Created: 2012-12-11 Last updated: 2013-04-18Bibliographically approved
Holmqvist, M., Tullgren, C. & Brante, G. (2012). Variation theory - a tool to achieve pre-school curricula learning goals in mathematics. Curriculum Perspectives, 32(1), 1-9
Open this publication in new window or tab >>Variation theory - a tool to achieve pre-school curricula learning goals in mathematics
2012 (English)In: Curriculum Perspectives, ISSN 0159-7868, Vol. 32, no 1, p. 1-9Article in journal (Refereed) Published
Keywords
variation theory, learning study, pre-school
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-10430 (URN)
Available from: 2013-04-24 Created: 2013-04-24 Last updated: 2013-04-24Bibliographically approved
Brante, G. (2011). Lärarutbildning: förändring över tid. In: Mona Holmqvist (Ed.), Skolan och läraruppdraget: att bli och vara lärare (pp. 235-250). Lund: Studentlitteratur
Open this publication in new window or tab >>Lärarutbildning: förändring över tid
2011 (Swedish)In: Skolan och läraruppdraget: att bli och vara lärare / [ed] Mona Holmqvist, Lund: Studentlitteratur , 2011, p. 235-250Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2011
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-8914 (URN)978-91-44-05948-8 (ISBN)
Available from: 2012-01-17 Created: 2012-01-17 Last updated: 2013-04-19Bibliographically approved
Brante,, G. (2011). Läroplanen som skolans uppdrag. In: Mona Holmqvist (Ed.), Skolan och läraruppdraget: att bli och vara lärare (pp. 217-233). Lund: Studentlitteratur
Open this publication in new window or tab >>Läroplanen som skolans uppdrag
2011 (Swedish)In: Skolan och läraruppdraget: att bli och vara lärare / [ed] Mona Holmqvist, Lund: Studentlitteratur , 2011, p. 217-233Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2011
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-8913 (URN)978-91-44-05948-8 (ISBN)
Available from: 2012-01-17 Created: 2012-01-17 Last updated: 2012-01-17Bibliographically approved
Holmqvist, M., Tullgren, C. & Brante, G. (2011). The object of learning - before, during and after a learning situation. Journal of Systematics, Cybernetics and Informatics, 9(2), 67-73
Open this publication in new window or tab >>The object of learning - before, during and after a learning situation
2011 (English)In: Journal of Systematics, Cybernetics and Informatics, ISSN 1690-4524, Vol. 9, no 2, p. 67-73Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to describe in what ways the objectof learning changes shape during its way from the intended(planned), enacted (offered) and lived (discerned) object oflearning. The study is based on variation theory, andlearning study is used as a model. A total of three preschoolteachers, 39 children aged 4-5 years and three researchersparticipated in the study. Three interventions were carriedout in three different groups of children (A, B and C) bythree preschool teachers. The data consist of videodocumentedmeetings with the preschool teachers andresearchers, interviews with the children in the form of pre-,post- and delayed post-tests and video-documentedinterventions (3). The results show (a) how the teachers’focus on aspects concerning the object of learning andaspects not concerning the object of learning affectslearning possibilities. The results also show (b) adiscrepancy between the children’s possibilities to learn andwhat the preschool teachers intend to offer them to learn.Finally, the results show (c) how the preschool teachers’understanding of children’s learning sometime make themuse other words than the appropriate ones to make theintervention funnier or more interesting.

Keywords
Variation theory, learning study, pre-school
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-7844 (URN)
Available from: 2011-02-21 Created: 2011-02-21 Last updated: 2013-04-24Bibliographically approved
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