hkr.sePublikationer
Ändra sökning
Avgränsa sökresultatet
1 - 4 av 4
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Träffar per sida
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
Markera
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Aspelin, Jonas
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljö med inriktning Relationell Pedagogik (FoRP).
    Beyond individualised teaching: a relational construction of pedagogical attitude2014Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 5, nr 2, s. 233-245Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Teaching is today often described as a matter of adjusting to the individual lives of students. Building on the premises of three educational theories, mainly Martin Buber’s concept of‘inclusion’, the article aims to confront this idea and show how pedagogical attitude can be perceived from a relational perspective. A model is constructed in which pedagogical attitude is understood as three different types of teacher-student relationships: a) an asymmetric intersubjective relationship; b) an asymmetric subject-object relationship; and c) an asymmetric object-subject relationship. The article argues that a genuine pedagogical attitude is included in the first type. It is interpreted as a matter of experiencing from the student’s side of the relationship and, at the same time, taking a stand as a pedagogical subject. This interpretation differs from a widespread notion of pedagogical attitude according to which the teacher’s position tends to be diluted.

  • 2.
    Aspelin, Jonas
    Malmö högskola.
    What really matters is between: understanding the focal point of education from an inter-human perspective2010Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 1, nr 2, s. 127-136Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, the focal point of education is simultaneously defined as: i) the place where the most important educational activity is taking place; and ii) the place where the main interest of educational theory (and educational practice) should be located. The article aims to discuss the idea that the focal point is located somewhere between the teacher and the student. This idea is introduced by references to Gert Biesta’s inter-subjective theory and to some more or less classical conceptions which distinguish between two main aspects of sociality. Further, and as a more specific aim, the article discusses Martin Buber’s contribution to understanding the focal point of education. Buber contributes by emphasising “the interhuman” as a primary dimension in relation to “the social”. From Buber’s perspective, what really matters in education exists in an ontological and relational event. In the last section of the article it is suggested that exploration of the focal point should not stick to just one form of relationship. The interhuman event is, taken by itself, supposed to be primary, but the focal point cannot be fully understood without a penetrative picture of its social context.

  • 3.
    Brante, Göran
    et al.
    University of Gothenburg.
    Brunosson, Albina
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Praktisk-estetiska ämnen. Högskolan Kristianstad, Forskningsmiljön Food and Meals in Everyday Life (MEAL).
    To double a recipe: interdisciplinary teaching and learning of mathematical content knowledge in a home economics setting2014Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 5, nr 2, s. 301-318Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study examines if interdisciplinary teaching can be said to facilitate the learning and use of fractions by Swedish 12-year-old pupils. Home and Consumer Studies is well suited to interdisciplinary teaching, and young people can therefore find it interesting to study maths since the setting is relevant to them. Building on variation theory and a learning study, we examined pupils’ (n18) ability to double fractions greater than ½ when using a recipe. The general results show that what is to be learned benefits if it is presented in different ways, that teachers should not take pupils’ knowledge for granted, and mathematically that it is not necessary to divide something to be able to double it. We argue that the study shows that genuine problems based on pupils’ interest and life world can enhance motivation and, in turn, learning.

  • 4.
    Holmqvist, Mona
    et al.
    Dep. of Pedagogical Curriculum and Professional Studies, Gothenburg University.
    Wennås Brante, Eva
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    What is discerned in teachers' expressions about planning?: similarities and differences between teachers from Sweden and Hong Kong2011Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2, nr 3, s. 497-514Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study is to find out what teachers say their primary focus is when planning to teach an object of learning. The study is carried out in two different cultural contexts, Sweden and Hong Kong, and based on the framework of variation theory, which has a two-fold focus, namely both what teachers do and what students learn at school.

    Fifteen semi-structured open-ended interviews were conducted with nine Swedish and six Hong Kong teachers in grades 1 to 6. The analysis generated categories inspired from a phenomenographic research approach, where attention is directed towards respondents’ apprehensions of a phenomenon.

    The results showed some clear differences in the way teachers from the two countries talked about how they organise and think about planning, which in turn reveals whether their focus is on students’ understanding or on teacher action. The Swedish teachers’ experienced focus is on activities/methods, and they separate activities and methods from the content, while the Hong Kong teachers have the content in the foreground and do not separate content and act.

    There can be several different explanations of the differences identified; such as that a too general theoretical and surface awareness of concepts of learning makes it difficult to reach a detailed level of the object of learning, i.e. what it actually takes for students to learn exactly this phenomenon or ability. The Swedish teachers seem to underestimate what it takes to learn due to a theoretical framework. Another explanation of this difference in focus might be that teachers need support from each other to deepen the reflections about the subject, thus achieving knowledge of what it takes to understand the intended object of learning. The Hong Kong teachers report frequent opportunities to discuss and reflect over subject-related matters.

1 - 4 av 4
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf