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  • 1.
    Ahlquist, Sharon
    Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Faculty of Education, Department of Humanities. Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Embedding language-development tasks in lessons based on the magic finger in the primary classroom2020In: Children's Literature in English Language Education, ISSN 2195-5212, Vol. 8, no 2, p. 65-86Article in journal (Refereed)
    Abstract [en]

    This article reports on a research project which investigated the impact of working with authentic children’s literature on the vocabulary development of two classes of 10–11- year-olds in Sweden. The English classes were based on Roald Dahl’s The Magic Finger. For five weeks and three lessons per week, the teacher read the book to the children and the children read some parts of the book themselves. During this time, the children worked on a range of language-focused writing tasks to support their understanding and facilitate incidental acquisition of vocabulary. The children’s performance on these tasks also provided insight into control of grammatical structures, which the learners had already been taught, and emerging features, which they had not yet encountered explicitly in their lessons. Furthermore, many children thought that they had spoken more English through engaging with the project, a view supported by their teachers. While almost all of the children liked The Magic Finger, and most enjoyed the experience of working with it, some were ambivalent about working with another authentic book in future. This would depend on the topic and the level of difficulty of the text.

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  • 2.
    Ahlquist, Sharon
    Kristianstad University, Faculty of Education, Avdelningen för humaniora. Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    `English is fun´: challenges and opportunities, English in years 4-62019Book (Other academic)
  • 3.
    Ahlquist, Sharon
    Kristianstad University, Faculty of Education, Department of Humanities. Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Integrating children's fiction and storyline in the second language classroom2021In: Education Inquiry, E-ISSN 2000-4508Article in journal (Refereed)
    Abstract [en]

    This article reports on a study in which, for five weeks, the English lessons of two classes of 11–12 year olds in Sweden were based on Roald Dahl’s Fantastic Mr Fox. To promote the learners’ engagement with the text, support understanding, and facilitate incidental vocabulary acquisition, a range of language-focused tasks were designed within the framework of the Storyline approach. In Storyline, a fictive world is created in the classroom. The story develops when learners, working in the same small groups, collaborate on open so-called key questions, which structure the Storyline, introduce happenings and problems, and link with the syllabus. Another characteristic is the integration of practical and theoretical subject content. Learners’ art work and texts are displayed on a frieze, or walls of the classroom, creating a visual record of the developing story. The study also investigated the influence on learning of the book’s illustrations, and the learners’ own drawings. The majority of the learners made gains in vocabulary, as evidenced in pre- and post-tests, writing and speaking tasks. While some learners had never thought about illustrations and drawings as a support, for many, both of these were found to be helpful.

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  • 4.
    Ahlquist, Sharon
    Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, School of Education and Environment, Avdelningen för Humaniora. Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Motivating teens to speak English through group work in Storyline2019In: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526, Vol. 73, no 4, p. 387-395Article in journal (Refereed)
    Abstract [en]

    Overcoming the reluctance of teenage learners to speak in the language classroom is a challenge for many teachers. This article reports on a study in which 60 Swedish pupils, aged 15–16, took part in a Storyline project based on a young adult fantasy novel. In the Storyline approach, a fictive world is created when learners, taking on the roles of characters in a story, collaborate on tasks to develop the story. A key feature is that the learners work in the same small groups for much of the time. During the six-week period of this study, these learners used English in a variety of speaking and writing tasks. The project showed a number of benefits, the most important of which were an increase in their motivation to speak English and enhanced self-confidence through doing so.

  • 5.
    Ahlquist, Sharon
    Kristianstad University, Faculty of Education, Avdelningen för humaniora. Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University.
    Opportunities for formative assessment in the Storyline approach2019In: Integrating assessment into early language learning and teaching, Bristol: Multilingual Matters, 2019Chapter in book (Other academic)
  • 6.
    Ahlquist, Sharon
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Storyline: the importance of "fun" in the young language learner classroom2015In: UZRT 2014: Empirical studies in applied linguistics / [ed] Stela Letica Krevelj & Jelena Mihaljevic Djigunovic, Zagreb: FF press , 2015, p. 81-90Chapter in book (Other academic)
  • 7.
    Ahlquist, Sharon
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för humaniora.
    Using cooperative learning to support language acquisition through picturebooks2019Conference paper (Other (popular science, discussion, etc.))
  • 8.
    Ahlquist, Sharon
    Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Faculty of Education, Department of Humanities. Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Using the storyline approach to integrate cognition and emotion in second language education2020In: Teaching through stories: renewing the scottish storyline approach in teacher education / [ed] Karlsen, K. H. & Häggström, M., Münster: Waxmann Verlag, 2020, p. 231-244Chapter in book (Other academic)
  • 9.
    Ahlquist, Sharon
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Lugossy, Réka
    University of Pécs, Hungary.
    Stories and Storyline2015Book (Other academic)
  • 10.
    Aili, Carola
    et al.
    Lund University.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Preparing higher education students for the new landscape of governance2016In: Tertiary Education and Management, ISSN 1358-3883, E-ISSN 1573-1936, Vol. 22, no 3, p. 249-265Article in journal (Refereed)
    Abstract [en]

    Studies have demonstrated that neoliberal governance dismantles professionals' will to critique, counteracting efforts to improve quality by preventing professionals in all sectors of the labour market from grounding work in their professional convictions. Managing attempts at governance has therefore become an important professional competence. This paper investigates how higher education prepares students for work under neoliberal forms of control. How are they trained to analyse and describe the effects of governance and prepared to work with the standards, manuals and documentation that influence quality in their lines of work? 'Interruptive focus group conversations' were performed with students from various professional programmes at a Swedish university. Student reasoning about governance is explored using theories of governance and subjectification. The results demonstrate that students are aware of the ways in which their professions are governed, the need to conduct discretionary work, but do not have skills to deal with governance critically. This latitude for pedagogical intervention is underutilized.

  • 11.
    Anderson, Lotta
    et al.
    Malmö University.
    Möllås, Gunvie
    Jönköping University.
    Ohlsson, Lisbeth
    Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik. Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Characteristics of independent schools directed at students in need of special support: a study of school website presentation2019In: Problems of Education in the 21st Century, Vol. 77, no 3, p. 317-337Article in journal (Refereed)
    Abstract [en]

    The aim of the research was to explore how 55 Swedish independent schools, directed at (or limited to) students in need of special support (SNSS), describe their organisation, work and visions. The empirical data of the research consisted of the schools’ website presentations, which were processed and analysed in consecutive steps. The results showed that the students’ complicated school- and life situations were often combined with disabilities mainly in the neuropsychiatric field. The majority of the schools (76%) practiced both schooling and methods for treatment and care, differentiating their role from the mainstream track. Neuropsychiatric and psychological perspectives had a significant influence, reflected in how the schools describe their daily routines, therapeutic methods of treatment and access to specific categories of staff. Small groups, individual instruction and competent staff were described as specific features. Teaching content and didactic aspects were seldom highlighted. The focus on the websites was on socialisation and subjectification while qualification, i.e. knowledge development, had a more limited role. The study points to a need for further research exploring daily pedagogical practice in more depth and calls for a greater focus on student perspectives. Consequences for learning contexts are discussed in the concluding part of the article. The specialist role, the independent schools in the present study tended to take on are most urgent issues to discuss in an educational context striving for equity and inclusive learning environments. 

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  • 12.
    Anderson, Lotta
    et al.
    Malmö högskola.
    Sundman Marknäs, AnnaMalmö stad.Östlund, DanielKristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Hur ska vi göra då?: praktiknära utveckling av en grundsärskolas arbete med bedömning för lärande2016Collection (editor) (Other academic)
    Abstract [sv]

    Vad innebär bedömning i vår verksamhet? Denna fråga ställde sig ett antal pedagoger och deras dåvarande skolledare 2012, efter att ha satt sig in i den nya läroplanen för grundsärskolan. Kontakt togs med grundskoleförvaltningens utvecklingsteam och en idé började ta form. Uppdraget gavs till dåvarande FoU-Malmö utbildning och en praktiknära utbildning utformades tillsammans med RUC på Malmö högskola och Uppdrag AB vid Högskolan Kristianstad. Tillsammans med skolans medarbetare och utifrån de olika arbetslagens situation och förutsättningar utvecklades innehållet. På så sätt har utbildningen följt de intentioner för verksamhetsutveckling som formulerades kring den extrasatsning på utbildningssektorn i Malmö som fick namnet Skolsatsning 2012. Pedagoger måste få ett så verksamhetsnära stöd som möjligt. Men inte utifrån att ”experter” går in och ger ”recept”, vilket ju ibland efterfrågas, utan genom att de i dialog, och med forskningsbaserad input, bidrar till att pedagoger får möjlighet att, både enskilt och (framförallt) tillsammans, tänka kring dilemman i verksamheten (Leif Åhlander, 2013). Denna rapport består av de slutsatser processledarna gjort kring utbildningen samt de texter pedagogerna skrivit för att beskriva och problematisera sina processer.

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  • 13.
    Anderson, Lotta
    et al.
    Malmö University.
    Östlund, Daniel
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Assessments for learning in grades 1-9 in a special school for students with intellectual disability in Sweden2017In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 75, no 6, p. 508-524Article in journal (Refereed)
    Abstract [en]

    The aim of this research is to analyze teachers’ and paraprofessionals’ work and reflections on assessments for learning in a Swedish compulsory special school. Research has shown that assessment for learning is a powerful tool to improve student achievement. The theoretical perspectives discuss concepts such as situated learning and collaboration. The research adopted a participatory design; the researchers followed four teams, totally 20 teachers and paraprofessionals’ work through video observation, discussions, feedback and lectures on assessment. The teams documented classroom teaching and assessment of students' abilities in different subject. The data in this study are based on teams’ written texts. The texts are analyzed using a qualitative content analysis and contribute to research on formative assessment by including teachers as well as paraprofessionals. Results show, that professions have developed their educational philosophy and their ability to give children feedback, which will help their learning. The results also highlight the discussion between learning and caring, regarding the duties of teachers and paraprofessionals. A challenge for the teams is to unite the children’s care needs with the curriculum knowledge requirements and ensure them to learn within a holistic perspective. Teaching and assessing students with extensive learning difficulties and in need of alternative communication is another challenge for the teams as well as awareness that change processes take time. 

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  • 14.
    Anderson, Lotta
    et al.
    Malmö University.
    Östlund, Daniel
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik. Kristianstad University, Research environment Special Education (SpecPed).
    Special needs teachers’ assignments and work in special schools for students with intellectual disability in Sweden2019In: Book of abstracts, Nordic Network for Disability research (NNDR) Inclusion and exclusion in the wefare society 8-10 march in Copenhagen, Denmark, 2019Conference paper (Refereed)
    Abstract [en]

    Special needs teacher (SNT) in special school for students with intellectual disability (ID) is a new profession, which has not been explored to greater extent and therefore it is important to highlight their professional role. The aim was to analyze what characterizes the SNTs work and assignments and what collaborations they engage in inside and outside the special school. Changes made to the policy document of the National Agency of Education 2011 and set new demands on SNTs, with stronger focus on skill assessment and improving the academic performance of students with ID. International research has also noted a trend towards an increased focus on academic skills in the teaching of students with ID. To collect data of SNT’s perceptions about competence, school assignments and collaboration, a questionnaire was constructed. The study group consisted of 88 respondents with special needs teacher degrees from three universities in southern Sweden. Lipsky's concept (1980) 'street level bureauucracy' constitutes the theoretical framework. The results showed that most SNTs had long work experience from a special school for ID before they started the special needs training program. When SNTs describe their work and assignments, classroom education is in the forefront. Other assignments e.g., supervision or subjectdevelopment exist, but not to the same extent as classroom teaching. It is also common for SNTs to collaborate with professionals both inside and outside the special school. A significant difference exists in interaction between primary and upper secondary school, as they have a common principal. One conclusion that was drawn was that SNTs have many collaboration partners, possess many different skills, and most of them continue as class teachers after the special needs teacher’s degree.

  • 15.
    Anderson, Lotta
    et al.
    Malmö Universitet.
    Östlund, Daniel
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Speciallärare i särskolan: en profession i gränslandet mellan policy och praktik2020Report (Other academic)
    Abstract [sv]

    Syftet är att analysera vad som kännetecknar speciallärare i särskolansarbete och uppdrag och vilken samverkan de bedriver inom ochutanför grund-och gymnasiesärskolan och vilka andra aktörer desamarbetar med. Efter det att Lgr 11 infördes finns ett utökat fokuspå akademiska färdigheter i särskolan, vilket ställer nya krav på lärarnaskompetens. Speciallärare med examen från tre universitet isödra Sverige deltog i enkätstudien. Resultaten visar att en majoritetav de svarande har lång erfarenhet innan de började sin utbildningtill speciallärare. De beskriver mötet med eleverna i klassrummetsom en viktig del av sitt arbete och uppdrag. Handledning eller ämnesutvecklingförekommer men inte i samma utsträckning somklassrumsundervisning. Samarbete med professionella utanförsärskolan är vanligt. En slutsats är att specialläraren har många samarbetspartners,besitter olika färdigheter och en majoritet fortsättersom klasslärare efter examen.

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  • 16.
    Anderson, Lotta
    et al.
    Malmö Universitet.
    Östlund, Daniel
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education.
    Swedish special needs teachers’ views on their work and collaborations in education for students with intellectual disabilities2019In: The New Educational Review, ISSN 1732-6729, Vol. 57, no 3, p. 225-235Article in journal (Refereed)
    Abstract [en]

    The aim is to analyze what characterizes the work of special needs teachers and what collaborations they engage in in schools for students with intellectual disability. Special needs teachers with degrees from three different universities in southern Sweden participated in the survey. The results show that a majority of the respondents had long experience before they started the special needs training program and they describe the direct encounters with students in the classroom as an important part of their work. Supervision and subject-development also exist, but not to the same extent as classroom teaching.

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  • 17.
    Andersson, Helena
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik. Malmö universitet.
    Möten där vi blir sedda: en studie om elevers engagemang i skolan2017Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis concerns students’ engagement with school. In Sweden there are as many as 17,5 % of the students, who after year nine do not get the grades in order to be admitted to the national program at the upper secondary school. In this thesis, Students’ experiences are focused in order to understand engagement with school. The study is grounded in a socio cultural perspective on learning where learning is considered to originate from social actions, as well as theoretical perspectives on engagement. In the thesis learning is seen as development not as a process within the child but rather as development that takes place when the child participates in practices within their cultural community and in relations with others. Learning is looked upon as a perspective where the context of our lived experience of participation in the world is important. Learning should be seen as social participation. This kind of participation does not only shape what we do but also who we are and who we can become. In this thesis the concept of engagement is considered as both the wanting to do something, and what the student actual do, the agency of the student. An exploratory sequential mixed method has been used in the data collection, mainly with a student perspective. This means that both quantitative and qualitative methods of collecting and analyzing data has been used to be able to answer the research questions. The overall aim of the thesis is to contribute with knowledge about students’ engagement in school by identifying aspects that influence the engagement. The thesis consists of three different studies. One quantitative study, where 1298 student participated in a survey concerning student engagement with school, which was followed by two qualitative studies, where the descriptive analysis was broadened with interviews, one with students and teachers in two different classes and one with students from eight different schools. Apart from that, students have written reflections on how they experience their learning environments in school. The discussion concerns whether students in year seven are engaged with their school, both according to the psychological and according to the cognitive engagement. The discussion also concerns what aspects of engagement students and their teachers in two highly engaged classes have experienced. In the study students with different socioeconomically and cultural backgrounds take part. The concepts of students’ participation and influence in their schoolwork is also discussed.

  • 18.
    Andersson, Helena
    et al.
    Malmö Universitet.
    Plantin Ewe, Linda
    Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik. Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Östlund, Daniel
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Häggblom, Pia
    Kristianstad University, Library & Higher Education Development.
    Lüddeckens, Johanna
    Malmö Universitet.
    The universal design for learning guidelines: grafisk arrangör 2.2 på svenska2020Other (Other (popular science, discussion, etc.))
  • 19.
    Andersson, Helena
    et al.
    Malmö Universitet.
    Plantin Ewe, Linda
    Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik. Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Östlund, Daniel
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Häggblom, Pia
    Kristianstad University, Library & Higher Education Development.
    Lüddeckens, Johanna
    Malmö Universitet.
    Universal Design for Learning: svensk översättning textversion2020Other (Other (popular science, discussion, etc.))
    Abstract [en]

    The evolution of CAST’s UDL Guidelines has been a dynamic, collaborative, and developmental process. We shared the first version of the Guidelines—Version 1.0—in 2008. Since that time, we have collected and specifically solicited feedback from the field. This feedback, along with the expanding research in the areas of UDL, education, cognitive science, psychology, and neuroscience, has led us to develop different representations of the Guidelines over time. Each of these representations has a particular goal and traces our learning not only as an organization but as a field more broadly.

    Version 2.2 (2018)

    This latest version—Version 2.2—does not represent the “correct” version. Instead, we see this version as yet another representation to more fully explore and articulate the promise of UDL. We have made several structural changes to the graphic organizer to better support educators and other stakeholders who are new to UDL and to more clearly articulate the goal of UDL. About the Graphic Organizer describes these structural changes in more detail, while our FAQ may help answer questions you have about the UDL Guidelines and their relationship to the UDL framework.

  • 20.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljö med inriktning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Att vara sig själv nog2009In: Pedagogiska Magasinet, ISSN 1401-3320, no 3, p. 78-82Article in journal (Other (popular science, discussion, etc.))
  • 21.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljö med inriktning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Banden mellan oss: ett socialpsykologiskt perspektiv på lärare-elev-relationen1999Book (Other academic)
  • 22.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljö med inriktning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Beneath the surface of classroom interaction: Reflections on the microworld of education2006In: Social Psychology of Education, ISSN 1381-2890, E-ISSN 1573-1928, Vol. 9, no 3, p. 227-244Article in journal (Refereed)
    Abstract [en]

    This article deals with the microworld of the classroom, i.e., the imbedded, largely unconscious, close to invisible, and to an extent suppressed social processes in teaching. It includes some afterthoughts about a research project with the aim of understanding how the teacher–pupil relation is constructed in classroom interaction. Thomas Scheff's social psychological framework constituted the theoretical basis for the project. The main data were collected by means of video documentation and consist of a number of closely analysed episodes. The result indicates that nonverbal behaviour in classrooms, to a great extent, is constituted by an informal system of rules in which emotions play a crucial part. But it also reveals the existence of two dimensions in classroom interaction – one surface dimension and one micro dimension – that in significant measure stand in opposition to each other.

  • 23.
    Aspelin, Jonas
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljö med inriktning Relationell Pedagogik (FoRP).
    Beyond individualised teaching: a relational construction of pedagogical attitude2014In: Education Inquiry, E-ISSN 2000-4508, Vol. 5, no 2, p. 233-245Article in journal (Refereed)
    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.

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  • 24.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljö med inriktning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Co-existence and co-operation: the two-dimensional conception of education2011In: Education, ISSN 2162-9463, E-ISSN 2162-8467, Vol. 1, no 1, p. 6-11Article in journal (Refereed)
    Abstract [en]

    The expanding global discourse on education is built on the concept of individualism. One emerging direction in educational theory that challenges this discourse is relational pedagogy. This article aims to discuss some characteristic aspects of relational pedagogy, and thereby proposing a theoretical course in the field. By comparing Kenneth Gergen’s and Martin Buber’s relational conceptions, the article argues that relational pedagogy could/should be characterized by a dis-tinction between two fundamental types of relationships, tentatively labeled co-existence and co-operation. This distinction is proposed to be significant for relational pedagogy to become a trustworthy alternative not only to the individualistic- but also to the collectivist conception of education.

  • 25.
    Aspelin, Jonas
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Creative relationships: a basic concept within entrepreneurship education?2015In: International Review of Entrepreneurship, ISSN 2009-2822, Vol. 13, no 4, p. 254-268Article in journal (Refereed)
    Abstract [en]

    This article outlines a concept termed “creative relationships” which ultimately could be used as basic concept and discursive tool in entrepreneurship education. A specifying distinction between “creative co-operation” and “creative co-existence” is also tentatively introduced, and it is argued that both these aspects need to be recognized in the discourse. The concept “creative relationships” is built on a review and an analysis of three distinct relational conceptions of creativity; Hannah Arendt’s, Kenneth Gergen’s and Martin Buber’s. A main point of the analysis is that the concept of creativity, as well as its broader counterpart, entrepreneurship, is not comprehensible without recognizing its relational context. At the end of the article, the outlined concept is applied to the question of curriculum development in entrepreneurship education.

  • 26.
    Aspelin, Jonas
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Differentiation competence in teaching, illustrated by an episode from a fictional film: on regulating closeness and distance in the teacher–student relationship2015In: Education Sciences and Psychology, E-ISSN 1512-1801, Vol. 37, no 15Article in journal (Refereed)
    Abstract [en]

    Relational competence has proven to be an important component in teacher professionalism. The overall purpose of this article is to adopt a social psychological perspective and discuss aspects of teachers’ relational competence. More specifically, the article aims to construct a theoretical concept for understanding the aspects of relational competence that concern regulating closeness and distance in the teacher-student relationship. In the concluding section, the result is presented in terms of “differentiation competence”. This concept labels a communication pattern characterized by fine-tuned regulation of closeness and distance in the teacher–student relationship and by ongoing coordination of verbal and nonverbal behavior. The emerging concept is illustrated by verbal and nonverbal communication in a classroom setting as portrayed in an episode from a fictional film, including detailed transcription, and interpretation.

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  • 27.
    Aspelin, Jonas
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Enhancing pre-service teachers’ socio-emotional competence2019In: The International Journal of Emotional Education, ISSN 2073-7629, E-ISSN 2073-7629, ISSN 2073-7629, Vol. 11, no 1, p. 264-283Article in journal (Refereed)
    Abstract [en]

    A rapidly growing body of research reveals that teachers’ abilities to build positive relationships with students play a vital role in education. However, there is a lack of research regarding teacher education. This article aims to contribute by reporting from a project focusing on pre-service teachers’ relational competence. More specifically, it focuses on a phenomenon labelled socio-emotional competence. The first section discusses meanings of the concept, using a relational framework, and it highlights three aspects: i) the teacher acts sensitively and responsively; ii) the teacher is directly present to the student and manages feelings; and iii) the teacher confirms the student and supports the student’s emotional development. The next section discusses indications of improvement in pre-service teachers’ socio-emotional competence, based on data from an intervention study using digital video as the main method. The findings show that preservice teachers’ relational understandings improved in several respects: they began to use a variety of words for specific emotions, to understand emotions as aspects of interaction, and to support their interpretations with behavioral cues. The concluding section considers why the intervention was successful and why socioemotional competence seems to play a subordinate role in teacher education.

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  • 28.
    Aspelin, Jonas
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Entreprenörskapspedagogik på omsorgsetisk grund2014In: Entreprenöriellt lärande i skolan / [ed] Lelinge, Balli & Widén, Pär, Lund: Studentlitteratur AB, 2014, p. 99-115Chapter in book (Other academic)
  • 29.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Ett tvådimensionellt perspektiv på lärares relationskompetens2016Conference paper (Other academic)
    Abstract [sv]

    Forskning om lärares relationskompetens/relationella professionalism kan ses som ett delområde inom forskningsområdet relationell pedagogik. Det är under stadig tillväxt, synligt inte minst i Skandinavien (se t.ex. Juul & Jensen, 2003; Fibaek Laursen 2004; Aspelin, 2005; Holmgren, 2007; Sandvik, 2008; Nordenbo m.fl., 2008; Frelin 2010; Andrén, 2012; Herskind, Fibaek Laursen & Nielsen, 2014; Jensen, Bengaard Skibsted & Vedsgaard Christensen, 2015; Klinge, 2016 u.p.). Forskningens inflytande avspeglas i policydokument för lärarutbildningar, kanske särskilt tydligt i Danmark. Empiriska forskare och teoretiker har lagt in olika innebörder i begreppet men, som Herskind m.fl. (2014) framhåller, råder det tämligen god överensstämmelse om dess allmänna innebörd: lärares relationskompetens rör förmågan att samarbeta med- och forma relationer till elever samt möta elever i en autentisk och professionell kontakt. Det finns emellertid, som Jensen m.fl. (2015) konstaterar, ”need for a more adequate and precise theoretical starting point for studies in this field” (s. 203). Syftet med föreliggande presentation och artikel (Aspelin, 2016, u.p.) är att föreslå en relationsfilosofisk tolkningsram utifrån vilken grundläggande innebörder i begreppet lärares relationskompetens kan förstås. Stöd tas i Martin Bubers (1990) distinktion mellan ”det sociala” och ”det mellanmänskliga”. Utifrån den kan vi, menar jag, föreställa oss två former av relationskompetens; en där läraren med olika medel hanterar eller arbetar med sociala relationer (till elever och grupper av elever, mellan elever och mellan elev och lärandeobjekt) och en där läraren vänder sig till eleven som ”just denna bestämda andre” (Buber, 1990, s. 26) och där ett mellanmänskligt möte initieras. Formerna kan benämnas ”förhållningssätt till relationer” respektive ”förhållningssätt i relationer”, men även en rad andra teoretiska koncept, såsom ”punktuellt perspektiv” – ”relationellt perspektiv” (von Wright, 2000; 2006) och ”pedagogiskt tillvägagångssätt” – ”pedagogiskt möte” (Aspelin & Persson, 2012) kan aktualiseras. I slutet av presentationen förs Johan Asplunds (1991) begrepp ”fixeringsbild” fram, vilket antyder en riktning för hur tolkningsramen kan användas i empiriska studier.

  • 30.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljö med inriktning Relationell Pedagogik (FoRP).
    Hot mot de sociala banden: ett socialpsykologiskt perspektiv på vuxenblivandets problematik1994In: Mardrömmar och önskedrömmar: Om ungdom och ungdomlighet i nittiotalets Sverige / [ed] Fredrik Miegel & Thomas Johansson, Stockholm/Stehag: Symposion Brutus Östlings bokförlag, 1994, p. 72-95Chapter in book (Other academic)
  • 31.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    In the heart of teaching: a two-dimensional perspective of teachers' relational competence2017In: Educational Practice and Theory, ISSN 1323-577X, E-ISSN 0156-0905, Vol. 39, no 2, p. 39-56Article in journal (Refereed)
    Abstract [en]

    Research reveals that teachers’ relational competence is crucial for successful education. However, the field is still small and largely unexplored, and arguably needs a better and more precise theoretical starting point. This article seeks to help establish such a starting point, aiming to outline a relational framework based on the philosophies of Nel Noddings and Martin Buber. It proposes a two-dimensional conception defining teachers’ relational competence as: i) an immanent phenomenon, implying that the teacher is directly involved in an interhuman relationship, with an attitude of natural care, and ii) a transcendent phenomenon, meaning that the teacher manages social relationships, with an attitude of ethical care. The article ends by discussing the practical implications of the work.

  • 32.
    Aspelin, Jonas
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Inga prestationer utan relationer: studier för pedagogisk socialpsykologi2015Book (Other academic)
    Abstract [sv]

    I den samtida skoldebatten framgår det tydligt att vi lever i ett prestationssamhälle. Med prestation avses då enskilda individers resultat på standardiserade kunskapstest. I den här boken presenteras ett alternativt synsätt, där prestationer blir inslag i relationsprocesser. Bokens titel ”Inga prestationer utan relationer” fångar in en av dess huvudidéer.

    Här fortsätter Jonas Aspelin att utveckla det synsätt på utbildning som han benämner ”relationell pedagogik”. Han talar även om ”pedagogisk socialpsykologi” och ser sina studier som bidrag till en sådan tänkt subdisciplin inom pedagogiken.

    I bokens olika kapitel behandlas diverse aktuella utbildningsfrågor, exempelvis vad meningen med utbildning är, vad som karakteriserar ordning i undervisningen, hur lärare kan kommunicera med sina elever så att fruktbar åtskillnad uppstår dem emellan samt vad konceptet ”kreativa relationer” kan betyda inom entreprenörskapspedagogik.

    Boken riktas till lärarstudenter, verksamma lärare samt studerande i  utbildningsvetenskap och pedagogik.

  • 33.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Konceptet "Entre-Care"2013Conference paper (Other academic)
    Abstract [sv]

    Jag skriver på en artikel som ska ingå i en antologi om

    entreprenörskapspedagogik och vore tacksam för synpunkter på detta.

    Avstamp tas i beskrivningar av entreprenörskapspedagogikens ”objekt”,

    dvs. vad man i första hand vill åstadkomma (hos barn och ungdomar).

    Objektet kan sammanfattas i termer av en ”entreprenöriell identitet”

    (kompetens, förhållningssätt osv.). Ambitionen att utveckla ”rätta

    attityder” kan knytas till entreprenörskapspedagogikens övergripande,

    politiska syfte – att främja ekonomisk tillväxt (Holmgren & From, 2005).

    Beskrivningar av objektet kan, tänker jag, problematiseras ur

    omsorgsteoretisk synvinkel. Omsorg är för övrigt ett begrepp som tycks

    lysa med sin frånvaro inom fältet. Syftet med artikeln är således att

    undersöka vad ett omsorgsteoretiskt perspektiv kan bidra med till

    förståelsen av entreprenörskapspedagogikens objekt. Som teoretiskt stöd

    används framför allt Nel Noddings omsorgsteori och hennes föreställning

    om omsorg som essentiell aspekt av all utbildning och fostran.

  • 34.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljö med inriktning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Likt en flygande gnista2007In: Pedagogiska Magasinet, ISSN 1401-3320, no 1, p. 78-83Article in journal (Other (popular science, discussion, etc.))
  • 35.
    Aspelin, Jonas
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Lärares ansvar för relationer2019In: Didaktisk utvecklingsdialog: lärares och skolledares professionella utveckling / [ed] A. Olin, J. Almqvist, K. Hamza, L. Gyllander Torkildsen., Lund: Studentlitteratur AB, 2019, p. 110-111Chapter in book (Other (popular science, discussion, etc.))
  • 36.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Lärares relationskompetens2015Conference paper (Other academic)
    Abstract [sv]

    Begreppet relationskompetens förknippas i Skandinavien främst med forskning som rör lärarprofessionen (t.ex. Gannerud 2003; Juul & Jensen 2003; Fibaek Laursen 2004; Aspelin 2005; Wedin 2007; Sandvik 2008; Frelin 2010; Herskind, Fibaek Laursen & Nielsen 2014). Den växande mängden forskning inom fältet speglas i dokument som ligger till grund för hur lärarutbildningar organiseras och genomförs i skandinaviska länder, tydligast framskrivet i det danska lärarutbildningsdokumentet Bekendtgørelse om uddannelsen til professionsbachelor som lærer i folkeskolen (2013). Lärares relationella kompetens beskrivs ofta som en förmåga att bygga och upprätthålla goda (respektfulla, omsorgsfulla och förtroendefulla) relationer med elever och andra för utbildningen viktiga parter. Forskningen inom fältet är inte omfattande och begreppsanalyser och begreppsdiskussioner är sällsynta. Frågor som vad lärares relationskompetens är, hur det främjar elevers lärande och hur det kan utvecklas i lärarutbildning, lärarfortbildning och pedagogisk verksamhet är fortfarande till stor del outforskade. Det aktuella projektet tar sikte på den första, mer teoretiskt formade frågan och vill bidra till en nyanserad definition av- och diskussion om begreppet. En genomgång av olika definitioner leder fram till ett antal förslag om hur begreppet kan förstås, där huvudpoängen är följande: lärares relationella kompetens manifesteras i två grundläggande dimensioner, här benämna ”pedagogiskt tillvägagångssätt” respektive ”pedagogiskt möte”. Dimensionerna har implikationer för hur lärarutbildning och lärarfortbildning – och överhuvudtaget lärares kunnande och professionalism – förstås.

  • 37.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Lärares relationskompetens: begreppsdiskussion med stöd i Martin Bubers begrepp "det sociala" och "det mellanmänskliga"2015In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 24, no 3, p. 49-63Article in journal (Refereed)
    Abstract [en]

    Teachers’ relational competence: A concept discussion, supported by Martin Buber’s concepts of “the social” and “the interhuman”. Current research and policy documents treat relational competence as an important part of teacher professionalism. Relational competence is generally understood as the ability to build respectful and trusting relationships with students and others. However, research in the field is scarce and theoretical discussions are rare. This article outlines a framework for understanding fundamental aspects of the concept. Buber’s (1990b) distinction between “the social” and “the interhuman” is adopted to provide theoretical support for the framework. Based on this distinction, I construct two forms of relational competence represented by the expressions “attitude to relationships” and “attitude in relationships”. The framework could be used as a “puzzle picture” (Asplund, 1991), i.e., a picture of one phenomenon that includes a picture of another, though the two pictures cannot be focused on simultaneously. The practical implications of the concept are addressed as well.

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  • 38.
    Aspelin, Jonas
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Lärares relationskompetens: vad är det? Hur kan den utvecklas?2018Book (Other academic)
    Abstract [sv]

    Relationskompetens är en central kompetens inom många yrken där man arbetar med människor. Denna kompetens behövs för att verksamhetens kvalitet ska bli god och för att målen ska uppnås, men även för att goda relationer är värdefulla i sig. Inom skolans värld visar studier att lärares relationskompetens är av avgörande betydelse för att främja elevers lärande och utveckling. I boken presenterar därför författaren teoretiska begrepp och forskning i syfte att bidra med ny kunskap om vad relationskompetens är och hur den kan utvecklas.

  • 39.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Om den pedagogiska relationens gränser: relationskompetens i gränslandet mellan närhet och distans2016In: Nordisk tidskrift för allmän didaktik (NoAD), ISSN 2002-1534, Vol. 2, no 1, p. 3-13Article in journal (Refereed)
    Abstract [en]

    A growing body of research reveals that a supportive, positive teacher-student relationship isan important element of successful education. From a Nordic perspective, a lot of researchhas explored teachers´ relational competence as a central part of teacher professionalism.The discourse focuses on the concept of relationship, and thereby also on the quality ofcloseness, i.e. on a close connection between teacher and student. This article aims at contributingto the field by conceptualizing relational competence in terms of both closenessand distance. The discussion is supported by three theories, Martin Buber´s, ThomasZiehe´s and Gert Biesta´s, in which the relationship between the two poles is problematizedand elucidated. The article proposes that relational competence should be located in the interfacebetween closeness and distance, i.e. that it is rather is about developing a well differentiated-than a close relationship to the student.

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  • 40.
    Aspelin, Jonas
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Omsorg och pedagogik2018In: Pedagogik som vetenskap: en inbjudan / [ed] Mattias Nilsson Sjöberg, Malmö: Gleerups Utbildning AB, 2018, p. 157-168Chapter in book (Other academic)
  • 41.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Pedagogisk differentieringskompetens2014Conference paper (Other academic)
  • 42.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Pedagogisk forskning i Sverige: Temanummer: Relationell pedagogik2017Collection (editor) (Other academic)
  • 43.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Pedagogisk omsorg2016In: Omsorg i en förskola på vetenskaplig grund / [ed] Bim Riddersporre & Barbro Bruce, Stockholm: Natur och kultur, 2016, p. 49-66Chapter in book (Other academic)
  • 44.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Pedagogisk omsorg2016Conference paper (Other academic)
    Abstract [sv]

    Omsorg utgör ett grundläggande begrepp ifråga om utbildning. Den pedagogiska filosofen Nel Noddings (2013) hävdar att: ”Det huvudsakliga syftet med varje utbildningsinstitution måste vara upprätthållande och stärkande av omsorg.” (s. 172). Föreställningen att barn och elever ska utvecklas till ”goda och ansvarstagande samhällsmedborgare som visar respekt och omsorg för andra” har en stark position i svenska läroplaner (Colnerud & Thornberg, 2003). I svensk förskoletradition utgör omsorg ett centralt värde. Verksamheten präglas (ännu) i hög grad av omsorgsrationalitet (Persson, 2008). Sedan en tid har diskursen om förskolan emellertid gått i riktning mot kunskapsorientering; undervisning och lärande betonas medan omsorg tonas ner (Löfdahl, 2014; Löfdahl & Folke-Fichtelius, 2014). Ur ett övergripande pedagogiskt perspektiv får omsorg en alltmer undanskymd plats. I den ”kunskapseffektiva” diskurs (Aspelin & Persson, 2011) som dominerar i ”mätningens tidevarv” (Biesta, 2011) överskuggas grundläggande värden av krav på standardiserad utbildning. Förändringen motiverar en diskussion om begreppet pedagogisk omsorg. Litteraturen inom området är under tillväxt, men begreppet saknar tydlig definition (Rose & Tingley, 2008). Min presentation (se vidare Aspelin, u.p.) vill bidra genom att föreslå en relationell definition. Stöd tas i Noddings relationella omsorgsteori (2013; 2005a; 2005b; 2002). Min tankegång byggs upp i tre steg: i) från Noddings generella omsorgsbegrepp och, mer specifikt, hennes distinktion mellan ”naturlig omsorg” och ”etisk omsorg”, går steget vidare till ii) en definition av ”professionell omsorg”, för att slutligen landa i iii) en definition av ”pedagogisk omsorg”. Tankegången mynnar ut i föreställningen om pedagogisk omsorg som ett skeende mellan pedagog och barn, där såväl naturlig omsorg som etisk omsorg ingår. Omsorg som omedelbart växelspel, där barnet får svar på sin existentiella undran ”Bryr du dig om mig?”, antas spela en essentiell, men immanent roll i (förskole)pedagogisk verksamhet. 

  • 45.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Relational pedagogy and teachers´relational competence2016Conference paper (Other academic)
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  • 46.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Relationell pedagogik - ingång till ett fält2017In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 22, no 3-4, p. 159-165Article in journal (Other academic)
  • 47.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Relationskompetens i pedagogiska sammanhang: rapport från en forskningscirkel2018Collection (editor) (Other academic)
    Abstract [sv]

    I denna skrift rapporteras ett forskningscirkelprojekt ompedagogisk relationskompetens. Projektet hade sin bas påHögskolan Kristianstad och pågick under 2017, medrapportering våren 2018. I cirkeln samverkade nio förstelärarefrån Sölvesborgs kommun med en forskare från högskolan. Detsom utforskades var hur relationskompetens tar sig uttryck ipedagogisk praktik.I ett inledande kapitel introduceras projektet. Därefterpresenteras lärarnas studier. Rapporten ger konkret inblick i ett(alltför) outforskat område i skolvärlden.

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  • 48.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljö med inriktning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Social interaktion i klassrummet: ett mikrosociologiskt angreppssätt2008In: Se skolan: forskningsmetoder i pedagogiskt arbete / [ed] Carina Rönnqvist & Monika Vinterek, Umeå: Umeå universitet. Fakultetsnämnden för lärarutbildning , 2008, p. 139-150Chapter in book (Other academic)
  • 49.
    Aspelin, Jonas
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education. Kristianstad University, Research environment Special Education (SpecPed).
    Teaching as a way of bonding: a contribution to the relational theory of teaching2020In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 53, no 6, p. 588-596Article in journal (Refereed)
    Abstract [en]

    The general discourse on education stresses either the teacher’s or the student’s position. This article aims to contribute to a relational theory of teaching by discussing three significant concepts of teaching from the standpoint of Martin Buber’s relational philosophy. Feldman suggests that teaching implies being human in a particular way and in a particular context; Kelchtermans shows that a teacher’s ‘personal interpretative framework’ plays a crucial role in teaching and is constantly modified through interactions; Biesta defines the essence of teaching in terms of the relation between the teacher’s address and the student’s personal response. Although they all contribute to the relational theory of teaching, they also seem to neglect a vital dimension found in Buber’s philosophy – the exceptional moment when a teacher and a student turn to each other as ‘this particular other person’. As a supplement to the other concepts, this article outlines the concept of ‘teaching as a way of bonding’ and makes three suggestions: (1) bonding is a prerequisite for teaching; (2) there are qualitative differences between ‘social bonding’ and ‘relational bonding’; and (3) the teaching is ultimately best understandable in terms of ‘relational bonding’.

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  • 50.
    Aspelin, Jonas
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    The elementary forms of educational life: understanding the meaning of education from the concept of "social responsivity"2015In: Social Psychology of Education, ISSN 1381-2890, E-ISSN 1573-1928, article id 9298Article in journal (Refereed)
    Abstract [en]

    This article makes a theoretical contribution to social psychology of education by applying Johan Asplund’s social psychological theory to the educational context. More specifically, the article discusses how the question of purpose of education (Biesta in Educ Assess Eval Account 21(1):33–46, 2009; God utbildning i mätningens tidevarv [Good education in the age of measurement]. Liber, Stockholm, 2011) could be conceived from Asplund’s (Det sociala livets elementära former. [The elementary forms of social life]. Bokförlaget Korpen, Göteborg, 1992) concept of “social responsivity”. Adopting Asplund’s concept, I problematize, discuss, and supplement Biesta’s model, especially his concept of “subjectification” and from here tentatively examine “existentialisation”. Existentialisation is proposed as a tool for understanding the overall meaning of education. To illustrate the theoretical argument, a brief classroom episode is analyzed in detail.

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