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  • 1.
    Ahlqvist, Kerstin
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Bruce, Barbro
    Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Tekniken som svar på etiken i praktiken: virituellt förberedd VFU!2018In: Högskolepedagogisk debatt, ISSN 2000-9216, no 2, p. 68-76Article in journal (Other academic)
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  • 2.
    Ahlqvist, Kerstin
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Palla, Marta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Närhet och tillgänglighet i undervisning: i form av verksamhetsförlagd utbildning, VFU2016In: Högskolepedagogisk debatt, ISSN 2000-9216, no 1, p. 95-120Article in journal (Other (popular science, discussion, etc.))
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  • 3.
    Segerby, Cecilia
    et al.
    Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Östlund, Daniel
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education.
    Rubin, Maria
    Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education. Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Research environment Special Education (SpecPed).
    Håkansson, Gloria
    Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education. Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Ahlqvist, Kerstin
    Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education.
    Examining and developing preservice special education teachers' relational competence in a university professional oral course2021In: RCEN, 2021, Sacramento / [ed] Alexander Sidorkin, 2021Conference paper (Other academic)
    Abstract [en]

    The overall purpose of the study is to gain a deeper understanding of how the course "Professional Conversation" can contribute to developing preservice specialist teachers in mathematics, `reading and writing´ and intellectual disability, relating to their relational competence to colleagues. In this study, the concept of relational competence is used to define teachers’ ability to build positive relationships with colleagues during professional conversations and is inspired by Aspelin (2018) and Skibsted and Matthiesen (2016). From a relational perspective, the learning is not in the individual or in the collective, the learning instead appears in the gap. The gap should not be conquered, since it is in the gap the learning interaction appears (Biesta, 2004).

     

    Data have been collected on two occasions, autumn 2019 with 47 students and autumn 2020 with 15 students. The data collections involved a qualitative questionnaire study before and after the 10-week course. At the end of the course, the students’ reflected on their competence as a professional oral conversation leader in a report, which also was collected. Apelin’s and Jonsson’s (2019) Relational Competence Model (RCM), will be used as an analysis tool, and it divides relational competence into three sub-competencies: communication, differentiation, and socioemotional. During Spring 2021 the data will be analyzed.

     

    Aspelin, J. (2018). Lärares relationskompetens. Vad är det? Hur kan den utvecklas? Stockholm: Liber förlag.

     

    Aspelin, J., & Jonsson, A. (2019). Relational competence in teacher education. Concept analysis and report from a pilot study. Teacher Development, 23(2), 264-283.

     

    Biesta, G. (2004). " Mind the Gap!" Communication and the Educational Relation. Counterpoints, 259, 11-22.

     

    Skibsted, E., & Matthiesen, N. (Eds.) (2016). Relationskompetencer i laereruddannelse og skole. [Relational competence in teacher education and school; in Danish]. Fredrikshavn: Dafolo.

  • 4.
    Soneson, Thore
    et al.
    Kristianstad University, Faculty of Business, Department of Design.
    Johansson, Michael
    Kristianstad University, Faculty of Business, DARC research environment. Kristianstad University, Faculty of Business, Department of Design.
    Ahlqvist, Kerstin
    Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education.
    Bruce, Barbro
    Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education.
    Siotis Ekberg, Camilla
    Kristianstad University, Faculty of Health Science, Research Environment Children's and Young People's Health in Social Context (CYPHiSCO). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education.
    VR situated simulations2020In: Interactivity, Game Creation, Design, Learning, and Innovation: 8th EAI International Conference, ArtsIT 2019, and 4th EAI International Conference, DLI 2019, Aalborg, Denmark, November 6–8, 2019, Proceedings / [ed] Brooks, Anthony, Brooks, Eva Irene, Cham: Springer, 2020, p. 730-738Chapter in book (Other academic)
    Abstract [en]

    The paper is authored by Michael Johansson, Thore Soneson, Kerstin Ahlqvist, Barbro Bruce, and Camilla Siotis Ekberg and titled VR Situated Simulations. Here, the authors discusses experiences from developing mediated learning situations in a VR-filmedcontext. They argue for how such productions require approaches based on co-designand innovative team constellations including knowledge and skills from different areasto join forces for adequate VR solutions. In the chapter, the authors describe the processof developing VR learning situations by being inspired by related studies in the fieldof collaborative design, where various stakeholders were engaged in different parts ofthe production; from scriptwriting for interactive media, to creating and editing specificcase studies in an interactive VR format, and, also, gathering students’ experiences ofthe scripts and case studies. Based on this, the authors argue that 3D environments forreflection and discussion can be combined to form a common knowledge base in differentfields of application, e.g. in the areas of education and Human Resources. Further, it isemphasised that simulations of authentic and real situations have an immersive potentialto create pedagogical innovations

  • 5.
    Östlund, Daniel
    et al.
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Ahlqvist, Kerstin
    Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Lindberg, Sofia
    Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Nilsson, Therese
    Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Virtuella simuleringar i lärar- och specialpedagogiska utbildningar2020In: Högskolepedagogisk debatt, ISSN 2000-9216, no 1, p. 12-23Article in journal (Other academic)
    Abstract [sv]

    Möjligheten att genomföra virtuella simuleringar har under det senastedecenniet utvecklats som ett verktyg för att länka samman teori medundervisningspraktiken inom lärarutbildningar. Tekniken bidrar till attstudenterna förbereds på olika klassrumsscenarier, elevbeteenden, införVFU och för den kommande professionen. Föreliggande artikel syftartill att utforska den ökande användningen av virtuella simuleringar ochatt diskutera olika användningsområden i lärar-, speciallärar- och specialpedagogutbildning.Mot bakgrund av syftet beskrivs grunderna föratt arbeta med virtuella simuleringar i utbildning. Därefter fördjupasolika användningsområden inom lärar- och speciallärare/specialpedagogutbildningdär virtuella simuleringar används som en förberedelseför lärares reella samtal, för att fördjupa studenters lärande och för attutveckla Self-Efficacy. Artikeln avslutas med en diskussion om implikationerför lärar-, speciallärar- och specialpedagogutbildning.

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