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  • 1.
    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).
    Språk, samspel och lärande: sociokulturella teorier - språket lärarens främsta redskap2021In: Vetenskapliga teorier för lärare / [ed] Margareta Serder och Anna Jobér, Natur och kultur, 2021, 1, p. 249-270Chapter in book (Other academic)
    Abstract [sv]

    Språket är lärares främsta arbetsredskap och i undervisning är kopplingarna mellan språk, samspel och lärande många gånger uppenbara. Kanske är det en anledning till att lärare ofta uttrycker att sociokulturella tankegångar är en självklar utgångspunkt i den egna undervisningen och synen på lärande. Det här kapitlet ger exempel på hur några begrepp i sociokulturella tankegångar kan stödja lärare i att förstå och analysera sin undervisning.

  • 2.
    Rubin, Maria
    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). Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Språklig och pedagogisk sårbarhet i gymnasieskolan2020In: Från sårbarhet till hållbarhet i lärande och undervisning / [ed] Barbro Bruce, Lund: Studentlitteratur AB, 2020, 1Chapter in book (Other academic)
  • 3.
    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). Skolverket.
    Språklig tillgänglighet2021Other (Other (popular science, discussion, etc.))
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  • 4.
    Rubin, Maria
    Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik. Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Malmö University.
    Språkliga redskap - Språklig beredskap: en praktiknära studie om elevers ämnesspråkliga deltagande i ljuset av inkluderande undervisning2019Doctoral thesis, monograph (Other academic)
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    fulltext
  • 5.
    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).
    Stödstrukturer för språklig tillgänglighet2021Other (Other (popular science, discussion, etc.))
  • 6.
    Rubin, Maria
    et al.
    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). Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Ivarsson, Ulrika
    Umeå University.
    Språklig och pedagogisk sårbarhet i en flerspråkig skola2020In: Från sårbarhet till hållbarhet i lärande och undervisning / [ed] Barbro Bruce, Lund: Studentlitteratur AB, 2020, 1, p. 107-126Chapter in book (Other academic)
  • 7.
    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.

1 - 7 of 7
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