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  • 1.
    Eriksson, Anita
    et al.
    Högskolan i Borås .
    Gustavsson, Susanne
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Krav, uppmaningar och frågor: en autoetnografisk reflektion över handledning av självständiga arbeten2016In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, no 1, p. 70-87Article in journal (Refereed)
  • 2.
    Gustafsson, Gerd
    et al.
    University of Skövde, School of Humanities and Informatics.
    Gustavsson, Susanne
    University of Skövde, School of Humanities and Informatics.
    Tiller, Tom
    University of Skövde, School of Humanities and Informatics.
    Ny i läraryrket2009Report (Other academic)
  • 3.
    Gustavsson, Susanne
    University of Skövde, School of Humanities and Informatics.
    Att lära av andras yrkespraktik eller att bättre förstå sin egen2011In: Undervisning och existens / [ed] Silwa Claesson, Göteborg: Daidalos, 2011, p. 171-195Chapter in book (Other academic)
  • 4.
    Gustavsson, Susanne
    University of Skövde, School of Humanities and Informatics.
    Blivande lärares dokumentation av möten med läs- och skrivundervisning2010In: Växtkraft: Om svenskämnets möjligheter: Svensklärarföreningens årsskrift 2010, ISSN 0349-0246 / [ed] Ellvin, M. & Manderstedt, L., Stockholm: Svensklärarföreningen , 2010, p. 94-104Chapter in book (Other (popular science, discussion, etc.))
  • 5.
    Gustavsson, Susanne
    University of Skövde, School of Humanities and Informatics.
    Motstånd och mening: Innebörd i blivande lärares seminariesamtal2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Both historically and in our own time the teacher education has been discussed and changed to match current traditions and intentions. There is an ongoing debate about the scientifi c basis of teacher education and the relation to professional basis. The aim with this study is to develop understanding for student teachers’ introduction to education and profession. The study is carried out against the background of the provisions and assumptions that characterise an academic professional education, and in particular teacher education, such as the relationship between education and the profession, the scientifi c basis and professional basis, the fi eld-based and college-based educational practice. The point of departure is that teacher education cannot be dissociated from the practice and theory of the profession, and in addition that the expression of education must be understood through the student’s experience and interpretation. The overall aim of the study, starting out from the nature and objectives of the academic professional education, is to understand the field of tension expressed in this experience.

    During the study, dialogues with students were observed at an early stage in their education. These dialogues consisted of four authentic seminars and twenty-three subsequent stimulated recall-inspired interviews with individual students. Content of the dialogues and seminars are student teachers’ experiences from fi eld-based and college-based education. The method of the studyis based on critical hermeneutics with reference to Paul Ricoeur.

    The result shows the two roles of the student, as participant and as observer. The students also consider themselves as students and at the same time as future teachers. Fields of tension are identifi ed between what is recognisable and a talk of changes; between position and investigation; and between progression and process. Professional teachers do not seem as masters, they are instead objects for criticism. The early experience of the profession does not harmonise with the content of the education. Furthermore, the student appears to lack the tools to examine critically and understand both the content offered in the education and the theory and practice of the profession.

  • 6.
    Gustavsson, Susanne
    University of Skövde, School of Humanities and Informatics.
    Skolprojekt med framgång och hinder - en studie av skolprojekt i yrkespraktik och utbildningspraktik2011In: Utbildning & Lärande, Vol. 5, no 1, p. 34-53Article in journal (Refereed)
    Abstract [en]

    Information technology (IT) is a current development area in preschool and school, and in within the teacher training. This article presents a study of local school project in a Swedish context, with the aim to stimulate and develop teacher's information technology competence as a resource in teaching practice. These projects have been implemented in collaboration with a university and teacher training. The aim of the study is to create knowledge about the relationship between the conditions that higher education and academic practice make possible (in this case IT and scientific competence), and the professional practice the student teacher participates in and relates to. Two types of projects are identified, the strategic project and the practice related project. The study shows that the project has given the teacher possibility and mandate to develop and study technology resources in teaching practice and in activities related to teaching. The effects are however local without formal evaluation and dissemination. Academic practice as resource for planning, implementing, anallyzing or documentation is missing. Proposed teachers have not been involved in local projects during their school placed practice. Those obstacles average teacher's professional practice and academic practice in connection with school development need to be discussed and studied furthermore.

  • 7.
    Gustavsson, Susanne
    University of Skövde, School of Humanities and Informatics.
    Trepartssamtalet i APL2012In: Lärare och lärande i yrkesprogram och introduktionsprogram / [ed] Ingrid Henning Loeb & Helena Korp, Lund: Studentlitteratur, 2012, 1, p. 149-166Chapter in book (Other (popular science, discussion, etc.))
  • 8.
    Gustavsson, Susanne
    et al.
    Department of Education and Special Education, University of Gothenburg, Göteborg, Sweden.
    Andersén, Annelie
    Department of Educational Studies, Karlstad University, Karlstad, Sweden.
    Berglund, Mia
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    To challenge and to be challenged – teachers collective learning in higher education2019In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 20, no 3, p. 339-354Article in journal (Refereed)
    Abstract [en]

    Critical analyzing and reflective competence are essential objectives in all higher education. In academic professional education, it is a challenge for the teacher to support and develop the student´s critical reflection of both academic and placement studies. The aim of this study is to identify the characteristics of the teacher role and the challenges of the reflective seminar within higher education. Data were gathered through group interviews and analyzed with a phenomenological hermeneutic approach. The result shows four themes; the experience of control and uncertainty, building trust and challenging ideas, the alternation between closeness and distance, and the parallel processes of supervising learning and being in a learning state. One conclusion is that the seminar teaching practice stimulates a collegial learning environment. This practice promotes the teachers pedagogical and didactical competence and an open attitude to each other´s teaching practice.

  • 9.
    Gustavsson, Susanne
    et al.
    University of Skövde, School of Humanities and Informatics.
    Broberg, Gunvi
    University of Skövde, School of Humanities and Informatics.
    Nilsson Jacobsson, Susanna
    University of Skövde, School of Humanities and Informatics.
    Lord, Marianne
    University of Skövde, School of Humanities and Informatics.
    Turning over stones I hadn't even realized were there at the beginning: A study of critical analysis in teacher training2011In: Learning Communities: International Journal of Learning in Social Contexts, ISSN 1329-1440, no 1, p. 21-35Article in journal (Refereed)
    Abstract [en]

    The ability to analyses critically is a skill that one develops during academic education, and which is thus also of importance in professions based on academic qualifications. The aim of the study was to investigate how continuous guidance and tutoring during student teachers' period of in-school teaching practice can challenge and assist the student's competence at critical analysis. Over a twelve-month period, six student teachers kept a digital logbook and produced video documentation of their classroom work while on placement. The material was followed and mentored on an ongoing basis by the students' lecturers at the university. The logbook and the feedback from tutors form the empirical data for the study, and thus the documentary foundation for a consideration of what the practical application of critical analysis in teaching contexts looks like. The study shows that regular documentation, together with a mentoring process rich in feedback, create conditions which enable the student to develop a more analytical approach. The study also shows how tutor's mentoring balances different kinds of feedback: encouragement, the highlighting of broader possibilities, challenging, and discussion. The student poses new questions, concerning subjects such as the value of the logbook in comparison with other forms of documentation, or different possible models for tutoring and mentoring during periods of practical teaching experience.

  • 10.
    Gustavsson, Susanne
    et al.
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Eriksson, Anita
    Högskolan i Borås.
    Blivande lärares frågor vid handledning - Gör jag en kvalitativ studie med kvantitativa inslag?2015In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 20, no 1-2, p. 79-99Article in journal (Refereed)
  • 11.
    Gustavsson, Susanne Gustavsson
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    BLIVANDE YRKESLÄRARES BESKRIVNINGAR AV YRKESÄMNETS DIDAKTIK2013In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 7, no 1, p. 66-86Article in journal (Refereed)
    Abstract [en]

    The vocational education in upper secondary school contains general and vocational subjects.Its aim is to give the students relevant vocational competence and employability. This study investigates the nature of didactical choices in vocational subjects as described bystudent teachers (future vocational teachers). Social cultural approach and pedagogic content knowledge (PCK) are used as theoretical perspective and analysing model, respectively. The analysis shows that the choice of content in vocational subjects is the specialised vocational content as it relates to the general content. Teaching also focuses on silent knowledge as a useful competence. In the pedagogical practice the student and the students’ needs are central for teachers´ choices of methods and also the approach. The vocational teacher emphasises that the students develop relevant and useful vocational competence. Employability is related to the student´s possibility to succeed in the coming profession.

  • 12.
    Klaeson, Kicki
    et al.
    University of Skövde, School of Health and Education. University of Skövde, Health and Education. Skaraborgs Hospital, Department of Oncology, Skövde, Sweden.
    Berglund, Mia
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Gustavsson, Susanne
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    The character of nursing students' critical reflection at the end of their education2017In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 7, no 5, p. 55-61Article in journal (Refereed)
    Abstract [en]

    Background: In nursing education, theoretical and practical knowledge are intertwined and integrated in the prospective nurses’ lifeworld. To enable this, and to develop a critical reflective approach, students should adopt a critical attitude. This study aims to gain a deeper understanding of the character of prospective nurses’ critical reflection.

    Methods: This is a descriptive qualitative study. Data were gathered using written narratives, individual and focus group interviews. Qualitative content analysis was employed.

    Results: Three themes were identified: being open to changes, distancing oneself, and challenging one’s understanding. In the first theme, students’ critical reflection was expressed through an openness to changes of self-perception and openness to professional development during the education. In the second theme, critical reflection was identified as variations on distancetaking.

    Inserting distance from a direct experience makes the experience easier to process, understand and relate to the learner’s concept of nursing. In the third theme, courage to question what was taken for granted is identified as a necessity to challenging self-understanding and willingness to engage in uncertainty.

    Conclusions: It would appear that the academic part of training, with the possibility of reflection in small groups, provides students with conceptual tools for reflective learning as well as giving them the opportunity to relate critically to professional practice and to the professional nurse role.

  • 13.
    Olson, Maria
    et al.
    University of Skövde, School of Health and Education. University of Skövde, Health and Education. Stockholm University.
    Gamalielsson, Jonas
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Gustavsson, Susanne
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Lundell, Björn
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Addressing Democratic and Didactic Implications of Different Technological Offerings in Compulsory School Teaching Practices2014In: Next Generation Learning Conference: Conference Summary / [ed] Erik Brunnert Walfridsson, Högskolan Dalarna, 2014, p. 52-62Conference paper (Refereed)
    Abstract [en]

    This paper draws from a multidisciplinary research study that aims to identify and analyse democratic and didactic implications of different technological offerings in compulsory school teaching practices. The research study also aims to develop strategies to promote learning through open knowledge processes in Swedish educational contexts. The overarching goal of our research is to contribute to systematic and in-depth knowledge of specific, education-related challenges in one of today’s most important ongoing changes in schools, the implementation of IT. In this paper we report on the current state of practice concerning the use of technological offerings in school and its democratic and didactic implications to the aim of elaborating on pedagogical and technological challenges in the context of compulsory school.

  • 14.
    Olson, Maria
    et al.
    University of Skövde, School of Humanities and Informatics.
    Gustavsson, SusanneUniversity of Skövde, School of Humanities and Informatics.
    Tema: att bilda lärare i digital kompetens2011Collection (editor) (Refereed)
  • 15.
    Olson, Maria
    et al.
    University of Skövde, School of Humanities and Informatics.
    Gustavsson, SusanneUniversity of Skövde, School of Humanities and Informatics.
    Utbildning & Lärande [Education & Learning]2012Collection (editor) (Other academic)
  • 16.
    Olson, Maria
    et al.
    University of Skövde, School of Humanities and Informatics.
    Gustavsson, SusanneUniversity of Skövde, School of Humanities and Informatics.
    Utbildning och lärande. Tema : Utmaningar och perspektiv på verksamhetsförlagt lärande2012Collection (editor) (Refereed)
1 - 16 of 16
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