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  • 101.
    Hultberg, Elinor
    et al.
    University of Skövde, School of Humanities and Informatics.
    Persson, Marie
    University of Skövde, School of Humanities and Informatics.
    Inkluderad men ändå exkluderad?: Elevers berättelser om gemenskapen i skolan2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    As proposed teachers, we have often speculated on if pupils can be included respectively excluded in that common group a class forms. Inclusion has in this work got the meaning of being a social phenomenon that means spirit of togetherness,participation and wellbeing. The aim with the study became thereby to find out what it

    is that makes pupils feel included respectively excluded in the spirit of togetherness within their school. In the theoretical background, the thought with a school for everyone is presented and what inclusion as social phenomenon means. The study is based on narrative method where interpretation of pupils' stories is a part of the work. The result showed that the spirit of togetherness in the class, friends, teachers, activities in the classroom and on the playground are factors that involve the feeling of being included respectively excluded. All the pupils generally experience themselves to be safe in the classroom and on the school. Although the pupils wrote that nobody in their class where left outside, being out of it, some pupils regarded themselves to be this. If

    teachers in a school take for granted that a pupil is included in the spirit of togetherness, but is not, it can be devastating for that pupil. This means that teachers continuous should check the social relationships between the pupils. Groupwork where cooperation

    is the overall aim is something that can strengthen the students' acceptance for each others differences which can lead to a better group spirit.

  • 102.
    Hultberg, Therese
    et al.
    University of Skövde, School of Humanities and Informatics.
    Lindqvist, Hanna
    University of Skövde, School of Humanities and Informatics.
    Surfplattan i skolan2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 103.
    Häljestam, Göran
    University of Skövde, School of Humanities and Informatics.
    Lust att lära: En modell om motivationsfaktorer för undervisning2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

     

    Tediousness, fear and boredom are all part of everyday’s life for a student. How can a teacher counteract these feelings of boredom and replace them with a feeling of pleasure of learning? Students have to be motivated and want to go to school every day. By comparing student’s experiences of motivation this essays purpose is to create a theory about factors for motivation in education. However, the concept of motivation is far from easy to understand. Understanding what a student is motivated by is no less complex, and in relation to everyday’s teaching the situation is hard to grasp. A theory in this area is useful as a model of how to analyze a student’s motivation. After using focus groups the result was categorized into five categories. Strain, interest, the teacher, social and the future. By analyzing the results and the five categories a theory was formulated in which students were grouped by two criteria’s: motivation and prerequisites. Prerequisites are internal factors for motivation, motivation meaning external factors. Group 1 consists of students with less than average prerequisites and low motivation. Students in group 2 have good prerequisites but low motivation. Group 3 has bad prerequisites but are motivated. Thus group 4 students are motivated and have good prerequisites. To create motivation in education, a teacher could use this theory to better understand how a student is motivated. Thus creating a better understanding for how to motivate that student.

     

  • 104.
    Härling, Susanne
    et al.
    University of Skövde, School of Humanities and Informatics.
    Törnhage, Emma
    University of Skövde, School of Humanities and Informatics.
    "Som snickaren har sin hammare har vi pedagogisk dokumentation": Pedagogisk dokumentation som verktyg för verksamhetsutveckling i förskolan2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how preschool teachers describe the characteristics of pedagogical documentation, and how these teachers work with it. We will also highlight the possibilities and limitations that preschool teachers see in their work with this tool. Our interest in this topic was raised during our education and VFU (practical education) because we then experienced that pedagogical documentation is a working tool that is becoming increasingly common in preschool. This is a qualitative study in which we have chosen to use semi-structured interviews to collect the empirical material. The study is based on four interviews with preschool teachers who have all read or are reading the course Pedagogical documentation of IT support at University of Skövde. In the empirical material we have seen that the preschool teachers have a similar view about the purpose with pedagogical documentation and what it is. They work with the working tool in varying degrees and look different on the importance of the working tool for the development of their work. During the course at University of Skövde they have acquired different skills that have lead to that their work has evolved in different ways. The preschool teachers can see limitations in their work with pedagogical documentation but they foremost see the opportunities and how their own attitude towards it affects their work. Creating an effective job of pedagogical documentation seems to be a process that takes place in steps, where a developed attitude and technical knowledge leads to a focus on reflection and development in their work. We further discuss how the education of pedagogical documentation should be developed.

  • 105.
    Härsjö, Christoffer
    University of Skövde, School of Humanities and Informatics.
    Kampen om skolan: Fyra aktörers försök till påverkan av den svenska skolan och den goda medborgaren2008Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Study: Degree project in teacher education, Advanced level, 15p

    University of Skövde

    Title The Battle of the School – The attempt of four organizations to influence the Swedish school and the good citizen.

    Number of pages: 43

    Author: Christoffer Härsjö

    Tutor: Erik Andersson

    Date: January 2009

     

    Keywords: Democracy, organizations, school, influence, citizen

     

    This exam discusses the influence of four different organizations in the public school. The chosen organizations are the Confederation of Swedish Enterprise, LO, the Enforcement Authority and the political party Feminist Initiative. They all have different agendas about what they think the school should teach children. These agendas will be analyzed from the point of view of lobbying, corporatism, influencing of public opinion and the theory of curriculum, to find out what impact they have on the Swedish school system. I have studied their homepages on the Internet to see what their agenda is on school issues. It says in the curriculum that the school should form contact with business companies and other organizations so the pupils will be firmly established in society. The questions how much influence these organizations should have and what the contact should be, are however open to suggestions. This will be discussed to try to answer why these four organizations are trying to influence the pupils. There is nothing illegal about the different organizations being in the school trying to co-operate, but different theories about democracy believes this to be either good or harmful. I have discussed possible consequences for the organizations being in school, but the answer depends on what point of view one has of the commission of the school.

  • 106.
    Högberg, Naomi
    et al.
    University of Skövde, School of Humanities and Informatics.
    Svorstöl, Ingela
    University of Skövde, School of Humanities and Informatics.
    Utomhusmiljön som en lärandemiljö: Sex förskolepedagogers syn på utomhuspedagogik och utomhusmatematik2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

     

    The aim of this study was to find out what possibilities and what obstacles preschool pedagogues’ in three different preschool profiles see with outdoor education and outdoor mathematics, and to find out if their views differ in these three preschool profiles.

    The study was done with a qualitative direction with qualitative interviews as an approach. Six preschool pedagogues’ were interviewed, two from a Reggio Emilia –preschool, two from an outdoor profiled preschool (I ur och skur) and two from twodifferent preschools without any profile.

    The result of the study is an interpretation of the preschool pedagogues’ statements.The result shows that, regardless the profile, the preschool pedagogues’ see mostly possibilities with outdoor education and outdoor mathematics. The possibilities’ revealed are presented under the following headings: a concrete learning with all senses involved, health, social interaction, motor development, natural materials and the preschool teachers’ attitude. The obstacles that were found through this study are related to facts as: time, lack of personnel, material, weather and the preschool pedagogues’ attitude. All the pedagogues’ see possibilities of learning with all senses and the gross motor training outdoors. They stress the importance of the consciousness of the pedagogue in recognising and using the opportunities of learning given by outdoor education and outdoor mathematics. The view of the pedagogues’ on outdoor education and outdoor mathematics seem relatively insignificant. There are certain indications that the views of the pedagogues’ at the preschool with an outdoor profile, differ from the others included in the study. The preschool profile seems to have a certain effect on the views and use of outdoor education and outdoor mathematics in preschools.

  • 107.
    Iversen, Ingrid
    et al.
    University of Skövde, School of Humanities and Informatics.
    af Kleen, Susanne
    University of Skövde, School of Humanities and Informatics.
    Problemlösning i grupp - att leverera en lösning: En studie i grundskolans årskurs tre kring samarbete och problemlösningsprocessen2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study has taken as its startingpoint in our interest for how knowledge that the students can have use for in their everyday life can be intervowen in the everyday work of the school. The society today asks for people with both an ability to cooperate with others and an ability to solve problems. It is also demanded that you take into consideration various choices in many circumstances. The purpose of this study is to investigate how students in third grade cooperate when they solve an everyday problemsolving task, and how their process of solving problem appears. We have conducted an empiric study with a qualitative approach. The students solved an everyday problem in small groups. By help of audio recordings and observations, the cooperation and the students’ process of solving problems has been studied. The results showed not much cooperation between all students, and that the students had reached different levels in the processe of solving problems. The major conclusion drawn of this study was that the cooperation between the students worked in different ways and that the students not yet had reached the level of reflecion and evaluation in the process of solving problems.

  • 108.
    Jacobsson, Annelie
    et al.
    University of Skövde, School of Humanities and Informatics.
    Hjerpe Svensson, Catarina
    University of Skövde, School of Humanities and Informatics.
    Tibblin Engdal, Lillemor
    University of Skövde, School of Humanities and Informatics.
    Man hör det när man säger det: En learning study om elevers möjligheter att urskilja vokalljudet som föregår den dubbeltecknade konsonanten2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aimed to investigate how the content of the lessons makes it possible for thepupils to discern the sound of the vowel that precedes the double consonant. Researchof spelling shows that spelling with double consonants is one of the most difficultspelling rules in the Swedish language. It is fundemental for pupils to discern the soundof the vowel to be able to decide if there shall be one or two consonants immediate afterthe vowel.With the variation theory as starting point we implemented a learning study with pupilsin the age of 10-12 years old. The aim was to find out what was decisive for the pupils´possibility in discerning the sound of the vowel that precedes the double consonant.Three lessons were implemented and were documented by video. After each lesson weanalised how the teacher handled the lesson contents and then compared the pupils´ability in spelling words with double consonants before and after the lesson.The result from the three lessons showed that the pupils´ ability to discern the sound ofthe vowel which precedes the double consonant were different depending on the useddenomination. During the first lesson the pupils had possibility to discern the sound ofthe vowel in the denomination sounds/does not sound like in the alphabet. During boththe second and the third lesson the denomination long/short vowel were used. Incomparison between the results of the test before and after the lessons, the studyshowed that the pupils from the first lesson proved to have the greatest improvement inthe ability in spelling words with double consonants. A finding what was decisive (thecritical feature) for the pupils´ learning in the study was the denomination of the soundof the vowel.

  • 109.
    Janefur, Annika
    et al.
    University of Skövde, School of Humanities and Informatics.
    Sjöblom, Sandra
    University of Skövde, School of Humanities and Informatics.
    "Jag vill spela Pettson och Findus!": En studie om hur barn i femårsåldern interagerar med ett datorspel2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study is based on an interest in how children interact with computer games. Computers and computer games are becoming increasingly common in the childrens environment. The purpose of this study is to illustrate and describe how children in the age of five act when they play a computer game and how they interact with it. We particulary highlight how children interpret the icons, how they understand the information that is auditive, combined with the images and what strategies they use to advance in the game. We also study what the children remembered when they played the game for the second time. The study has a qualitative approach. Inspired by a controlled experiment we made observations at two different occations, with four and three children respectively, to answer our questions. The result of the study shows that children use multiple strategies to navigate in the game. The childrens understanding and interpretation of the icons and the images varies as well as the interpretation of the auditive information. The interaction between the game and the children is high.

  • 110.
    Jansson, Maria
    University of Skövde, School of Humanities and Informatics.
    Försvunnen och återvunnen motivation: En intervjustudie om elevers bristande motivation för matematikIndependent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 111.
    Jern, Emma
    et al.
    University of Skövde, School of Humanities and Informatics.
    Mogren, Sara
    University of Skövde, School of Humanities and Informatics.
    "DET DU LÄR MED KROPPEN FASTNAR I KNOPPEN": Lärares uppfattningar om betydelsen av fysisk aktivitet i undervisningen2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Physical activity in teaching and its impact on students’ cognitive abilities is something we experience as an essential part of primary education. The aim of the study was to examine the extent of teachers’ perceptions of this impact as well as their opinions about this working method and its effects. The method used in the study was quantitative with a qualitative part and was based on a questionnaire with both quantitative and qualitative questions. The questionnaire was handed to teachers in nine different elementary schools in two municipalities in the county of Västra Götaland, Sweden. Through the survey, we investigated the distribution of teachers’ opinions about physical activity in teaching and also gave them space to justify and explain their opinions.The results of the study show that the majority of the teachers think that physical activity in education has a positive impact on students’ cognitive abilities such as concentration, memory and learning. They express that they experience this way of working as mainly positive and also express their experiences concerning what it is about this working method that results in the effects that it brings. The result shows that the teachers perceive that the working method meets pupils’ needs to use multiple senses in learning.Finally, we discuss the results on the basis of research, literature and theory. Among other things, we discuss the physical task's position in teaching, whether it should be integrated or act as a break. We also discuss the importance of a varied approach to meet students' different learning styles, and open up the use of more senses in teaching.

  • 112.
    Johansen, Linn-Marita
    et al.
    University of Skövde, School of Humanities and Informatics.
    Söhrman, Eva
    University of Skövde, School of Humanities and Informatics.
    Interaktionen i klassrummet: En kvalitativ observationsstudie om pedagogens interaktion med eleven i undervisningen.2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Study: Degree project in teacher education, Advanced level, 15 hp

    University of Skövde

    Title: Interaction in classroom settings - A qualitative observation study

    of teachers interaction with pupils in learning environment.

    Number of pages: 38

    Author: Linn-Marita Johansen

    Eva Söhrman

    Tutor: Eva Dahlgren

    Date: Januari 2009

    Keywords: Interaction, communication, teacher, pupil

    The teacher´s interaction with his students is of great significance for pupils' prospects for

    genuine learning and development. Curriculums and policies emphasize the individual's

    right to an equal education. This study covers the quality of the interaction between the

    teacher and the pupil. It has a didactical focus and was carried out in a third grade class

    with two teachers. The study showed that the quality of the interaction between the

    teachers and the pupils varied. Some pupils received good quality while others received

    poorer quality. The quantity of the interaction also varied between the teachers and the

    pupils. This led to some pupils being left out of the tutoring, some becoming passive, and a

    small group dominating the interaction. We consider the study as relevant to our profession

    because it is important for teachers to have a qualitative interaction with their pupils.

    Awareness of this variation in interaction is important, so that teachers can develop in their

    mission to reach all pupils.

  • 113.
    Johansson, Carina
    et al.
    University of Skövde, School of Humanities and Informatics.
    Lans Ajnestål, Camilla
    University of Skövde, School of Humanities and Informatics.
    Pedagogisk dokumentation i förskolan: olika innebörder och konsekvänser2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

     

     

     

    Study: Degree project in teacher education, Advanced level, 15 hp, University of Skövde

     

    Title: Pedagogic documentation – different meanings and consequences.

     

    Number of pages: 33

     

    Author: Carina Johansson and Camilla Lans Ajnestål

     

    Tutor: Susanne Klaar

     

    Date: January 2009

     

    Keywords: Pedagogic documentation, Reggio Emilia philosophy,

    Developing pedagogy, reflection, communication.

     

     

     

    The purpose of our study was to examine what pedagogic documentation means for the educationalists in preschool. We also want to find out if there are different forms of pedagogic documentation and if so, what the difference is. By interviewing 12 teachers in five different preschools and reading literature about our selected subject, we have come to the conclusion that there are two forms of documentation. The different forms we came to in our result belong to the developmental pedagogy and the Reggio Emilia philosophy. In the both ways we work, we can state that there are more similarities than differences. These two ways of working is divided by how the educationalists perform and use the documentation. In the developing pedagogy you finish a theme before you begin with the next one and document it with pictures/texts. In the Reggio Emilia philosophy you use the documentation as an reflection and communication for coming work, you keep building from one theme or project to the next. The documentation is performed in a dialogue between the educationalist and the children. Both the developing pedagogy and Reggio Emilia philosophy sees the reflections, discussions and to follow the children development as important element in their way of working. The result has also showed that the pedagogic documentation is for the children, the teachers, the parents and for the evaluation of the activity.

  • 114.
    Johansson, Ellen
    University of Skövde, School of Humanities and Informatics.
    "Det är ju en överlevnadsfråga": Hinder och möjligheter att undervisa i och för Hållbar Utveckling i Engelska A/B2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In 2003 UNESCO proclaimed the years 2005-2014 as a global decade of Education for Sustainable Development (ESD). Likewise other resolutions stated that ESD should be integrated in all school subjects. ESD focuses on developing the students’ ability to critically examine different ecological, social and economical perspectives and to participate actively in democratic processes in order to support sustainable development. Nevertheless, research has shown that the integration of ESD into all subjects has not been accomplished successfully. This degree project aims at examining if ESD occurs in English language lessons at three Swedish upper secondary schools. It also attempts to identify which impediments and possibilities there might exist for working with ESD in English lessons. This has been done by a literary review and a semi-structured questionnaire. An inquiry form was sent to all English teachers at the schools mentioned above. The most important results derived from this study were: Firstly, one of the biggest obstacles for working with ESD in English lessons was insufficient knowledge about UNESCO’s and the Swedish Education System’s commission as well as insufficient knowledge about what the concept ESD implies, both on a content level and on a didactical level. Secondly, literature reflected the common misconception that ESD is primarily concerned with environmental issues and modern research did not provide much information about how to teach ESD within language lessons. Above all, though, the results showed that one very important condition for integrating ESD into English lessons is fulfilled, since the majority of the teachers involved in this study seemed to be motivated to do so.

  • 115.
    Johansson, Eva
    et al.
    University of Skövde, School of Humanities and Informatics.
    Eriksson, Jenny
    University of Skövde, School of Humanities and Informatics.
    Barns delaktighet i användningen av media och IKT i förskolan2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Today's children characterized and named according to Palfrey and Gasser for digital natives. Children are shaped by the use of media and ICT (Information- and Communication Technology) in a natural way. If their participation in environments where the media and ICT is common, it leads to other conditions

    than the previous generations.

     

    The purpose of this study was to understand and describe what teachers say and do to create involvement in children's use of media and ICT tools. The former media education development works carried out at preschools in Piteå municipality was the starting point and inspiration for the study.

     

    Study was based on a qualitative approach. Qualitative interviews and participant observations were carried out at one preschool in Piteå. Methods enriched each other and gave a credible performance. The results are presented on four thematic areas - preschool use of media and ICT, children's involvement with media and ICT, home versus preschool, media and ICT infrastructure. It appeared in both theoretical and empirical research material that the media educational approach is playful, with a focus on opportunities and that it streamlines the children's learning. Curriculum for the preschool set to multimedia and information technologies can be used in preschool, both in the creative processes and the enforcement. There are no guidelines to media education should be in a preschool. The study showed, however, one advantage of working as there is another approach to achieve the curriculum striving goals.

     

  • 116.
    Johansson, Göran
    University of Skövde, School of Humanities and Informatics.
    Kan du använda vinkelhake, tumstock och vattenpass?: En studie om valideringsverktyg inom byggutbildningen2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to create an instrument of evaluation to decide the level andevaluate the knowledge of grown pupils before joining a construction course. Thereason why the author chose this topic was an experienced deficiency in the author’sown trade. As the problem studied was occurring in the author’s own trade it wasnatural to chose action research as method. The instrument of evaluation studied usedboth qualitative interview and practical tasks. In the results it is accounted for, based onthe notions of knowledge know as episteme, techne and fronesis, what is possible andnot possible to evaluate in an interview and during a practical task as well as how theresult of an evaluation may be affected by the examiner’s interaction with the pupil aswell as the examiner’s previous knowledge. The result shows that the practicalevaluation in many ways reveals the actual level of previous knowledge, more so than aqualitative interview, but that both methods contribute with facts that help evaluateknowledge.Research into validation describes a number of concepts that can contribute to thevisibility of the research in nature and to deepen the knowledge of validation.Furthermore, previous studies that validity validation is one of the areas in which theneed for further studies and knowledge.

  • 117.
    Johansson, Lina
    University of Skövde, School of Humanities and Informatics.
    ADHD-diagnosens betydelse: -för barn med ADHD och undervisningen2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study highlights the conceptions of children with ADHD and the conceptions of ADHD diagnosis relevance for teaching. The empirical data is collected through qualitative interviews with a phenomenographic approach. The sample consists of four people who in different ways are related to school. Children with ADHD are perceived as impulse-driven, hyperactive and with difficulties to concentrate. A positive diagnosis can be seen as an advantage because it puts the child's difficulties into words, but on the other hand, it can also be seen as a disadvantage because the diagnosis can have a stigmatizing effect. Instructions are supposed to be individualized and therefore a diagnosis should not have any bearing on how the teaching is adapted to the individual's abilities. However, there is a disagreement on this, and the conception is that it is easier for the pupil to receive support and resources if there is an established ADHD diagnosis. Appropriate-support for these children considered to be working in small groups, to reduce the external disturbance torque, or an assistant who can help them to make their school days more structured.

  • 118.
    Johansson, Maria
    et al.
    University of Skövde, School of Humanities and Informatics.
    Musslinder, Kristina
    University of Skövde, School of Humanities and Informatics.
    "HUR ska jag göra det?": pedagogers syn på och utformning av individanpassad undervisning i skolår 32009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the school of today, the individual's needs are the focus. This is expressed in Lpo 94. The intention of the curriculum (Lpo 94) is that education should be adjusted to the needs and conditions of every pupil. The purpose of the study is to examine how pedagogues adjust education to the individual. Furthermore, the purpose is to illustrate pedagogues' view on individually based education, and what dictates how it is carried out.

    Four pedagogues, all working in school year 3, responded to the study. This case study used observations and interviews, which have been analysed.

    The result shows that pedagogues use a variety of ways to meet the needs of every single pupil. They use planning books, working schedules and/or assignments as learning tools. This implies that the pupils work independently, and that work is often self-instructive. The pedagogues state that it is easier to adjust to the individual's needs in mathematics and Swedish than in physical education, foreign languages, social studies and science. All pedagogues see from a pupil's perspective when talking about the advantages with individually based teaching. They emphasize that the advantage is the possibility to adjust to the abilities and needs of each individual pupil, which leads to a more positive pupil and sense of accomplishment. Individually based teaching also gives the pedagogues the possibility to challenge high achieving pupils. All pedagogues want to work more individually based, but see external factors as impediments.

  • 119.
    Johansson, Marie
    University of Skövde, School of Humanities and Informatics.
    De nationella provens påverkan på det pedagogiska uppdraget: - en studie om lärares inställning till införandet av nationella prov i åk 32008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    After the Swedish government shifted in 2006 changes were made to school politics, which gave me the cause to start this survey. The National Agency for Education was given the task to design new levels of knowledge in the field of mathematics, Swedish, and Swedish as a second language. This precedes an introduction of national tests in the third grade. The purpose of the survey was to find out the teachers’ attitudes how the tests may influence their educational work.

    The report was based on a questionnaire with questions with the advantage of the questionnaire being able to comment freely.

    The result shows that it is the way the goal wording is written which one sees as a merit of the new reform and not the tests in it self. The national tests should be seen as a tool to be used to see how the pupils development progresses and which can then be used to set the pupils level of development.

  • 120.
    Johansson, Petra
    et al.
    University of Skövde, School of Humanities and Informatics.
    Säfverström, Anna-Stina
    University of Skövde, School of Humanities and Informatics.
    Elevers attityder till de naturorienterade ämnena: En studie om olika påverkansfaktorer2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The essay is about student's attitudes towards the science orientated subjects and the influence the teacher has for creating these attitudes. The study also tries to present students influence in the classroom, and to what extent they believe they can promote their suggestions. Separate interviews were conducted with 15 year old students from two different schools.

    The given result shows that the students had fairly positive attitudes to the science orientated subjects, mostly due to the teacher's mindset and the way of teaching.

    The following four items were mentioned by the students as crucial in order to create a successful teacher: Pedagogical capability, knowledge of the subject, leadership and choice of education.

    The students wanted the opportunity to be able to influence the teaching, however, they couldn't express how to do that. The study also shows that the students that were given the chance to present their comments on the class were more positive towards the subject. Furthermore, a connection between the students’ attitudes and the lack of subject's relation to the daily life could be made.

  • 121.
    Johansson, Sofia
    et al.
    University of Skövde, School of Humanities and Informatics.
    Nylund Karlsson, Jenny
    University of Skövde, School of Humanities and Informatics.
    Samarbete - ett pedagogiskt arbetssätt: En intervjustudie om förskolans och förskoleklassens samarbete inom matematik2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det övergripande syftet är att studera hur pedagoger i förskola och skola samarbetar. För att mer specifikt ta reda på potentiella möjligheter för utveckling av samverkan fokuseras ett exempel: arbetsätt och innehåll avseende matematik. Den belyser vilka samarbetsformer pedagogerna använder och hur pedagogerna utformar arbetssättet/arbetsätten inom matematik med hänsyn tagen till information som delges vid samarbetet mellan förskola och förskoleklass. Intresset till det valda undersökningsområdet baseras på erfarenheter av att vissa barn inte ges möjlighet att utvecklas vidare utan arbetar med samma innehåll i flera år och ofta på samma sätt. Studien är av kvalitativ karaktär och bygger på åtta intervjuer varav fyra med förskollärare i förskola och fyra med förskollärare i förskoleklass.

    Resultatet visar att det inte förekommer något samarbete inom matematik mellan förskola och förskoleklass. Den enda samarbetsformen som förekommer är i form av överlämning och mottagande av barn mellan verksamheterna. I intervjuerna framkommer det att pedagogerna i de båda verksamheterna arbetar likartat inom matematik. Då inget samarbete förekommer och informationen om pedagogernas arbetssätt och barnens kunskapsnivå vid överlämningen är bristfällig tas inte barnens tidigare intressen, kunskaper och erfarenheter tillvara i arbetssättet.

    I metoddiskussionen lyfts frågan om resultatet hade blivit annorlunda om det hade funnits ytterligare följdfrågor till intervjufrågorna. Resultatdiskussionen berör orsaken till varför det inte finns ett samarbete inom matematik mellan förskola och förskoleklass. Vidare diskuteras om det skulle gå att motverka orsaken som förhindrar samarbete mellan verksamheterna.

  • 122.
    Jonsson, Maria
    et al.
    University of Skövde, School of Humanities and Informatics.
    Hertzberg, Petra
    University of Skövde, School of Humanities and Informatics.
    Ditt uppdrag är mitt uppdrag: Lärares tankar kring att få till stånd ett gemensamt synsätt2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to present the complexity of creating a shared platform around the work among teachers in pre-school and the first year of school concerning promoting the children´s development, knowledge and learning. The subject for our study is: What "tool" contribute or hinder the process of creating a shared plarform around the work accordning to teachers?

    This qualitative study is based on taped interviews with pre-school teachers and three teachers in firts year of compulsory school.

    The result of the study revaels a number of tools either contributing or hindering reaching a shared plarform around the work. The single most imprtant tool in implementing the curriculum is the joint reflection but also tools like the make-up of the work team and the setting aside of time for planning and reflection are of great importance.

    The result also shows that different approaches and various working experience among the members of the work team create different interpretations which might either contribute or hinder the development towards a shared platform.

  • 123.
    Jonsson, Micael
    et al.
    University of Skövde, School of Humanities and Informatics.
    Elisson, Micael
    University of Skövde, School of Humanities and Informatics.
    Skulle jag kunna det?: En studie om yrkeselevers uppfattningar vad yrkesläraren förmedlar via sin bedömning2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The National Board of Education in 2000 carried out on deficiencies in the teachers' knowledge about the course plans. Current reports (in 2008) shows that teachers must improve communication of education objectives and grade criteria to their students. The aim with the study was to elucidate what some students on two vocational pro-grammes, considers that the teacher provides in assessment of knowledge and learning in programme specific courses. The study is a qualitative interview study and has been based on seven interviews of students of two vocational programmes. The authors use in their analysis of findings four common themes regarding what teacher provides in assessment in programme specific courses on vocational programs. The study shows that communication of learning objectives and grade criterias with the students does not appear. Therefore the students consider that the teacher is indistinct in providing objectives and criterias to the student and therefore the student put big trust to the teacher's competence in the profession they´re training for. The teacher mediates also power in assessment situations. It´s because of that the student not balances to end up in a conflict situation with the teacher, since it can influence the assessment and that the teacher sets hidden requirements, based on the experience of profession nearer than the governing documents that should be followed in assessment situations. The study shows also that theoretical tests and the students independence have big importance for what the teacher bases their assessment on in programme specific courses on vocational program.

  • 124.
    Kallhede Lundvall, Ann-Christine
    University of Skövde, School of Humanities and Informatics.
    Med kroppen som verktyg: Hur ser lärarutbildare på kroppsspråket?2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    To judge a person based on the signals it sends is an instinctive behavior. This study has two parts. The first is an observation of how one may perceive a teacher's non-verbal communication regarding the use of voice, facial expressions, gestures and eyes. These various pieces usually count as "body language". The second part is a discussion between some educators of teachers at a college concerning the significance of body language. How do these teacher educators look upon the body language? Could it be important for student teachers to be made aware of how they communicate in parallel with the spoken words?

    By first observing in a classroom situation, I saw concrete examples of how one teacher communicates with students. The observation was then, as a story, to conclude with a few pictures in a stimulus material as teacher educators discussed about. The idea was that they would be able in the discussion to relate to the same situation. In addition, they talk about their own experiences and thoughts about body language

  • 125.
    Kannius, Gunnel
    et al.
    University of Skövde, School of Humanities and Informatics.
    Larsson, Linda
    University of Skövde, School of Humanities and Informatics.
    Mål att sträva mot: en kvalitativ intervjustudie kring lärares tolkningar av strävansmål i grundskolans kursplan i matematik2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    When the current national curricula for the compulsory school system, Lpo 94, was implemented, local interpretations followed. We consider interpretation of curriculum and syllabi as a complicated part of teachers work. The aim of this study is to find out which interpretations elementary school teachers do on goals to aim for, taken from the syllabi of mathematics of the elementary school. Our expectations are that this study will contribute to increased reflections and knowledge concerning formulations of national curricula for the compulsory school system. We choose to perform a qualitative interview study with four teachers of mathematics in the upper school. The teachers, whom contribute to this study, experience of teachers work was varied. The result shows that teachers do various interpretations of the two goals to aim for. The teachers also interprets the concept of goals to aim for differently. The result also shows that the teachers consider the interpretation as difficult. Our conclusion is that these different interpretations can effect the intention of an equivalent school for all.

  • 126.
    Karlsson, Frida
    et al.
    University of Skövde, School of Humanities and Informatics.
    Johansson, Ida
    University of Skövde, School of Humanities and Informatics.
    Barns utveckling och lärande i utemiljön: Pedagogers uppfattningar av fenomenet utemiljö i förskolan2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The outdoor environment is important for children's development and learning becauseit stimulates several senses at the same time. The purpose of our study was to examinepedagogues in preschool perceptions of the outdoor environment importance forchildren's development and learning, and how they perceive their own role in relation tochildren's development and learning in the outdoor environment. In this study we haveused a qualitative method in form of interviews from a phenomenographic approach. Theresult revealed that teachers believe that the outdoor environment is very important forchildren's development and learning when children are given the opportunity to practicetheir motor skills development, imagination and creativity, different learning contentand that it promotes children's health. The teachers perceive their own role todiscoverer with the children and as observers. We wish that our study will contribute toa deeper understanding of the phenomenon of outdoor environment and our futurecolleagues and student teachers can take advantage of our research.

  • 127.
    Karlsson, Jenny
    et al.
    University of Skövde, School of Humanities and Informatics.
    Persson, Marie
    University of Skövde, School of Humanities and Informatics.
    "Målet är att dom ska fixa så mycket som möjligt själva": En kvalitativ studie om förskolans inomhusmiljö som ett pedagogiskt redskap för barns självständighet.2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

     

     

     

    Study: Degree project in teacher education, Advanced level, 15 hp

    University of Skövde.

    Title: “The aim is for them to manage as much as possible on their own” – a qualitative study of preschools´ indoor environment as a pedagogical tool for the independence of children.

    Number of pages: 31

    Author: Jenny Karlsson, Marie Persson

    Tuto: Gunvi Brobeg

    Date: 2009-01-28

     

    Keywords: Independence, indoor environment, preschool, pedagouge

     

    This study aims at examining the indoor environment of three different preschools as a pedagogical tool for the independence of children. Is the design of the premises adapted to the height of the children? Can they themselves reach the material they need and is it possible for them to reach their outdoor clothes or do they constantly have to ask for help? In order to acquire a deeper understanding of the different views of the three preschools, the question is asked: what are the pedagogues thoughts of the indoor environment of their own preschool in the perspective of childrens independence and what affects their choice of furnishing, planning etc? The preschool curriculum clearly states that the children must be given the opportunity to develop their independence. We have experianced that the pedagogues feel that they are unable to plan the environment as they wish and thus, interest is also pointed towards the question: are there any limiting factors that affect the design of the indoor environment, and, that being the case, which are they?

     

    The study is based on qualitative observations and interviews because it is in its interest to discern patterns and categories rather than quantity. First, the premises of the preschools were observed, and then two pedagogues at each preschool were interviewed separately about their views on the indoor environment of their preschool. The study showed that the three preschools are focusing on designing the indoor environment according to the current group of children, yet are limited by such things as: Premises, Economy, Time and The age of the children. In spite of these limitations, the observations showed that most of the material and furnishing was adapted to the height of the children, which leads to icreased independence.

     

     

  • 128.
    Karpeby Johansson, Helena
    University of Skövde, School of Humanities and Informatics.
    Se mig, så finns jag!: En intervjustudie om lärares erfarenheter kring bekräftelse2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    We require reflection and affirmation from others to develop. Both litterature and previous researches within socialpsyhology and pedagogy makes clear, that we get sight of ourselves by seeing ourselves through the eyes of others. The way we are reflected or are affirmed has an effect on which image we have of ourselves. The purpose of this study was to examine what teachers consider affirmation is and also their experience of what impact affirmation has on a pupils' self-image. This study has a qualitative approach and the material of the study is the result of four individual interviews. The interviewees are teachers working in classes with pupils between the age of six and thirteen. This study's result showed that giving affirmation is to take notice to the pupils. The teachers are actively working with affirmation as a tool. The teachers use affirmation for exampel to raise pupils, to reinforce confidence in pupils' own ability and to give pupils answers of what can be right and wrong. Affirmation is expressed verbally, written or by bodylanguage. The result of this study also shows that the reasons the teachers are giving on why they affirm pupils, do lead to strengthening the pupils' self-image. The conclusion of this study is that teachers' role are of great importance in pupils development. When teachers affirm pupils, the pupil’s self-image are effected, which means that pupils personalitydevelopment is promoted.

  • 129.
    Krancher, Johanna
    University of Skövde, School of Humanities and Informatics.
    Skrivsvårigheter: Hur lärare arbetar med skrivundervisningen för elever med skrivsvårigheter2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Writing difficulties are receiving increasingly attention in the world of the school in today's society, and can be perceived as a big problem among teachers. There, researchers argue that the written language is essential in order to communicate with the outside world. Therefore it is important that teachers help the students who have problems in writing in order to become proficient writers. However, this is not an easy phenomenon because students with writing difficulties are often perceived as "lazy". They usually do not want to write anything, because they consider the written ugly and unreadable. Therefore, the purpose of this study was to investigate how four teachers in second grade work with writing instructions and teaching students with writing difficulties.

    The foundation in my qualitative study is interviews that I performed with four teachers. These interviews were then analyzed based on the socio-cultural approach. My aim is to find out how/what tools and instruments are used by teachers in the teaching of students with writing difficulties. I have analyzed the material by teaching that includes subheadings - writing development and writing difficulties, environment that includes subheadings writing development and writing difficulties, and headlines meaning, experiences and method to assume the purpose to be able to find relevant categories of knowledge and information as pleasurable learning to satisfy student needs, teacher's acceptance of students' writing, developing teaching situation and resource-saving teaching situation.

  • 130.
    Kävrestad, Joakim
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Bergström, Erik
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Holgersson, Jesper
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Svensson, Henrik
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Formella processer för att underlätta studenters mobilitet2018In: NU2018 - Det akademiska lärarskapet, 2018, article id 704Conference paper (Refereed)
    Abstract [sv]

    Inom utbildningar som ger kandidatexamen inom teknik, naturvetenskap och data reser endast 3% av de examinerade studenterna på utbyte (Universitetskanslersämbetet, 2016), vilket är långt under EU:s mål på 20% (Universitets- och högskolerådet, 2018). På Högskolan i Skövde (HS) åkte dock bara 0,78% på utbyte under 2016. Som ett led i att öka studentmobiliteten har Institutionen för informationsteknologi (IIT) vid HS deltagit i UHR-projektet ”Det akademiska värdet av mobilitet” med fokus på studievägledning och IIT:s syfte har varit att identifiera hinder för utresande och förtydliga studentperspektivet i mobilitetsprocessen. Det är ett välkänt problem inom akademin att det finns ett gap mellan förvaltning och fakultet och att detta förhindrar mobilitet (Souto-Otero, Huisman, Beerkens, Wit, & Vujić, 2013). Ett av de stora hindren vid HS och som identifierades tidigt var att det från ett studentperspektiv var otydligt vem studenterna skulle vända sig till och hur studenternas process från mobilitetstanke till utresa gick till rent praktiskt. Ytterligare framkom att programansvarigs roll i mobilitetsprocessen var otydlig, samt att programansvariga hade bristande kunskap om interna kommunikationsvägar.

    För att bringa klarhet i detta tillsattes en grupp med representanter från programansvariga vid IIT, internationaliseringssamordnare, samt representanter från flera roller i HS förvaltning som är inblandade i mobilitetsprocessen. Projektgruppen fick som uppgift att etablera gemensamma processer för studentmobilitet från tre perspektiv: studentens, programansvarigas samt ett högskoleövergripande. Projektgruppen har även haft som målsättning att identifiera hinder i programstrukturer (exempelvis förkunskapshinder) samt identifiering av partnerlärosäten och hur kommunikationen med dessa partnerlärosäten skall ske i praktiken.

    Projektet har genomförts under totalt 18 månader, främst i form av workshoppar med fokus på modeller för att beskriva de processer som finns eller borde finnas i verksamheten. Totalt har 11 workshoppar genomförts och de framarbetade modellerna har även validerats av en utomstående modelleringsexpert. Under våren kommer även modellerna att presenteras för alla övriga institutioner vid HS i syfte att implementera arbetssättet högskoleövergripande. Ett direkt resultat av denna arbetsprocess är att olika nyckelaktörer upplever att ansvar och rollfördelning förtydligats vilket i sin tur medfört en upplevelse av betydligt kortare och mer effektiva kommunikationsvägar: alla vet vem som skall göra vad och när.

    Projektet har även resulterat i ett förbättrat studentperspektiv, vilket rent konkret innebär att studenter på ett betydligt mer lättillgängligt sätt kan få information om hur processen för utbytesstudier ser ut samt vart de kan vända sig med sina frågor. Samtidigt bidrar den interorganisatoriska samsynen över processen kring utbytesstudier till att risken för att studenter får felaktig information av berörda aktörer minimeras då rollfördelning och ansvarsområden förtydligats.

    Huruvida det går att fastställa ett orsakssamband till projektet är osäkert, men antalet studenter som nominerats för utbytesstudier har ökat kraftigt på IIT under 2017. Från projektstart är den totala ökningen 49% och innefattar flera utbildningsprogram som innan projektets genomförande haft inga eller få studenter som varit intresserade av utbytesstudier.

    På presentationen kommer vi att redovisa resultaten av projektet mer i detalj och även förevisa de tre generiska modellerna eftersom dessa kan användas av andra lärosäten som behöver klargöra roller, informationsflöden och processer kring mobilitet.

     

    Referenser

    Souto-Otero, M., Huisman, J., Beerkens, M., Wit, H. d., & Vujić, S. (2013). Barriers to International Student Mobility:Evidence From the Erasmus Program. Educational Researcher, 42(2), 70-77. doi:10.3102/0013189x12466696

    Universitets- och högskolerådet. (2018). Eurostudent VI - studentmobilitet. Retrieved from https://www.uhr.se/globalassets/_uhr.se/lika-mojligheter/eurostudent/eurostudent-vi-studentmobilitet-20180131.pdf

    Universitetskanslersämbetet. (2016). Internationell studentmobilitet i högskolan 2015/16. Retrieved from http://www.uka.se/om-oss/publikationer--beslut/statistiska-meddelanden/statistiska-meddelanden/2016-12-08-internationell-studentmobilitet-i-hogskolan-2015-16.html

  • 131.
    Kävrestad, Joakim
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Zaxmy, Johan
    University of Skövde.
    Modig, Dennis
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Könsidentitet – dealbreakers vid utbildningsval2018In: NU2018 - Det akademiska lärarskapet, 2018, article id 705Conference paper (Refereed)
    Abstract [sv]

    Nätverks och systemadministration (NSA) är en teknisk IT utbildning som traditionellt sett haft en homogen studentgrupp, med nästan uteslutande manliga studenter. Det finns dock ett mål från Högskolelagen om att aktörer inom högre utbildning ska arbeta för en breddad rekrytering till högre utbildning och därmed med diversifierade studentgrupper (Sveriges Riksdag, 2018). Vidare finns det flera studier som påvisar att dynamiken i en grupp förbättras om den är mer diversifierad och detta ensamt är en anledning att bland annat sträva efter en jämnare könsfördelning (Curşeu et al. 2017; Curşeu & Sari, 2015; Hansen et al., 2015 ). För att arbeta vidare med att uppnå en jämnare könsfördelning på NSA-utbildningen har en enkätstudie bland studenterna i årskurs ett utförts. Syftet att kartlägga om det finns några skillnader mellan könen avseenden hur de upplever utbildningen och vilka aspekter de värderar högst vid valet av utbildning. Vi har valt att fokusera på befintliga studenter inom utbildningen i årskurs ett då den studentgruppen har ca 10 % kvinnliga studenter.

    Med studiens resultat hoppas vi kunna identifiera skillnader i vilka aspekter som är viktiga för studenter av olika kön när de väljer utbildning samt strukturer i utbildningen som bidrar till en snedvriden könsfördelning. Vi kan senare arbeta vidare med de problem vi identifierar och förhoppningsvis uppnå en jämnare könsfördelning på utbildningen.

    Enkäten skickades till 59 studenter på utbildningen, varav 21 svarade. Av dem angav 14 att de identifierade sig som män och 6 att de identifierade sig som kvinnor.  En person angav annat/vill ej uppge på frågan, detta svar har tagits bort från analysen då syftet är att se skillnader i svaren mellan män och kvinnor. I första delen av enkäten fick de svarande rangordna vilka av åtta egenskaper de värderade högst när de valde utbildning. Generellt så värderade alla svarande möjligheter till jobb, intresse för området och kunniga lärare högt. Den skillnad som kunde observeras mellan könen var dock att de kvinnliga svarande rankade möjligheterna till jobb högre än de manliga svarande. Samtliga kvinnliga sökande rankade möjligheten till jobb som den viktigaste eller näst viktigast aspekten, svaren från männen var mer varierande. 71 % av de manliga svarande att ”området är intressant” som den viktigaste aspekten där svaren från de kvinnliga deltagarna var mer spretiga.

    Deltagarna fick sedan svara på hur de upplevde utbildningen. Här observerades skillnader mellan hur män och kvinnor bedömde hur deras förkunskaper påverkade deras möjligheter att tillgodogöra sig utbildningen. Sammantaget svarade kvinnorna i högre grad att de saknat förkunskaper och därför haft svårt att tillgodogöra sig utbildningen. Något som stärker bilden att kvinnor valt utbildningen för att den leder till jobb i högre grad än de manliga svarande.

    Sammantaget visar enkäten att de män och kvinnor som deltagit i studien i stort rankar samma egenskaper hos en utbildning högt. De kvinnliga svarande lägger större vikt vid möjligheterna till jobb och de manliga rankar intresset för området högre.

     

     

     

     

    Referenser

    Curşeu, P. L., Chappin, M. M., & Jansen, R. J. (2017). Gender diversity and motivation in collaborative learning groups: the mediating role of group discussion quality. Social Psychology of Education, 1-14.

    Curşeu, P. L., & Sari, K. (2015). The effects of gender variety and power disparity on group cognitive complexity in collaborative learning groups. Interactive Learning Environments, 23(4), 425-436.

    Hansen, Z., Owan, H., & Pan, J. (2015). The impact of group diversity on class performance: evidence from college classrooms. Education Economics, 23(2), 238-258.

    Sveriges Riksdag (2018). Högskolelag (1192:1434). Tillgänglig på internet: https://www.riksdagen.se/sv/dokument-lagar/dokument/svensk-forfattningssamling/hogskolelag-19921434_sfs-1992-1434 [Hämtad 2018-02-13]

  • 132.
    Larsson, Linda
    et al.
    University of Skövde, School of Humanities and Informatics.
    Larsson, Marie
    University of Skövde, School of Humanities and Informatics.
    Kinestetisk lärstil och lärares undervisningsmetoder: En intervjustudie om möjligheter och hinder för att främja lärandet2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The purpose of the study was to study if there are some possibilities for adjust teaching in a classroom for all individual needs. To find a suitable answer for the above thoughts, the authors decided to find out more about which different teaching methods there are for student who learn kinesthetic, in other words the students who needs to budge in the teaching. This was done through a fictitious case which was left to the teachers to assume from.

    The study was done with a qualitative direction with a phenomenographics approach. The authors conducted qualitative interviews with some teachers in school.

    The authors’ interpretation from the teachers’ answer is that they want to work more within groups in the classes for satisfying all the students learning. These were pertaining not to only the student who learns kinesthetic according to the interviews. The way of teaching didn’t differ between the teachers, and, the students, who learn by the kinesthetic way, should have access to a big part of concrete material, entice to build, free or after plan, and they entice to design model, which is the mathematics basis. The teachers tried to do the teaching as rich of variation as possible to take care of the students’ abilities. In different themes the mathematics was interweaved and used outdoors. There the students could classify object, look for figure, estimate quantity and look for forms of geometry. This was very important for those who learn by the kinesthetic way.

    The result shows that it is the teachers who have to use teaching styles which fits the student, who learn by the kinesthetic way. It means that the teaching should concern more to the students’ conditions than the teachers. It is also important that the teachers use different methods which the teacher believes in, otherwise the student don’t believe neither and don’t success in their learning.

  • 133.
    Larsson, Sanna
    et al.
    University of Skövde, School of Humanities and Informatics.
    Rosengren, Ida
    University of Skövde, School of Humanities and Informatics.
    Hälsofrämjande arbete i förskolan?: En kvalitativ studie om förskollärares uppfattningar om hälsofrämjande arbete i förskolan.2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    We see health promotion in preschool and its impact on children’s health as important for our profession to study. It is important that children get a healthy foundation early in their lives and especially in preschool where they spend long moments in their early years. The purpose of the study is to examine whether, and if so, which perceptions preschool teachers have in their work with health promotion in preschool and if they have a deliberate approach. We have chosen to use a qualitative phenomenographic interview method with three observations of the environment to improve our result. We interviewed six preschool teachers on three different preschools, and it was also in these three preschools where we observed. Our results showed that preschool teachers have a broad view of health, and how they work with health promotion in preschool. The preschool teachers are aware of the good effects health promotion brings, and they are also aware of some of the risks it brings. They are also aware of the risks that health promotion may bring, and the preschool teachers also see themselves as a limiting factor.The conclusion of the study is that preschool teachers perceive health promotion work in similar way, and their health promotion approaches differ only in the diet and tooth brushing. Their perceptions of health promotion is that children should be outdoors for more physically challenges, and indoor children should be able to feel a peace and a sense of security with their friends and preschool teachers. The preschool teachers perceive diet and nutrition as a major risk factor in health promotion, and some are actively working to exclude sugar in food in preschool. These preschool teachers also work actively with tooth brushing while others do not, but they see the importance of the promotion.

  • 134.
    Lennerholt, Christian
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Med enkla medel öka genomströmning2018In: NU2018 - Det akademiska lärarskapet, 2018, article id 720Conference paper (Refereed)
    Abstract [sv]

    En ständig utmaning inom högre utbildning är att utbildningsprogram ska uppnå ett högt söktryck och hög genomströmning av studenter, annars finns risken att ett dåligt rykte sprider sig om utbildningen. En låg genomströmning kan vara en negativ indikator som medför att blivande studenter väljer att söka en annan utbildning, vilket påverkar söktrycket negativt. Näringsliv kan anse att examinerade studenter inte håller måttet jämfört med utbildningar med gott rykte, där söktrycket är högt och många studenter tar examen, oavsett hur bra utbildningen egentligen är. Min studie har fokuserat på hur utbildningsprogram kan uppnå en högre genomströmning genom att använda små resurser och tekniker utan att förändra utbildningens krav eller kursinnehåll drastiskt. Studien omfattar ett utbildningsprogram inom Data och IT mellan åren 2011-2016. Två gånger per år har studenterna intervjuats enskilt med fokus på att identifiera faktorer som påverkar deras studier och studieresultat, positiva som negativa (Zheng, 2015; Serrano-Cámara, 2014; Williams & Williams, 2011). Under åren 2011-2012 hade utbildningsprogrammet lägre än 25% genomströmning av de 20 ststudenter som antogs första året. För att bemöta problemet om genomströmning användes CDIO-modellen (Conceive, Design, Implement och Operate) (Brodeur, 2011). CDIO består av olika standarder och tekniker i syfte att utveckla en studentmiljö som främjar studentens lärande i första hand. Mitt fokus har varit attanvända CDIO som ett verktyg för att främst öka genomströmningar mellan alla kurser som ingår i utbildningsprogrammet. Statistik från kursutvärderingar och intervjuer med studenter, både nyexaminerade och studenter som valt att avbryta studier, identifierar följande problem:

    • Svårt att se framtida yrkesroller. Studenter som påbörjar studier blir lätt osäkra om rätt utbildningsprogram valts redan i första kurs. Även om utbildningen skulle vara rätt finns risk att studenten väljer ett avbrott eftersom första kursen inte motsvarar förväntningar.
    • Låg studiemotivation. Kurser som anses svåra och ligger utanför intresseområde leder lätt till låg studiemotivation med ett underkänt betyg eller avbrott som följd (Ainun Zainal, 2012; Hasan, 2010; Brophy, 2004).
    • Kunskapsprogression mellan kurser. Studenter har svårt att se hur kurser hänger ihop och ifrågasätter varför de läser en viss kurs. En vanlig fråga är: när används kunskapen? De tförekommer även kurser och moment som inte använts som förkunskapskrav i nästkommande fördjupningskurser.
    • Få examinationstillfällen. Kurser som endast ges en gång per år blir kritiska eftersom de är förkunskapskrav inför fördjupningskurser. En underkänd kurs innebär oftast att fortsatta studier enligt utbildningsprogram inte är möjlig. Alternativen studenterna väljer mellan är att läsa om första året, läsa enligt en individuell studieplan eller att avbryta studierna.

    Resultaten av att införa CDIO-modellens standarder och tekniker bemöter problematiken och genomströmningen ökade till 60-70% under år 2013-2016. I kritiska kurser med låg genomströmning ändrades de pedagogiska greppen så att studentens lärandeprocess förbättrats, utan att ändra på befintliga lärarresurser. En del av förändringen är att identifiera en tydlig ämnesprogression som är relevant för hela utbildningsprogrammet och dess kurser. Tidigt i utbildningen skapades kursmoment som tydligt relaterar till framtida yrkesroll och som ligger till grund för hela utbildningens ämnesprogression. I kombination med att ständigt uppmuntra till kontinuerligt lärande intygar intervjuade studenter att införandet av CDIO-modellen bemöter befintliga problem. Resultatet visar att med enkla medel kunna öka studiemotivation och uppnå en högre genomströmning.

    Referenser

    Ainun Zainal. N.F. et.al. (2012). Students’ perception and motivation towards programming. Procedia – Socialand Behavioral Sciences. Vol. 59. 277-286.

    Brodeur, D et.al. (2011). The CDIO Syllabus v2.0 An Updated Statement of Goals for Engineering Education, Proceedings of the 7th International CDIO Conference. Denmark, Copenhagen, June 20-23.

    Brophy, J (2004). Motivating Students to Learn, 2nd edition, Mahwah, NJ. Lawrence Erlbaum Associates.

    Hasan, A et.al. (2010). A Study of University Students’ Motivation and Its Relationship with Their Academic Performance. International Journal of Business and Management. Vol. 5, Issue 4. 80-88.

    Hubackova. S. & Ruzickova, M. (2013). Motivation in University students’ teching. Procedia – Social and Behavioral Sciences. Vol 83. 304-308.

    Serrano-Cámara, L.M et.al. (2014). An evaluation of students´motivation in computer-supported collaborative learning of programming concepts. Computers in Human Behavior. Vol. 31, 499-508.

    Sheard, J. & Hagan, D (1998). Our failing students: a study of a repeat group. ITiCSE ’98, Proceedings of the 6th annual conference on the teaching of computing and the 3rd annual conference on Integrating technology into computer science education: Changing the delivery of computer science education, Dublin, Ireland.

    Williams, K.C. & Williams, C.C (2011). Five key ingredients for improving student motivation. Research in Higher Education Journal.

    Zheng, S et.al. (2015). Understanding Student Motivation, Behaviors and Perceptions in MOOCs. CSCW ’15 Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work & Social Computing, March 14-18. 1882-1895.

  • 135.
    Lennerholt, Christian
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Söderström, Eva
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    CDIO - Öka genomströmning i datavetenskapliga kurser2014Conference paper (Refereed)
    Abstract [sv]

    Många utbildningsprogram inom högre utbildning har samma grundläggande kurser i utbildningen. Studenter tappar ofta studiemotivationen om grundläggande kurser ligger utanför programmets kärna och har svårt att se kunskapen kurserna ger i ett större perspektiv, trots att de är förkunskapskrav inför kommande fördjupningskurser.

    Vår studie har fokuserat på en sådan kurs i databassystem. Kursen läses av utbildningsprogram med inriktningar som webbprogrammering, systemvetenskap, datavetenskap och nätverk och systemadministration och har haft låg genomströmning av studenter under en femårsperiod.

    För att adressera problematiken har vi använt CDIO-modellen (Conceive, Design, Implement och Operate), som ursprungligen kommer från ingenjörsutbildningar. CDIO består av en mängd principer och metoder för att utveckla en utbildningsmiljö som främjar studentens lärande i en kurs. Vårt primära mål har varit att undersöka hur CDIO kan öka genomströmning i tekniktunga datavetenskapliga kurser.

    Statistik från kursutvärderingar, och samtal med studenter som valt att avbryta studierna visar på en gemensam nämnare: kursens material uppfattas som omfattande, komplext och teknikintensivt, vilket leder till att studenternas studiemotivation brister. Motivation kan definieras och diskuteras på olika sätt, och i denna artikel använder vi fem byggstenar i motivation: student, lärare, innehåll, metod/process och miljö.

    Startsituationen var följande: Kursen i databassystem består av fem omfattande grundområden som examineras av två moment, en salstentamen och en inlämningsuppgift. Av ca 150 registrerade studenter slutförde ca 45% kursen med minst godkänt betyg. Av de resterande har ca 40% betyg U, på samtliga examinationsmoment. Detta har pågått under en femårsperiod, trots att ändringar har utförts för att bemöta kursutvärderingar och befintlig problematik. En drastisk förändring var nödvändig och CDIO-modellen beslutade användas för detta ändamål.

    Resultat av att införa CDIO-modellen visar att efter två kursomgångar har genomströmningen ökat till ca 70 % och antal studenter med endast underkänt betyg har minskat till ca 10%. Kurens innehåll är oförändrat, dvs. inga områden har tagits bort eller minimerats. Även lärarresurser är oförändrade, varken mer eller mindre resurser har påverkat resultatet. Genom att införa CDIO i kursen har studenternas motivation ökat. Genom att justera de pedagogiska greppen har studenternas lärandeerfarenhet förbättrats och deras motivation ökat, vilket är i linje med tidigare forskning. Genom att studenterna uppmuntras i kontinuerligt lärande bidrar pedagogiken i CDIO till att ge studenterna djup kunskap. Genom att fokusera på samtliga fem byggstenar i motivation har genomströmningen och studenternas motivation ökat i kursen. Resultatet öppnar även upp för diskussion för hur CDIO kan användas för att öka genomströmning och studiemotivation i andra datavetenskapliga kurser. 

  • 136.
    Lennerholt, Christian
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Söderström, Eva
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Tandläkarskräck ska inte förekomma i examensarbetet2018In: NU2018 - Det akademiska lärarskapet, 2018, article id 721Conference paper (Refereed)
    Abstract [sv]

    Under det tredje året på en kandidatutbildning gör studenterna det som ska vara ”kronan på verket” för deras utbildning – de skriver examensarbete. Lärare som involveras i examensarbetet, exempelvis handledare, examinator eller kursansvarig, har en stor och viktig uppgift i att hjälpa studenterna att göra den här kronan så bra och med så hög kvalitet som möjligt. Examensarbetet rymmer en unik möjlighet som sällan funnits i särskilt hög grad tidigare i utbildningen, att få träffa sin handledare. I mötet mellan handledare och student finns möjlighet till den goda diskussionen, det djupare samtalet där tankar kan utvecklas och där studenter kan få blomma ut i både kompetens och personlig utveckling. Allt detta anser vi vara en del av varje lärares individuella akademiska ledarskap. En del studenters examensarbeten går smidigt och relativt okomplicerat tillväga. Andra studenter fåren betydligt kurvigare väg med många farthinder att navigera kring. Dessa hinder handlar inte enbart om de rent ämnesmässiga, utan lika ofta om dåligt självförtroende hos studenten, eller om en brist på studiemotivation hos studenten. Det finns exempel på handledare, examinatorer och andra involverade som i detta läge tar händerna från studenten och tycker att problemet inte berör dem, att studenten får klara sig själv. Kanske vederbörande till och med suckar över lata eller svaga studenter. Vi tror dock att det är här, i de lite svårare situationerna som vi lärare måste plocka framdet goda akademiska ledarskapet och vår medmänsklighet och inte ge upp så lätt. Vår studie fokuserar på studentens upplevelse om vilka svårigheter som upplevs underexamensarbetet. Studien har pågått under 5 år (2011-2015). Statistik från kursutvärderingar och intervjuer med studenter identifierar följande problem under resan av examensarbetet:

    • Låg studiemotivation. Stort fokus med examensarbetet är att på egen hand driva en frågeställning som ska uppnå ett förväntat resultat. I många fall stämmer inte resan överens med förväntningarna, vilket lätt leder till att studentens motivation sänks.
    • Handledaren hjälper inte studenten att komma vidare. Examensarbetet är en mödosam process som ofta kräver en stöttande hand. Handledare bär en stor roll och ledarskap i att vägleda studenten. Tyvärr upplever många studenter att mötet med handledaren har motsatt effekt, att de ständigt påvisar problem som måste lösas. Tyvärr sätts lite fokus på vad som redan håller bra kvalité eller vad studenten gjort bra hittills.
    • Mötet med handledaren är inte ett bekvämt möte. Studenter jämför mötet med ”tandläkarskräck”. Istället för ett forum i syfte att driva studenten framåt samt främja eget initiativ och driv, upplevs mötet som ett forum i syfte att uppfylla handledarens krav. Detta upplevs som motsatt effekt i syftet att låta studentens kunskap blomma ut.

    Vår studie har bemött problematiken genom att införa pedagogiska tekniker i syfte att främja studentens lärprocess och lärarens ledarskap att motivera studenten. Istället för att ständigt diskutera problem läggs stor vikt på hur ledarskap kan öka studentens självförtroende att bli mer självgående. Kursutvärderingar och intervjuer med studenter från de senaste två åren visar att problematiken är bemött väl. Dessa erfarenheter vill vi gärna dela med oss av.

  • 137.
    Lerjéus, Sofia
    et al.
    University of Skövde, School of Humanities and Informatics.
    Serén, Anna
    University of Skövde, School of Humanities and Informatics.
    IKT i undervisningen: En studie kring innehåll och visioner utifrån ett lärarperspektiv2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The concept of IT has developed into ICT (Information- and Communication Technology) over the years. ICT has an increasing impact in society and the Swedish curriculum (Lpo 94) highlights the importance of school to convey lasting knowledge that constitutes the general frame of reference that everyone in society is in need of. The purpose of this study was to find out how teachers perceive and use ICT in secondary school and discover the teachers’ vision concerning ICT.

    The used approach for the study is a qualitative research with a basis of interviews. Four interviews are made with teachers from the early years of secondary school, at two different schools. The results of these interviews indicate that teachers use ICT such as computers, video, digital cameras, tape recorders and projectors, but in varying degrees. The discussion reveals how the teachers’ usage of ICT, as well as their visions, is limited for various reasons. One reason appears to be the confidence that the respondents feel towards older technologies.

  • 138.
    Liljegren, Hanna
    et al.
    University of Skövde, School of Humanities and Informatics.
    Lackdal, Maria
    University of Skövde, School of Humanities and Informatics.
    "JAG SKULLE VILJA ATT DET FANNS UTRYMME FÖR MER FRI LEK. KANSKE": Pedagogers uppfattningar om betydelsen av den fria leken på förskolan2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The free play at preschool is a topic that we feel has been much discussed recently. Starting point for the study was the six preschool teachers' perceptions of the importance of free play in preschool. The method used has been qualitative and assumed open and unstructured interviews with preschool teachers in six different preschools, in a municipality in Västra Götalands län, Sweden. Through interviews, we have studied the manner in which free play is used in preschool and how much space it gets in relation to controlled activities. We examined the preschool teachers’ role in the play and its positive impact.

    The results of this study show that preschool teachers see free play as an important part in early childhood education as it develops many abilities of children, as many authors highlight. They feel that it is difficult to make time enough when they have the opinion that even the controlled activities are important for children and preschool. Early childhood educators are in different opinions regarding how to act when children play, some believe that the adults should be involved while others believe that children should play undisturbed. The study also discusses how preschool teachers perceive parents' views on free play and the importance of being able to explain to parents what the play means for the children.

  • 139.
    Lind, Sofie
    et al.
    University of Skövde, School of Humanities and Informatics.
    Sjölin, Malin
    University of Skövde, School of Humanities and Informatics.
    Samling inomhus eller utomhus i förskolan: - är det skillnad?2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the curriculum for preschool "Lpfö-98" it states that the children attending preschool shall be given the opportunity to be both indoors as well as outdoors and that being outdoors shall give the children the opportunity to play in a planned and natural environment. The purpose of the study is to discover if, and how the circle time as a planned activity, differs if it is indoors or outdoors. The purpose is also to see how the form and contents of the circle times outdoors, encourage childrens' participation and influence.

     

    Data collection methods are: video recording/observation using a digital video camera and feedback on videotaped observation – interviews with teachers in the form of talk about subjects based on the videotaped circle time context. In the study participated two teachers, who are working in preschool with 3-5 year old childrens'.

     

    The result shows that the circle times indoors and outdoors have similarities when it comes to form, the teachers' attitude and the childrens' influence. It´s clear that the difference that the result shows, deals with teachers different ways to work with circle times and not their ways to use the many encourages that the outdoor environment offers. The childrens' chances to influence doesn't depend on if the circle time is indoors or outdoors. In which extent and in which way the children can influence the contents of the circle times is depending to teachers’ different attitudes and the sight on childrens' learning.

  • 140.
    Lindblad, Emelie
    et al.
    University of Skövde, School of Humanities and Informatics.
    Olsson, Elin
    University of Skövde, School of Humanities and Informatics.
    Hinder och möjligheter: En jämförande studie kring lärares och förskollärares tankar av vad som uppfattas vara betydelsefullt för samarbete i arbetslag2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In today’s education system, teachers are expected to work together with other teachers as a team; however teachers have a long history of individually planning and leading work in the classroom. On the other hand, pre-school teachers have an even longer tradition of collaboratively planning for and leading the classroom among their colleagues. Given these two differing approaches, what contributes to cooperation in a work team? This study will further the knowledge of variations in preschool teachers and teachers’ thoughts about working together as a team and what´s important for collaboration for to compare and contrast these approaches. Through qualitative research three teachers and three pre-school teachers have been interviewed in order to uncover what contributes to cooperation in teacher teams. The teachers and pre-school teachers’ statements were interpreted to find similarities and differences among their understandings. Although some differences were found among the two groups, the results display similarities in the teachers and pre-school teachers’ understanding of what is important for cooperation. Time to plan and discuss, the group climate, and the composition of members and education were all provided as examples of what is important for cooperation among teaching teams. The results are put in context as we discuss their relationship to earlier research and the consequences that this will have in today’s pre-schools and schools.

  • 141.
    Lindblad, Josefine
    et al.
    University of Skövde, School of Humanities and Informatics.
    Persson, Carina
    University of Skövde, School of Humanities and Informatics.
    Mobiltelefonens vara eller icke vara i klassrummet: En studie om lärares erfarenheter av att använda mobiltelefonen i undervisningssyfte2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Författarna av denna studie har intervjuat sju lärare om deras erfarenheter av att använda mobiltelefonen i undervisningen. Studien undersöker vilka förutsättningar som krävs för att eleverna ska kunna använda mobiltelefonen i skolarbetet samt på vilket sätt lärare och elever kan använda den i undervisningen. Syftet med studien har varit att undersöka lärares erfarenheter av att använda mobiltelefoner som stöd för elevernas lärande i undervisningen. Undersökningen har genomförts genom kvalitativa ostrukturerade intervjuer. Resultatet visade att lärares erfarenheter av att använda mobiltelefonen i undervisningen är positiva. Vidare visar resultatet att avgörande villkor för att använda mobiltelefonen i undervisningen utgörs av gemensamma regler och skolans inställning till att använda teknologiska verktyg i undervisningssyfte. Respondenterna uttrycker att kunskaper om mobiltelefonernas funktioner redan finns hos eleverna. De lärare som intervjuats anser att det är viktigt att använda teknologiska verktyg då de är en del av samhället. Mobiltelefonens multifunktionella egenskaper kan ersätta många andra mer traditionella pedagogiska hjälpmedel. I denna studie har det vidare framkommit att mobiltelefonen kan vara ett hjälpmedel för elever i behov av särskilt stöd. Studiens slutsats är att användandet av mobiltelefoner som stöd för elevernas lärande i undervisningen är en pedagogisk utmaning och ett sätt att ta in elevers vardag in i klassrummet.

     

  • 142.
    Lindblom, Jessica
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Alklind Taylor, Anna-Sofia
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Att främja studenternas förberedelser inför yrkeslivet2016In: NU2016 Högskolan i samhället - samhället i högskolan, 2016, article id 1.3.3Conference paper (Refereed)
    Abstract [sv]

    Högskoleförordningens krav på att studenter ska kunna identifiera sitt kompetensbehov och behov av ytterligare kunskap tenderar att hamna i skymundan inom högre utbildning. Vi har infört ett examinationsmoment som syftar till att förbereda studenterna inför sin yrkesverksamhet och som var relativt enkelt att implementera och som uppskattades av studenterna.

  • 143.
    Lindblom, Jessica
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Kjellström, Anita
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Pedagogisk meritering och pedagogisk karriärstege utifrån ett akademiskt lärarskap2018In: NU2018 - Det akademiska lärarskapet, 2018, article id 829Conference paper (Refereed)
    Abstract [sv]

    Det är allmänt vedertaget att högre utbildning har flera olika syften, bland annat att förbereda studenterna för ett aktivt medborgarskap, framtida yrkesliv, anställningsbarhet samt bidra till personlig utveckling. För att kunna nå upp till dessa syften behöver det finnas en pedagogisk praktik inom högre utbildning som främjar ett vetenskapligt förhållningssätt till studenternas lärande. Från ett studentperspektiv driver Sveriges förenade studentkårer (SFS) [1] ett arbete för att främja förutsättningar för en god undervisning vid högskolestudier. Ett sätt att främja det systematiska kvalitetsarbetet är att fokusera på pedagogisk meritering av lärare. I arbetet med att revidera samt vidareutveckla innehållet i och processerna för pedagogisk meritering vid lärosätet har utgångspunkten varit att meritera engagerade, kunniga och ämneskompetenta lärare med hänsyn till lärargärningens olika möjligheter och begräsningar för att bedriva ett systematiskt kvalitetsutvecklingsarbete. Det övergripande syftet för lärosätets modell för pedagogisk karriärstege är att bidra till den excellenta lärmiljön genom kvalitetsdrivande högskolepedagogiska processer i högre utbildning. Målet med den pedagogiska karriärstegen är att kompetensutveckla och bedöma ämneskunniga lärares skicklighet i att bedriva pedagogisk verksamhet i praktiken. Detta kan exempelvis ske genom att stimulera lärare att utveckla en hög pedagogisk kompetens, stimulera lärosätet och institutionerna att skapa goda förutsättningar för pedagogisk utveckling samt uppmärksamma och premiera hög högskolepedagogisk kompetens hos undervisande personal.

    Motiveringen till att utgå ifrån begreppet akademiskt lärarskap (eng. Scholarship of Teaching and Learning [2], SoTL) för den reviderade pedagogiska karriärstegen är att den är i linje med Sveriges universitets- och högskoleförbunds (SUHF:s) uppdaterade rekommendation [3] om mål för behörighetsgivande högskolepedagogisk utbildning samt ömsesidigt erkännande (Rek 2016:1).

    I vårt bidrag åskådliggörs det akademiska lärarskapet utifrån ett högskoleperspektiv, med utgångspunkt i processen att revidera och förankra synen på pedagogisk meritering och denpedagogiska karriärstegen vid lärosätet. I styrdokumentet ”Riktlinjer för pedagogisk karriärstege vid Högskolan i Skövde” (Dnr HS 2017/405) [4] beskrivs begreppet akademiskt läarskap som ”… att ha ett vetenskapligt förhållningssät till kunskap och kunskapsbildning och vad det innebä att vara lärare i höre utbildning. Det akademiska lärarskapet innebär en kvalitetsdrivande strategi där läraren reflekterar över och argumenterar för sin lärargäning i ett kontinuerligt utvecklingsarbete. Ett akademiskt lärarskap innefattar förutom skicklighet i undervisning och handledning även inslag av pedagogisk kritisk sjävreflektion”. Som ett resultat av det genomförda reviderings- och utvecklingsarbetet har exempelvis begreppet akademiskt lärarskap introducerats i lärosätets utvecklingsplan 2017-2022 [5] samt att ett råd för högskolepedagogisk meritering har inrättats. Vi kommer att beskriva vå utvecklings- och revideringsprocess och beskriva de möjligheter och utmaningar som vi stött på i olika sammanhang under resans gång med att förankra begreppet akademiskt lärarskap i organisationen. Dessutom diskuterar vi våra förväntningar och farhågor under det pågående och framtida arbetet. Vi hoppas att inspirera andra lärosäten som planerar att inrätta någon form av pedagogisk meritering utifrån ett akademiskt lärarskap.

    Referenser

    [1] https://www.sfs.se/publikation/agenda-pedagogik

    [2] Kreber, C. (2002). “Teaching excellence, teaching expertise, and the scholarship of teaching.” Innovative Higher Education, 27(1), pp. 5-23.

    [3] REK 2016-1 Mål för behörighetsgivande högskolepedagogisk utbildning samt ömsesidigt erkännande. Tillgäglig på

    http://www.suhf.se/BinaryLoader.axd?OwnerID=f66b107a-bb35-44b1-a4bd-98518d2d6950&OwnerType=0&PropertyName=EmbeddedFile_1937ad3d-3d25-4e4d-8dc5-

    9c490b27432e&FileName=REK+2016-

    1+Om+beh%c3%b6righetsgivande+h%c3%b6gskolepedagogisk+utbildning_Dnr+024-16.pdf&Attachment=True

    [4] http://www.his.se/Policies/Forskning_utbildning_forskningsniva/Riktlinjer%20pedagogisk%20meritering%20-%20beslutad.pdf

    [5] http://www.his.se/Policies/StrategierKvalitetOrganisation/utvecklingsplan_for_his_2017_2022.pdf

  • 144.
    Lindblom, Jessica
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Svensson, Henrik
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Några framgångsfaktorer för examensarbetets genomförande och resultat för campus- och nätbaserad undervisning2016In: NU2016 Högskolan i samhället - samhället i högskolan, 2016, article id 3.4.3Conference paper (Refereed)
    Abstract [sv]

    Examensarbetet är en synnerligen viktig och utvecklande del i en studentens lärande. I det här bidraget redovisar vi en process som stödjer studenterna under processen som genomsyras av tydlig lärar- och studentsamverkan och ett uttalat studentansvar. Processen bidrar till att erhålla en bra slutprodukt i form av ett godkänt examensarbete inom givna tidsramar, både på campus och via nätbaserad undervisning.

  • 145.
    Lindh, Malin
    University of Skövde, School of Humanities and Informatics.
    Hur tänker du om begreppet rumsuppfattning?: En studie om hur fem pedagoger beskriver rumsuppfattning2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Summary:  The main purpose of this study is to examine how teachers in the toddler section describes the work to highlight and make visible children's spatial awareness. The study has two main questions: how important is the spatial perception of children's mathematical development and how teachers work to develop children's spatial awareness in preschool. As a data collection method, a qualitative research method in the form of interviews was used. Five teachers from randomly selected preschools participated in the study. The study is based on the phenomenographic research approach that focuses on examining the different conceptions of a phenomenon, in this case spatial awareness. The study was then analyzed and processed according to the fenomenographic approach to the analysis that follows a specific sequence of four steps. The results show that the work on spatial awareness is something that rarely occurs in preschool and that the staff demonstrates and expresses his lack of knowledge about this.

  • 146.
    Lindström, Sandra
    et al.
    University of Skövde, School of Humanities and Informatics.
    Hallåsen, Veronica
    University of Skövde, School of Humanities and Informatics.
    Elevers litteraturval: en fallstudie kring elevers val och en lärares intentioner2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

     

    The starting point for this thesis is our interest in children´s literature. Therefore we decided to work with a qualitative case study with the purpose to increase the understanding of pupils' choice of literature in their individual reading. The research is based on interviews with and observations of pupils in grades 2 and 3 in a countryside school environment. The research shows that the pupils' preferences are bookseries for their individual reading in school and leisure time. The pupils get suggestions for choosing books from their friends, teacher, librarian, family members and the media. Most pupils are decisive in their choices and others do not know what book to read. The content of a book should be exciting, fun and scary. Some choose a book because they want to learn something. The interest of a pupil often mirrors their choice of literature. The teacher plays an active role and thinks that students ought to read books where the text is neither too difficult nor too easy but still challenges the pupils' ability to read. Primarily the teacher thinks that it is more important that pupils are reading then what they read. Further, it should stimulate the pupils' interest in literature and reading. The pupils are aware of the teachers intentions in choosing books on a challenging level, but they don´t see the class teacher as an active guide. The conclusions of our research show that it is important that the teacher knows what determines and affects pupils choice and that the teacher is attuned so the teacher can guide them to the appropriate literature. It is positive if the range is large, however, the supply must also be varied so that all pupils have the opportunity to find literature that match their interests and needs. Moreover, it is important that the teacher motivates their pupils so they find reading meaningful. As a teacher, it may be important if you can offer the pupils other alternatives than the literature available in the library in view of the grade 3 objectives in Swedish who partly contains if the pupils can read different kinds of texts, not just literary. The study also points at that as a teacher it is important to have a permissive attitude and encourage the social interactions between students. While it may be difficult to determine whether pupils in the social interaction are discussing literature or if a group of pupils talking about other things, the conclusion is also because it essential that the teacher is responsive to their pupils. As a teacher you should point out all your intentions for the pupils, it is, for example, positive if the teacher had made clear that the pupils can ask questions and get help in their selection in literature.

  • 147.
    Lindwall, Emma
    University of Skövde, School of Humanities and Informatics.
    Alla lär olika: En studie om elevers lärstilar i relation till undervisning och klassrum.2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    How students learn and what the best conditions for learning could be issues that always existed in the school world. This essay is the concept is that "learning style" headquarters, but that does not mean the concept itself is perceived as completely new. It has conducted research on this topic for about 35 years. The study has dealt with learning styles in three different subjects, such as Swedish, mathematics and image. The purpose of this study is to obtain a deeper understanding of how teachers reflect on learning styles in relation to education and classrooms and how their applications in some school subjects are. The study portrays the importance of students' learning styles in the context of teaching and classroom environment. The essay is based on two methods, a qualitative and a quantitative method of survey has been used to collect empirical. Three interviews with teachers in years four and five and a survey of 42 students have formed the basis for the empirical data collection. The result shows that all three teachers, the basic theories of how learning styles should be used in relation to teaching and classrooms. But it is different, however, between the teachers in the degree to which these can be seen in their statements. Results also show that "learning style" as a concept is perceived in significantly different ways by different teachers. Neither the teacher nor the students made any difference in teaching planning in the different subject’s image, mathematics and swedish.

  • 148.
    Ljungberg, Christopher
    et al.
    University of Skövde, School of Humanities and Informatics.
    Krantz, Niclas
    University of Skövde, School of Humanities and Informatics.
    Uppfattningar av problemlösningsförmåga: En kvalitativ studie om lärares uppfattningar av problemlösningsförmåga2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a fenomenographic study that aims to investigate some teachers’ conceptions about the phenomenon problem solving ability. Swedish elementary school teachers should today grade and develop students problem solving ability and from the year 2003 PISA has been focusing on measuring students problem solving ability in the subject of mathematics. The results from these measurements show that Swedish students’ mathematical knowledge has declined since the 90´s. What kind of ability is being tested and what perceptions do teachers have about the phenomenon problem solving ability? In this study we are describing scientific reports that in some way or another treats the phenomenon problem solving ability. We have chosen to describe these studies in the perspectives of the teacher and the teaching situation. The data consist of eight interviewed elementary school teachers that teach mathematics. The respondents differ in the sense that they are of different ages, teach in different grades and have different educational backgrounds. The results indicate six different qualitative separate categories of how to understand and conceptualize problem solving skills. The categories we found where Ability to through communication find the appropriate method, the ability to use mathematics as a tool, the ability to understand the problem, the ability to account for their solution, the ability to solve problems in four steps, and the ability to address problems. We choose to discuss the difference in teachers understanding of the subject and try to draw conclusions about what they might mean and how they came to be that way. In this part we also give suggestions to further studies that might be of interest to investigate. We hope that this study may be of interest to teachers who wish to reflect upon their own conceptions about the subject.

  • 149.
    Lord, Marianne
    et al.
    University of Skövde, School of Humanities and Informatics.
    Wallin, Camilla
    University of Skövde, School of Humanities and Informatics.
    Gå bredvid mig -: En studie om förskollärares tal om uppdraget som VFU-lärare i relation till det formella dokumentet2009Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    This study contains how pre-school teachers talk about their mission as tutors and their assignments to educate student teachers in relation to the document that contains information concerning practice-based learning. The students are involved in communities of practice regarding pre-schools for children between one year and five years old. The pre-school teachers will share their daily work and pedagogical responsibility in the activities, meaning that the students are expected to show social engagement in interaction between children and adults. When teachers from the University visit the pre-school, the students are supposed to have a lesson or activity with the pupils in the practice class. And afterwards the students, the pre-school teachers and the teacher from University together have a developing discuss about the outcome objectives that the students are supposed to reach during the practice. The teachers from the University are also supposed to serve as a sounding board with whom to discuss ideas. A fundamental idea in the teacher-education in University of Skövde is that the students will be connected to an activity during a longer period. By following the same activity in the pre-school the students get an understanding and confidentiality with the profession. The teacher-education is based on "one foot in practice and one foot in theory". The empirical data is generated through interviews with pre-school teachers who work with children from one to five years old. We have chosen pre-schools in four different communities in the area of Skaraborg. The results of the study show that pre-school teachers are proud of their profession and they are interested in working with student teachers both pedagogical and as a colleague. A concept as collaboration, opportunities, responsibility, and motivation and to believe in future is often expressed by the pre-school teachers when they talk about their work as tutors for the teacher-students. Pre-school teacher’s memories of their own time as teacher-students are very important for their behavior as tutors and the document of practice-based learning, has because of that, not been used as it was meant to be from the University of Skövde, neither by the pre-school teachers nor by students. The result from this study shows that pre-school teacher’s memories, from their own education, are very important in their missions as tutors.

  • 150.
    Lundberg, Karolin
    et al.
    University of Skövde, School of Humanities and Informatics.
    Eriksson, Emma
    University of Skövde, School of Humanities and Informatics.
    Teknikämnets spår i skolans tidigare år.: En studie om teknikämnets förekomst och karaktär i grundskolans år ett till tre.2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study, through our own experience of the course outline andconsciously work on the subject of technology, is that it is inadequate through years oneto three. This, we felt prevent students' chances of achieving the objectives in thesubject technology at the end of year five. Despite our experience of the subjecttechnology’s negligence, we have still seen that teachers teach technology in year one tothree, but unconsciously. With this background, we became curious about the traces oftechnology education that do exist in primary school’s years one to three. The aim wasto study technology’s prevalence and nature of a more systematic and thorough analysisto critically examine how the subject of technology was reflected in mainstreameducation. The method of study is qualitative in nature, involving observations andnarrative field notes as data collection. The data collection was carried out at twodifferent schools and is based on twenty-one lesson observations.

    The results show that teachers' unconsciously technology teachings actually succeed inthe students in year one to three, by act or reasoning may relate to curriculum objectivesfor the subject in year five. The results found that teachers in years one to three createopportunities for students to acquire technical knowledge and skills, however,unconsciously, which we refer to as hidden technology education. We have also seenthat the teachers do not always take advantage of their student’s initiative, which resultsin lost opportunities to further develop the subject.

    Our view remains that teachers are unaware that part of their regular teachings actuallybelongs to the technology topic. We have seen hidden technology teaching and believethat it is lost to a large extent; therefore, there is hidden effectiveness that does notbecome visible to the teachers.

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