Faculty of Education / Utbildningsvetenskapliga fakulteten

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    15 år med nordiskt nätverk för aktionsforskning
    (Institutionen för pedagogik och specialpedagogik, 2018) Rönnerman, Karin; Moksnes Furu, Eli; Salo, Petri; Göteborgs universitet; University of Gothenburg
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    A Fair (Af)fair? On Subjectivation and Differentiation in Educational Capitalism
    (2014) Harling, Martin
    In our time the school is organized with the market as a model and schools are operating on the basis of a marketized rationality, yet within normative frameworks of inclusion and “a school for all”. Then it becomes increasingly important to understand how markets and inclusion have been seen as relevant categories in education and what subjects and relations of power these categories assume and produce. Thus, this is the general purpose of the thesis, investigated in two studies of ethnographic art, in which analyzes are emphasizing relations of power, knowledge and subjects. Study one focused how subjects were constructed in relation to achievement, competition and perceptions of inclusion in a high school, while study two examines interpellations and affirmations in three upper secondary school-fairs. The results suggest that subjects in my studies identify with existing educational partition to functions, places and positions in education and society. Discourses of identity, differentiation and equality partake in giving the market almost metaphysical qualities beyond historicity and geography. The notion of ”Investmentality” was introduced to think about how unequal, hierarchical orders were staging educational values and knowledge, but also “stakes” and “needs,” to be calculated in economic terms as investments for students, schools or regions and nations. I suggest this simultaneous governing of subjects and school system can be recognized as a partition of the sensible in contemporary Swedish educational capitalism.
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    Å lære å undervise i kroppsøving. Design for utvikling av teoribasert undervisning og kritisk refleksjon i kroppsøvingslærerutdanningen
    (2015-09-11) Kjerland, Glenn Øvrevik
    Applying pedagogical theory in professional practice and developing critical awareness are important objectives in teacher education in Sweden. Current evidence indicates that these objectives are difficult to achieve in Physical Education Teacher Education (PETE). Challenges that limit the students’ ability to apply pedagogical theory in teaching and execute critical reflection were used as objectives for designing and executing a project for learning and development. The aim of the study is to explore how a design that supports students’ development of theory-based teaching and critical reflection in PETE can be realized. Findings indicate that the students' became more aware of the necessity and value of using learning theories in PE teaching. The students’ different conceptualizations of theories and different assessments of theory-based teaching created challenges that oriented negotiations, collaborative learning processes and development of what the students’ meant were valid theory-based teaching concepts within the groups. Development of repertories of theory-based teaching concepts and using them for critical reflection led to discussions and critical analysis which revealed what the students’ meant were dominant teaching methods in PETE. When the differences between learning to teach in different settings and dominant teaching patterns were highlighted, they became resources for articulating and concretizing challenges which limit development of teaching competence in PETE. In one of the five groups these concretization processes led to ideas that may support learning to teach in the future.
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    A longitudinal analysis of three traditional female professions
    (Linköpings universitet, Institutionen för pedagogik och psykologi, 1994) Wirén, Eva
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    A longitudinal program for studying education and career development
    (Göteborgs universitet, Institutionen för pedagogik, 1998) Härnqvist, Kjell
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    A Swedish data bank for studies of educational development
    (1973) Härnqvist, Kjell; Svensson, Allan
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    Aktör och struktur i historieundervisning. Om utveckling av elevers historiska resonerande
    (2013-11-15) Lilliestam, Anna-Lena
    Historical reasoning is the organizing of information about the past in order to describe, compare, and/or explain historical phenomena. In this study I investigate the ability to reason historically in terms of agent and structure in an educational context. What does it mean to reason historically in this specific way? What does it take for students to develop this ability? Two main materials are used: texts, where students reason historically in terms of agent and structure, and lessons where the objective is to make it possible for the students to develop this ability. I look for qualitative similarities and differences in how the students reason, aiming at a pedagogically meaningful categorization that allows critical aspects of the ability to be identified. The analysis of the lessons deepens this understanding. The difference between a temporal description of chains of events on one hand, and reasoning about agents and structures on the other, is shown to be crucial. The students must discern what reasoning in terms of agent and structure is: a synchronous discussion of the relative importance of structural factors and factors concerning agents in a historical situation. Students must also discern that structures can be of different kinds, as can agents; that relevant factors must be selected; that connections between the factors should be made explicit; that these factors may be developed by further explanation, by an assessment of their relative significance, by making comparisons, or by making causal connections. The results also indicate that the objects of learning tend to change when enacted in the classroom: from the ability to reason historically towards the historical content, and towards temporal accounts of chains of action. A relationship is seen between the teaching in the different classes and how the students reason. Counterfactual reasoning is found to be useful in making it possible for the students to develop their understanding of structures, and as a tool for formative assessment.
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    Alternativkurser och utbildningskarriärer : en uppföljningsstudie genom högstadiet och gymnasieskolan
    (Stockholm:  Inst för pedagogik, 1989) Emanuelsson, Ingemar; Murray, Åsa
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    Ämnen
    (2003) Andersson, Björn; Bach, Frank; Frändberg, Birgitta; Jansson, Ingrid; Kärrqvist, Christina; Nyberg, Eva; Wallin, Anita; Zetterqvist, Ann
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    Ämnesdidaktisk teori för matematikundervisning. Ämneskunskapers relation till individ och omvärld
    (Institutionen för pedagogik och didaktik, 2002) Löwing, Madeleine; Göteborgs universitet; University of Gothenburg
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    An ecological analysis of test score changes over time
    (Göteborg: University of Gothenburg, Department of Education, 1977) Härnqvist, Kjell; Stahle, Gun
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    An empirical study of long term effects of education
    (Mölndal: University of Göteborg, Department of Education and Educational Research, 1984) Härnqvist, Kjell
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    An empowerment-based school physical activity intervention with adolescents in a disadvantaged community: A transformative mixed methods investigation
    (2019-08-16) Jonsson, Linus
    It is important for the health of adolescents to engage in regular physical activity. The majority of adolescents do not, however, engage in sufficient physical activity to meet contemporary guidelines, and adolescents of low socioeconomic status appear to be less physically active compared to adolescents of high socioeconomic status. As such, the overall aim of this thesis is twofold. First, the thesis aims to gain insight into adolescents’, from a multicultural community of low socioeconomic status, views on physical activity. Second, the thesis aims to describe and problematize the development and implementation of an empowerment-based school intervention, in a Swedish multicultural community of low socioeconomic status, and to evaluate the effects of the intervention focusing on basic needs satisfaction, motivation, and objectively measured physical activity. This compilation thesis is based on four papers and is written within the ‘How-to-Act?’-project which has its starting point in a two-year empowerment-based school intervention. For the purpose of the ‘How-to-Act?’-project, one intervention school (n=54 7th graders) and two control schools (n=60 7th graders), situated in a multicultural area of low socioeconomic status in Gothenburg, were recruited. For paper I and II, focus group interviews were conducted with adolescents (n=53) in the intervention school, before implementation of the intervention, to illuminate what they convey concerning factors that facilitate respectively undermine their physical activity. Paper III describes and problematizes the development and implementation of the empowerment-based school intervention, which was continuously developed and implemented through cooperation and shared decision making, focusing on physical activity. For paper IV physical activity was measured with accelerometers and basic needs satisfaction and motivation through questionnaires at baseline (7th grade), midpoint (8th grade), and endpoint (9th grade), to evaluate the effects of the intervention. On the one hand, the adolescents’ voices illuminated that, within their environment, it is difficult to establish healthy physical activity habits. More specifically, the adolescents expressed a profound awareness of tempting screen-based activities as undermining their physical activity, and several stereotypical gender norms were highlighted as undermining the girls’ physical activity. On the other hand, the adolescents mentioned that they enjoyed engaging in physical activity. According to the adolescents, enjoyment related to physical activity was promoted through variation and options, experiencing and developing physical skills, and the presence of peers. The adolescents also suggested that social support facilitated their physical activity, and proposed some ideas on how the school could become more supportive of their physical activity. Through the empowerment-based school intervention, the adolescents were offered opportunities to engage in a variety of physical activities and to assess and critically reflect upon health-related information and recommendations. Further, the intervention involved the adolescents in the decision-making process and thus, arguably, facilitated participation and empowerment. Nonetheless, the development and implementation of the intervention led to a number of ethical dilemmas that required cautious consideration. During the course of the two-year intervention, there was a credible decrease in controlled motivation, autonomous motivation, and moderate-to-vigorous physical activity. There were no credible effects of the intervention on controlled motivation, autonomous motivation, or moderate-to-vigorous physical activity. Future school-based physical activity interventions, in multicultural areas of low socioeconomic status, are recommended to include multidimensional intervention approaches across contexts to counteract the decline in physical activity during adolescence and to achieve lasting change in adolescents’ physical activity.
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    Analogitänkande och lärande – med vattenkrets-elkrets som exempel
    (1992) Andersson, Björn; Bach, Frank; Emanuelsson, Jonas; Andersson, Björn
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    Analys av mätinstrument använda i årskurs 3
    (Göteborgs universitet, Institutionen för pedagogik, 1989) Reuterberg, Sven-Eric
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    Analys av räkneuppgifter i årskurs 6
    (Stockholm: Högskolan för lärarutbildning, Institutionen för pedagogik,, 1986) Pettersson, Astrid
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    ”den Andre” i lärarutbildningen – En studie om den rasifierade svenska studentens villkor i globaliseringens tid
    (Göteborg : Acta Universitatis Gothoburgensis, 2014-04-04) Bayati, Zahra; Institutionen för pedagogik och specialpedagogik
    Abstract Title: ”the Other” in teacher education – A study of the racialized Swedish student’s conditions in the era of globalization Language: Swedish with a summary in English Author: Zahra Bayati ISBN: 978-91-7346-787-2 (tryckt) ISBN: 978-91-7346-788-9 (pdf) ISSN: 0436-1121 Keywords: racial segregation, inclusion, exclusion, teacher education, non-European background, critical whiteness theory, postcolonial theory, participatory research, silence In this dissertation, the experiences of various agents in Swedish teacher education are ex¬am¬ined in relation to its multi-ethnic composition. The purpose is to study how the racial¬ized “Other” is constructed, reconstructed or transcended in teacher education in light of contemporary and colonial history. How agents from teacher education deal with dis¬courses about the racialized “Other” in their educational practices, is also a point of study. Participatory research and standpoint theory are the theoretical and methodological starting points for choice of method, where research circle and qualitative research inter-view are used for the empirical studies. Seven students with “non-European” background and one with mixed background were interviewed, while the research circle included six teacher educators and a student counselor. Also interviewed were three training placement tutors and language tutors, and with my own active participation in the research circle, the study had a total of 21 participants. For analysis of the study’s results, postcolonial theory and critical whiteness theory were used as theoretical framework. The results show that there are silences at the social, structural and actor level sur-rounding the pluralistic composition of teacher education. This includes silences surround¬ing the non-white/racialized Swedish students’ study conditions, students who, contrary to their expectations, experience exclusion and discrimination in teacher education – something they themselves explain as originating from the stereotypes that exist about them in society and education. The study also shows that the racialized segregation in society is reconstructed in education, for example in group work or work placements. However, the study also reveals resistance – agents with different ethnic backgrounds who acknowledge the existence of institutional, inequality creating and discriminatory discourses, and fight them. The conclusion is that teacher education must actively counteract the monocultural and Eurocentric knowledge creation that dominates the system, so as to live up to the democ¬racy- and equality-promoting claims in its policy documents. What is required are pro¬gressive reforms of the educational organization and its content, with a view to a teacher training where a heterogeneous group of students can feel at home. A teacher training where students are properly trained for future teaching assignments in a globalized society.
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    Ansvar for egen læring. Intensjoner og realiteter i en norsk videregående skole
    (2011-05-26) Meland, Aud Torill
    Education policy in Norway is currently emphasizing personal flexibility, responsibility and freedom of choice for learners. Concepts are modern, but also derive from traditions of progressive education. Pupils’ responsibility for own learning relies on self-regulation theory. Self-regulation skills are vital not only to guide one’s own learning during school, but also to educate oneself and up-date one`s knowledge after leaving school. The purpose of this work is to investigate how responsibility in learning and work is talked about and constructed in a context where pupils are invited into such activities. The empirical study was conducted during a period of 1 year. Data were collected by a case study and ethnographic research involving participant observation in two classes in one school. Data were also obtained through document analysis, field notes and individual interviews with pupils and teacher, and group-interviews with pupils. The thesis demonstrates how new education policies were reflected in both architecture and the schools´ curriculum. Teachers were invited to influence the planning process by working collaboratively in teams, but much of the decisions and activities were described as centrally controlled planning. In spite of heavy leadership investment in architecture and pedagogical vision building, teachers’ work organization did not manage to find a common improvement strategy for a vision teachers found both right and impossible at the same time. The school´s official ideology emphasized pupils´ own responsibility. This constructivist view of learning has implication for teaching because it suggests an active role for pupils. Teachers were required to offer an environment that stimulates pupils´ to take responsibility for their own learning and skills. Pupils’ perceptions of learning environments were related to their motivation and use of self-regulation skills. About one third of them managed to show responsible own learning with most tasks. I call their capacity a general self-regulative orientation. The others, the majority, only succeeded with this under special circumstances, thus I call it a specific self-regulative orientation. Within that group some did not manage the demands on responsibility at all, in sum 15 per cent. The result shows that not all teachers were well equipped to create conditions in order to foster the development of effective self-regulatory skills. The learning context did not stimulate pupils to create their own goals; instead the learning tended to be steered by teachers’ goals. These goals did not always capture the pupils’ interest, or activate prior knowledge or steer the learning process. Pupils’ perception for taking responsibility for their own learning were related to their appreciation of learning tasks and self-efficacy. Pupils’ autonomy is an important condition for active self-regulated learning. Lack of support, expectations and engagements from teachers had great influence on pupils’ attitudes and motivation. Teachers’ behaviors are essential to create a self-regulated environment. Since many pupils had difficulties in managing their studies and cope with the learning environment, disciplinary actions from the teachers were necessary.