Search results for: Sweden
Page 3/6 51 items
E-Portfolios in Teacher Education 2002–2009: The Social Construction of Discourse, Design and Dissemination
This study aimed to explore how e-portfolios have been communicated, designed, and disseminated within teacher education courses at this particular university from 2002 to 2009. In conclusion it can be seen that e-portfolios are shifting colours, depending not only on purpose and design but also teacher educators’ understanding of e-portfolios, the e-portfolio discourse that teacher teams can agree on, the context itself, the outcome of the struggle between educational codes, and the very course of time.
Updated: Nov. 21, 2012
A Narrative of an Action Research Study in Preschool: Choice Points and their Implications for Professional and Organisational Development
This article focuses on some of the choice points and their implications for professional and organisational development in Swedish preschool. The preschool teachers in this study show that pedagogical change is possible, although it takes time and is not necessarily endorsed by municipal employers.
Updated: Oct. 28, 2012
Human Dignity within Teacher Education: A Matter of Individualism, Competitiveness, and Strategic Rationality
The purpose of this study was to examine the Discourse of Human Dignity within teacher education, especially with respect to how Swedish teacher educators make meaning of the concept of human dignity. Findings show that four sub-discourses are involved in the Discourse of Human Dignity within teacher education.
Updated: Jul. 30, 2012
Dilemmas in the Implementation of Children’s Right to Equity in Education in the Swedish Compulsory School
The current paper analyses the effects of different kinds of decentralisation strategies on the implementation of children’s right to an equitable education in Sweden. This paper examines the complex and contextual nature and consequences of decentralisation and centralisation strategies in order to better understand the implementation of children’s right to equity in school practice.
Updated: Mar. 12, 2012
This article examines the learning strategies and learning-related emotions of German teacher trainees. Characteristics of German teacher trainees are identified through comparisons with German students on educational science course, and through comparisons with Swedish teacher trainees. It was found that there are national differences between German and Swedish teacher trainees.
Updated: Dec. 20, 2011
Mentors Assessing Mentees? An Overview and Analyses of the Mentorship Role Concerning Newly Qualified Teachers
The aim of this article is to analyze how the mentor's role in the assessment process, together with the relationship between the mentor and mentee, is discussed in the 108 responses to the consultative document. The results show that only 23 of the 108 responses mention assessment. However, none of these 23 responses explicitly state that it is a good idea for mentors to participate in the assessment of the new teacher. Furthermore, only four responses include an explicit discussion of the relationship between mentors and mentees.
Updated: Apr. 12, 2011
Is the Grass always Greener? The Effect of the PISA Results on Education Debates in Sweden and Germany
The current article describes the political debates that comparative international studies such as the Programme for International Student Assessment have given rise to in Germany and Sweden. As a result of the assessments, both countries have gone outside their borders in order to find new models and policy norms. The article analyzes whether or not the debate on educational policy in the two countries plays a role in policy borrowing.
Updated: Jan. 25, 2011
Time, Space and Young People’s Agency in Vocational Upper Secondary Education: A Cross-Cultural Perspective
This paper is based on ethnographic studies in the context of vocational education: two in Sweden and one in Finland. The article focuses on temporal and spatial dimensions of three educational contexts. The Swedish Vehicle programme, the Swedish Child and Recreation programme and the Finish social and health-care sector. Furthermore, the article analyzes how young people exhibit their agency when negotiating their time and constructing their own space. The authors’ analysis elucidates how time–space paths in the context of vocational education are classed and gendered.
Updated: Oct. 29, 2010
This paper examines youth mobilities in three geographic and socio-economically diverse Swedish contexts. This article draws attention to the fact that geographical mobility, as a form of human agency, is closely related to social mobility and hence to both spatial and social inequalities. Using life-history interviews and statistical data, the article examines how space, class and ethnicity are related to education and social inclusion and exclusion as young people are spatially situated yet move, desire to move, dream about moving, seek to move and fail to move, as they migrate through, in and out of social communities.
Updated: Oct. 29, 2010
Student Participation in Activities with Influential Outcomes: Issues of Gender, Individuality and Collective Thinking in Swedish Secondary Schools
This article examines how students engaged in the democratic processes involved in the formation of an action group intended to influence their school by making it more environmentally friendly. The goal of this article is to acquire greater understanding of influential processes in relation to gender and both individualistically and collectively oriented ideas. These ideas include understanding of which students participate in such groups, the role gender plays in the likelihood of a student participating, how they act, and their experiences of participation. The article concludes that the group represents an arena for both individual and collective performance in which both individual and collective ideas are reflected.
Updated: Oct. 29, 2010