Malmö University
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Support measures in after-school care : Leisure teachers and special educators in meeting student ́s needs
No full textSammanfattning/Abstract Nilsson, Alexandra och Persson, Ellinore (2024). Stödinsatser i fritidshemmet - Fritidslärares och specialpedagogers roll i att möta elevers behov. Specialpedagogprogrammet, Institutionen för skolutveckling och ledarskap, Lärande och samhälle, Malmö universitet, 90 hp. Förväntat kunskapsbidrag Med denna studie vill vi bidra med kunskap om hur stödinsatser används och utformas i fritidshemmet. Vi vill även bidra med hur fritidslärare och specialpedagoger samverkar för att skapa en tillgänglig miljö i fritidsverksamheten. Vi är medvetna om att tid är en begränsad resurs inom skolans verksamhet, vilket innebär att vi behöver fokusera på att förbättra och utveckla de stödinsatser som redan finns tillgängliga i skolan. Vilka områden behöver förbättras för att de specialpedagogiska kunskaperna ska bli mer synliga i fritidshemmet? Syfte och frågeställningar Syftet med studien är att bidra med kunskap om på vilket sätt fritidslärare och specialpedagoger förstår och arbetar med sitt uppdrag gällande stödinsatser som görs på fritidshemmet. • Hur arbetar fritidslärare med inkluderande pedagogik för att skapa en positiv och tillgänglig miljö? • Hur definierar fritidslärare sitt uppdrag när det gäller att ge stödinsatser till elever? • Vilken funktion har specialpedagogen i fritidshemmet? Teori Sociokulturell- och relationell pedagogisk teori utgör grunden för den teoretiska förankringen i examensarbetet. Begrepp som: artefakt, proximal utvecklingszon, mediering och relationell pedagogik används för att förstå och tolka hur fritidslärare och specialpedagoger förstår och arbetar kring stödinsatser i fritidshemmet. Metod Examensarbetet vilar på en kvalitativ metod där fokusgrupp- och semistrukturerade intervjuer har genomförts med sju fritidslärare och två specialpedagoger. För analys av det insamlade materialet har en tematisk analys använts. Med utgångspunkt i syftet och frågeställningarna har relevanta teman identifierats genom den tematiska analysen. Resultat Resultatet visar att bildstöd är den mest förekommande stödinsatsen i fritidshemmet. En annan viktig faktor som betonas är betydelsen av relationer mellan elev och fritidslärare. Vidare indikerar resultaten att fritidslärare ofta känner sig ensamma i arbetet med stödinsatser och att det finns ett stort behov av stöd från specialpedagogen i fritidshemmet. Dessutom framgår det att specialpedagogerna önskar arbeta med ett helhetsperspektiv kring eleven under hela dagen. Tyvärr räcker inte den tid som specialpedagogerna har, till för att täcka både den obligatoriska skolverksamheten och fritidshemmet, vilket resulterar i att fritidshemmet hamnar i skymundan. Specialpedagogiska implikationer För att skapa en inkluderande och stödjande miljö för alla elever i fritidshemmet är det avgörande att identifiera och hantera de specialpedagogiska behov som finns inom verksamheten. Specialpedagoger och fritidslärare behöver samarbeta för att säkerställa att de specialpedagogiska insatserna inte enbart fokuserar på den obligatoriska verksamheten. Genom att tillsammans vidareutveckla befintliga stödformer, såsom bildstöd, kan dessa insatser integreras i olika delar av verksamheten. Dessutom är det viktigt med handledning och kompetensutveckling inom specialpedagogik för fritidslärarna, så att de kan skapa en verksamhet som är tillgänglig för alla elever, även när specialpedagogen inte är närvarande.
Body Image Experiences in Retired Olympians : Losing the Embodied Self
No full textAthlete body dissatisfaction is prevalent across sports and can lead to disordered eating, negative affect, and poor mental health. Whether body image concerns persist into athletic retirement is a focus of research, predominately involving survey-based data in usually sub-elite athletic samples. This study is the first to focus on the meanings elite athletes ascribe to their bodies in retirement. We recruited 31 retired elite athletes, including 23 former Olympians, to participate in a semi-structured interview. More than 25 hours of interview data was transcribed verbatim and subject to a reflexive thematic analysis. We constructed 4 major themes to describe athlete experiences: 1) A legacy of body-conscious culture 2) The struggle for "normal", 3) Loss of body as loss of self, 4) Towards new meanings and identities. Athletes explained how the body surveillance culture of elite sport echoed into their post-sport lives. An Olympian identity was considered an embodied identity, so body changes represented a loss of the self. Adjusting to regular eating and exercise routines was deemed challenging, with minimal access to guidance and support. Accepting the inevitability of physical changes in retirement and finding new meanings and identities, were deemed effective coping strategies. Athletes' insights can support sport psychologists and elite sport organisations to devise strategies and policies to facilitate adaptation to body changes post-retirement from sport
Disciplinary literacy and verbal language in physical education
No full textSupporting pupils’ development regarding subject knowledge and disciplinary literacy is a complex and challenging task for teachers. Research shows that language-integrated physical education (PE) can assist children’s language development. However, it tends to reduce the time for physical activity, which is problematic since youth’s physical inactivity is a growing problem. This article examines how teachers can emphasize disciplinary literacy and stimulate pupils’ use of verbal language to enhance their learning in PE in a culturally and linguistically diverse context in Sweden. In this practice-based research study grounded in action research methodology, 20 ten-year-old pupils with culturally and linguistically diverse backgrounds participated with a teacher-researcher in 10 PE lessons in which disciplinary literacy and verbal language were intertwined with exploratory circus assignments. The theoretical framework is based on Biesta’s concept of risk. Data were collected through participant observation, video observation, interviews, and field diary. The data analysis was abductive, oscillating between the theory and the data. A thematic analysis was carried out. The results show that the exploratory circus assignments offered opportunities to emphasize disciplinary literacy and stimulate pupils’ use of verbal language. Focusing on language to ensure all pupils could partake and develop knowledge required time, which encroached on the pupils’ opportunity to be physically active. This was resolved through adding time before the PE lesson to activate the pupils’ background knowledge, anchor the language, and create pre-understanding. Further, including all pupils was challenging, and the pupils had different expectations regarding PE. The findings suggest that inviting pupils to speak involves an embedded risk in communication, but also carries dialogical potential. In collaboration with teaching colleagues, PE teachers can support and strengthen the pupils’ literacy development.
Reflection to enhance dental students´ awareness of and comfort with uncertainty – an experimental study
No full textBackground: Uncertainty is present in many situations in dental practice, but must not prevent wise clinical decision-making. Dental education should acknowledge uncertainty and teach useful management strategies. This study explored if dental students are aware of, and comfortable with uncertainty. The aims were to (i) measure students' comfort or discomfort with and awareness of uncertainty while conducting risk assessment, and (ii) investigate whether a reflection exercise makes the students more aware of, and comfortable with, uncertainty. Methods: In January 2021, final-year students (n = 51) were randomized to either a structured written reflection exercise (intervention) or to a control exercise. Five months later, in June, each group was assigned the other exercise (cross-over design; ensuring a sufficient sample). Students' statements of uncertainty and comfort were gathered using a developed questionnaire before and after the exercises. The students were blinded to which of the exercises was the intervention. The exercises and questionnaire were administered in mandatory sessions on an internet-based learning platform, ensuring anonymity and informed consent. Potential carryover effects were mitigated by analyzing intervention exercise data from both groups but control exercise data only from the first group. Results: At baseline 80% (41/51) of the students stated feeling very uncertain, uncertain or neither certain nor uncertain about assessing the risk and 84% were comfortable or very comfortable with their ability to handle the situation, with no between-group differences. The majority, 57% (29/51) of the students stated that they thought an experienced colleague would feel certain or very certain. After the exercise in June, 36% (9/25) of the students exposed to the reflection exercise changed their statements on how certain they felt about their capacity to handle the case. Conclusions: The exercise did not affect the awareness of uncertainty and the students' comfort with it, as the majority of students stated already feeling comfortable in their ability to handle the situation at baseline. However, the reflection exercise highlighted the students' perception that experience is important in managing uncertainty. There is a need for further research to better understand students' and teachers' perception and attitudes to uncertainty and its effective management
The Influence of Chatbots on English Oral Communication Skills in EFL Learners in upper secondary school
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Shifting participatory approach when ideology meets reality : a grounded theory study based on project leaders' experiences with peer-led sex education programs for and by persons with intellectual disabilities and/or autism
No full textBACKGROUND: This study explored peer-led sex education for individuals with intellectual disabilities and/or autism (ID/ASD) from the perspective of project leaders within Swedish non-governmental organizations (NGOs). The purpose of this Grounded Theory study was to develop a conceptual model that characterizes the ways in which peer-led sex education is implemented by Swedish NGOs. This was done by exploring what the concept of peer-led sex education means to NGO project leaders, and how they experience, explain and reason about the application of peer education in their daily operations. METHODS: This study conducted 12 qualitative in-depth interviews with project leaders working with peer-led sex education initiatives. Grounded Theory enabled the construction of a conceptual model. RESULTS: The study identified the core category, "Shifting participatory approach when ideology meets reality," encapsulating project leaders' experiences in managing peer-led sex education programs. Three distinct approaches were discerned: (1) The Radical approach, where project leaders prioritize empowerment and norm criticism, striving to create an inclusive and equitable environment for individuals with ID/ASD. This approach resonates with Paulo Freire's pedagogy of the oppressed, emphasizing liberation through education. (2) The Pragmatic approach, which navigates the tension between ideology and pragmatism, recognizing the co-dependency between project leaders and persons with ID/ASD. External pressures from funders and the requirements to achieve tangible project outcomes inform this approach. (3) The Skeptical approach, which exhibits caution, doubting the capabilities and willingness of individuals with ID/ASD to challenge societal norms and work equally with people without ID/ASD. CONCLUSIONS: The findings underscore the complexity of peer-led sex education programs and highlight the need for a balanced approach that addresses both ideological aspirations and practical constraints. Empowerment and norm criticism are central to fostering agency and challenging oppressive systems. However, the pragmatic realities of project management and external pressures necessitate a delicate balance. Understanding these diverse approaches can inform the design of more effective initiatives, ultimately contributing to sexual and reproductive health and rights of individuals with ID/ASD
