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«Jeg kommer med gull» : - Om lekende interaksjonsformer og barns ulike uttrykksmåter
Get PDFThis article explores how different forms of interaction in staged spaces can affect children’s participation and expression in Early Childhood Education and Care (ECEC). Through an a/r/tographic approach, the study seeks knowledge about co-creative processes with children, where objects and materials in staged spaces play a significant role. The analysis process combines an explorative analytical approach with a tighter thematic analysis. Two main categories are identified: (1) rule-based forms of interaction and (2) playful forms of interaction. Exploration and analysis of this concept pair contribute to insight into existing pedagogical practices and increase the holistic understanding of children`s varied expressions, both bodily expression and verbal. The study emphasizes the importance of including playful forms of interaction to support all children`s expressions and thus highlights the need for a broader discussion about children`s opportunities for active participation in their own everyday life.Artikkelen utforsker hvordan ulike interaksjonsformer i iscenesatte rom kan ha betydning for barns deltakelse og uttrykk i barnehagen. Gjennom en a/r/tografisk tilnærming søker studien kunnskap om samskapende prosesser med barn, der objekter og materialer i iscenesatte rom spiller en betydelig rolle. Analyseprosessen kombinerer en utforskende analysetilnærming med en strammere tematisk analyse. To hovedkategorier identifiseres; regelstyrte interaksjonsformer og lekende interaksjonsformer. Utforsking og analyse av dette begrepsparet bidrar til å gi innsikt i eksisterende pedagogisk praksis, og øker den helhetlige forståelsen av barns varierte uttrykksmåter, både kroppslige og verbale. Studien understøtter viktigheten av å inkludere lekende interaksjonsformer for å støtte alle barns uttrykksformer, og synliggjør derfor at det er behov for en bredere diskusjon om barns muligheter til aktiv deltakelse i sin egen barnehagehverdag
Dutch Therapists’ Professional Autonomy and Moral Agency After the Marketization and Bureaucratization of Mental Healthcare: Between Impracticalities and Impossibilities
Get PDFOver the last decades, western mental healthcare has increasingly been governed by market and bureaucratic principles. As a consequence, therapists are faced with conflicting demands and decreased autonomy. This study examines how they cope and whether their strategies suffice. Drawing on the direct experience of therapists through interviews, we demonstrate that psychologists have become quite skilled at balancing and navigating bureaucratic and market demands that were at odds with professionalism. However, when they were structurally faced with bureaucratic and market demands that were already irreconcilable with each other, these skills fell short. Trying to meet all requirements took up so much of their resources that sometimes, professional reasoning and agency disappeared altogether. In some cases, this led to detachment, burnout, and patient neglect. Our findings suggest that the public interest in having a well-functioning mental healthcare system requires more room for professional autonomy
Teachers’ Perceptions of the Maker Mindset and its Facilitation
Get PDFThe maker mindset has been identified as one of the focal elements in maker education, and in formal education, teachers have a key role in nurturing it in their students. The maker mindset has been examined mainly theoretically and in relation to students. The present, empirical study explores teachers’ maker mindsets and investigates how teachers perceive this concept and describe its facilitation when implementing maker activities. The concept is approached with four constructs identified in previous maker mindset literature: resilience/growth mindset, creativity, collaboration orientation, and willingness to tinker. Data were collected using an adapted maker mindset instrument administered to 58 pre- and in-service teachers and via semi-structured pair interviews with experienced teachers (N=10). Both data sets were analyzed with qualitative content analysis combining theory-driven and data-driven approaches. The results revealed that the teachers emphasized all four constructs of the maker mindset. They perceived the maker mindset as a complex and multidimensional concept and highlighted the constructs willingness to tinker and resilience/growth mindset. In terms of facilitation, the teachers underlined the constructs collaboration orientation and creativity. In addition to student collaboration, the teachers emphasized collaboration among teachers as a means for the successful implementation of maker-centered activities. The findings highlight the critical role of teachers’ own awareness of maker mindset constructs when promoting students’ maker mindsets.Keywords: Maker mindset, maker education, K-12 formal education, in-service teachers, pre-service teachersThe maker mindset has been identified as one of the focal elements in maker education, and in formal education, teachers have a key role in nurturing it in their students. The maker mindset has been examined mainly theoretically and in relation to students. The present, empirical study explores teachers’ maker mindsets and investigates how teachers perceive this concept and describe its facilitation when implementing maker activities. The concept is approached with four constructs identified in previous maker mindset literature: resilience/growth mindset, creativity, collaboration orientation, and willingness to tinker. Data were collected using an adapted maker mindset instrument administered to 58 pre- and in-service teachers and via semi-structured pair interviews with experienced teachers (N=10). Both data sets were analyzed with qualitative content analysis combining theory-driven and data-driven approaches. The results revealed that the teachers emphasized all four constructs of the maker mindset. They perceived the maker mindset as a complex and multidimensional concept and highlighted the constructs willingness to tinker and resilience/growth mindset. In terms of facilitation, the teachers underlined the constructs collaboration orientation and creativity. In addition to student collaboration, the teachers emphasized collaboration among teachers as a means for the successful implementation of maker-centered activities. The findings highlight the critical role of teachers’ own awareness of maker mindset constructs when promoting students’ maker mindsets.Keywords: Maker mindset, maker education, K-12 formal education, in-service teachers, pre-service teacher
A Cartographic Review of Teacher Educators’ Professional Learning with an Aesthetic Approach
Get PDFExperimenting with innovative and creative ways to conduct a literature review aligns with the paradigm shift from qualitative to post-qualitative research, which is concerned with doing and becoming rather than being. The aim of this article is twofold: to unfold the process of a cartographic approach to conducting a literature review; and by exploring the literature to discuss what an aesthetic approach activates in teacher educators’ collaborative professional learning activities. Inspired by Deleuze and Guattari (1988)’s cartographic principle of the rhizome, and post-qualitative inquiry more generally, this review generates knowledge through connections of concepts across 21 international research projects from teacher educators that use an aesthetic approach in their collaborative practices. New components of professional learning are found by mapping-and-tracing entangled concepts. A discussion of encounters within an aesthetic approach to professional learning shows how the processes involved in a cartographic review generates new directions in thinking, such as becoming-professional
Literature cartographies: Reimagining methodologies through geographical found-poems in arts therapy
Get PDFIf traditional literature reviews in academia tell stories of what is known about a topic, this article proposes a way to engage in this knowing differently through cartography, geography, and poetry, informed by Baradian theory. This writing details the creative method developed to think-with literature using geography as a mapping strategy, called ‘literature cartographies’. Through affective engagement with literature, geographical found-poems are presented that tell stories of how place shapes identity in arts therapy across the globe. The creative method of literature cartographies disrupts traditional literature review writing by inviting us to consider expanding how we tell and are affected by literature stories
How compatible are the governing documents of Swedish authorities? A comparison between the Swedish National Agency for Education’s and the National Board of Health and Welfare’s competence requirements for elderly care staff – with a focus on norms and v: En jämförelse mellan Skolverkets och Socialstyrelsens kompetenskrav på äldreomsorgens personal – med fokus på normer och värderingar
No full textThe Swedish education for assistant nurses, offered at the secondary level in upper secondary school and adult education, has undergone significant transformations to ensure competent personnel in elderly care. An explorative document analysis was conducted to investigate how norms and values are expressed in the regulations of the Swedish National Agency for Education and the National Board of Health and Welfare, and the knowledge and competence requirements for elderly care personnel.
The analysis reveals a discrepancy between the National Board of Health and Welfare’s competence requirements, which include specific laws and regulations not addressed in the Swedish National Agency for Education’s governing documents. Concerning culture, norms, and values, students are expected to learn about other cultures and to treat care recipients from diverse backgrounds. This expectation suggests an assumption of pre-existing knowledge and adoption of societal norms, despite nearly half of the health care students in adult education being foreign-born.
Drawing on the theory of situated learning, the analysis emphasizes the political landscape of practice to understand the significance of regulatory authorities for communities of practice in education and elderly care. The vocational teachers’ awareness of different parts od this landscape is crucial. The article also highlights the teacher’s key role in bridging the differences identified between the authorities’ binding regulations within the educational context. A conclusion drawn is that more knowledge is needed about where and how norms and values are conveyed and discussed in the communities of practice in adult education and elderly care.Den svenska utbildningen till undersköterska är på gymnasial nivå och finns både på ungdomsgymnasiet och i vuxenutbildningen. För att säkerställa kompetensen hos äldreomsorgens personal i Sverige har både utbildningen och yrket undersköterska genomgått stora förändringar de senaste åren.
En explorativ dokumentanalys har genomförts som synliggör hur normer och värderingar uttrycks i myndigheterna Skolverkets och Socialstyrelsens bindande föreskrifter som behandlar utbildning samt kunskaps- och kompetenskrav för äldreomsorgens personal. Analysen visar att dessa politiskt styrda aktörer ibland har olika begreppsapparater, vilket exempelvis återspeglas i de lagrum som accentueras i respektive föreskrifter. En diskrepans gäller Socialstyrelsens kompetenskrav på vilka lagar och förordningar som personalen ska ha kunskap om, vilka inte återfinns i Skolverkets styrdokument. När det gäller kultur, normer och värderingar ska eleverna lära sig om andra kulturer och hur omsorgstagare med annan bakgrund ska bemötas. Detta skulle kunna tolkas som att de redan förväntas besitta kunskap om och ha tillskansat sig de normer och värderingar som finns i samhället men framför allt inom äldreomsorgen, samt har anammat och kan applicera dem i arbetet – trots att nära hälften av de yrkeselever som väljer att läsa en vård- och omsorgsutbildning på vuxenutbildningen idag är utrikesfödda. I analysen har begrepp från teorin om situerat lärande använts. Begreppet politiskt praktiklandskap är centralt för att förstå betydelsen av myndigheternas föreskrifter för utbildningens och äldreomsorgens praktikgemenskaper, och vikten av yrkeslärarnas kunskapsförmåga, det vill säga att ha kunskap om stora delar av praktiklandskapet, framträder. Vidare diskuteras hur läraren får en nyckelroll för att i utbildningen överbrygga de skillnader som identifierats mellan de två myndigheternas bindande föreskrifter. En slutsats som kan dras är att mer kunskap behövs om var och hur normer och värderingar förs fram och diskuteras i praktikgemenskaperna vuxenutbildning och äldreomsorg.Vocational education at upper secondary level in Sweden is conducted both in upper secondary school and in adult education. Among the vocational students in adult education over 40 percent choose to study a healthcare programme, with about half of these students being foreign-born. Both the education programme and the occupation of assistant nurse have undergone significant changes as part of the efforts to ensure the competence of the elderly care workforce. The political actors, the National Agency for Education and the National Board of Health and Welfare, issue binding regulations that the communities of practice, here the vocational education and the elderly care, are expected to follow. Based on these binding regulations, an inductive document analysis has been conducted with a focus on norms and values. The documents have been compared and subsequently the analysis has been deepened further using the theory of situated learning. The regulations of both communities of practice exhibit a considerable alignment regarding the knowledge and competence expected of assistant nurses, with some exceptions. The National Agency for Education and the National Board of Health and Welfare don’t always employ the same conceptual frameworks, which is reflected in the legal frameworks emphasized by the political actors in their respective regulations. With regards to culture, norms, and values the students are expected to learn about other cultures and how care recipients with different backgrounds should be approached, according to the regulations. This can be interpreted as an expectation that the students already possess knowledge of and have embraced the Swedish norms and values and can work accordingly. One conclusion that can be drawn is that more knowledge is needed regarding where and how norms and values are brought forward and discussed within the communities of practice of adult education and elderly care.
 
Yrkesdidaktik utifrån industrilärares berättelser: En studie om yrkesundervisning och yrkeslärande i svenska yrkesgymnasieskolor
No full textBased on industrial teachers’ narrated experiences of teaching and meeting students at Swedish vocational high schools, this study will provide a definition of the concept of vocational didactics. The study is based on two central pillars: 1) the concept of vocational didactics and 2) narrative research. The concept of vocational didactics is elaborated on the basis of previous research, and stories are further described as the theoretical and methodological starting points. The results show that ten themes about vocational didactics (vocational teaching and vocational learning) emerge from the industrial teachers’ stories. The common denominator in the themes is the concept of occupation, which is related to employability as an industrial worker. The vocational didactics and its constituent themes, which are context-bound and change as a result of technological development and societal changes, are processed and discussed in relation to the workshop environment (master-apprentice tradition) and school environment. The conclusion is that vocational didactics comprises teaching and learning professional skills and enabling students to become professional practitioners in a profession and a labour market that change continuously in step with technological development and social change.Industrilärares berättade erfarenheter om undervisning av och möte med elever på svenska yrkesgymnasieskolor står i centrum för denna studie. Studien undersöker de olika teman som framträder ur lärarnas berättelser om begreppet yrkesdidaktik. Studien bygger på två centrala pelare; 1) begreppet yrkesdidaktik och 2) berättelseforskning som teoretisk och metodologisk utgångspunkt. Begreppet yrkesdidaktik bearbetas utifrån tidigare forskning och vidare beskrivs berättelser som studiens teoretiska och metodologiska utgångspunkter. Resultatet visar att ur industrilärarnas berättelser framträder tio teman om yrkesdidaktik (yrkesundervisning och yrkeslärande). Den gemensamma nämnaren i temana är begreppet yrke som är relaterat till anställningsbarhet som industriarbetare, och som har betydelse för yrkeslärares yrkesundervisning och yrkeslärande (yrkesdidaktiken). Yrkesdidaktiken och dess ingående teman som är kontextbundna och föränderliga i takt med teknikutveckling och samhällsförändringar bearbetas och diskuteras i relation till verkstadsmiljö (mästar-lärling tradition) och skolmiljö. Slutsatsen är att yrkesdidaktik kan beskrivas som yrkesundervisning och yrkeslärande med allt det innebär av yrkesskickligheter och tillvägagångssätt för att fostra en elev till yrkesutövare inom ett yrke för en arbetsmarknad som kontinuerligt, i takt med teknikutveckling och samhällsförändring förändras.Industrilärares berättade erfarenheter om undervisning av och möte med elever på svenska yrkesgymnasieskolor står i centrum för denna studie. Studien undersöker de olika teman som framträder ur lärarnas berättelser om begreppet yrkesdidaktik. Studien bygger på två centrala pelare; 1) begreppet didaktik som inkluderar både ämnes- och yrkesdidaktik och 2) berättelseforskning som teoretisk och metodologisk utgångspunkt. I studien bearbetas begreppet didaktik utifrån tidigare forskning och vidare beskrivs berättelser som studiens teoretiska och metodologiska utgångspunkter. Resultatet visar att ur industrilärarnas berättelser framträder tio teman om yrkesdidaktik (yrkesundervisning och yrkeslärande). Den gemensamma nämnaren i temana är begreppet yrke som är relaterat till anställningsbarhet som industriarbetare, och som har betydelse för yrkeslärares yrkesundervisning och yrkeslärande (yrkesdidaktiken). Yrkesdidaktiken och dess ingående teman som är kontextbundna och föränderliga i takt med teknikutveckling och samhällsförändringar bearbetas och diskuteras i relation till verkstadsmiljö (mästar-lärling tradition) och skolmiljö. Slutsatsen är att yrkesdidaktik kan beskrivas som yrkesundervisning och yrkeslärande med allt det innebär av yrkesskickligheter och tillvägagångssätt för att fostra en elev till yrkesutövare inom ett yrke för en arbetsmarknad som kontinuerligt, i takt med teknikutveckling och samhällsförändring förändras
Simulation-based training in transitions from school to workplace learning : A study of a social and healthcare programme
Get PDFTestThe article concerns the impact of simulation-based training (SBT) on students’ transition from school-based to workplace-based training in Danish social and healthcare programmes. Denmark has a dual system of vocational education and training, and these transitions are associated with significant dropout. To facilitate the students’ transition, teachers and trainers developed a five-day SBT course conducted in workplaces (care homes). An affiliated research project studied the impact of SBT on how students experienced this transition.
The data included interviews with groups of 4-6 students at each of 12 care homes at the end of the SBT. Furthermore, two surveys were conducted: one at the end of SBT and one at the end of the entire period of workplace-based training (20 weeks). These surveys sought to compare perceptions of the transition and the workplace-based training between students who had participated in SBT and students who had not (control group). The analysis was based on 89 responses to the first survey and 52 responses to the second survey.
The interviews showed that the students were enthusiastic about SBT, highlighting that it had supported their transition by increasing their self-confidence, understanding of theoretical knowledge and of the relationship between theory and practice, reflection skills, and sense of belonging. However, the survey responses found no systematic impact of SBT on the students’ perceptions of these factors. Four explanations are suggested for the divergence between the findings based on interview and survey data: 1. The duration of SBT is too short to have an impact; 2. At the time for answering the surveys the students were preoccupied with performing in the workplace-based training and SBT faded into the background; 3. The SBT students are disappointed with the social community in the ordinary training compared to SBT, and 4. the survey did not directly address SBT
A quality improvement project addressing motion artefact on CTPAs in a district general hospital setting: A complete cycle resulting in changed practice.
Get PDFIntroduction: A still breath hold from the patient is one of the key requirements for a diagnostic computed tomography pulmonary angiogram (CTPA). It is important for the timely identification and treatment of patients with life threatening pulmonary emboli (PEs). Motion artefact on CTPA can cause blurring, double borders, shading and streaking in the lungs, which can either obscure PEs or create artefact that mimics PEs. This risks patient harm from delayed diagnoses, missed PEs, false positives and extra radiation and contrast exposure due to repeat studies.
Methods: We devised local standards and methodology for assessing the presence and degree of motion artefact on CTs. The study consisted of initial data collection, implementation of changes to clinical practice, and subsequent repeat data collection 3 months after implementation of interventions. For each data collection round, 100 consecutive inpatient and emergency CTPAs performed in a UK District General Hospital were retrospectively identified and images reviewed to categorise each as having either: ‘no significant’, ‘minor’ or ‘major’ motion artefact. There were no exclusions. Interventions after initial data collection included a multidisciplinary meeting with radiographers, department assistants, and radiologists to devise changes to workflow and practices to build in \u27rehearsal\u27 of a breath-hold and explanation of breathing instructions with patients before scanning. A prompting phrase for this was added to our CTPA scanning protocol.
Results: Initial results demonstrated that 50% of CTPA showed either minor or major motion artefact, while 50% showed no significant motion artefact. For 2% with minor motion, a clinical reason for why this was unavoidable was provided. Therefore 52% of studies met the proposed local standards. In total, 45% of CTPA were assessed to have minor motion and 5% had major motion artefact (non-diagnostic). 18% of CTPA were positive for PE. Following implementation of changes to practice, repeat data collection demonstrated that 67% of CTPA showed no significant motion artefact. 3% with minor motion provided a clinical reason why this was unavoidable. Therefore 70% of studies met the proposed standard. The increase in compliance with local standards was statistically significant (p=0.00906).
Conclusion: Our interventions improved compliance with local standards from 52% to 70%. We recommend rehearsal of breath-holding with patients before CTPA scans as a quick and easy way to improve the diagnostic quality of scans. A prompting phrase within the CTPA scanning protocol has proven effective
Assessing Computational Literacy in First Language (L1) Teaching
Get PDFThis article addresses the multifaceted challenges of assessing computational literacy (CL) within the context of first language (L1) teaching. The article commences by examining the theoretical foundations and the need for an expanded understanding of CL, moving beyond the popular notion of computational thinking (CT). We then present an example from a 5th-grade classroom in a Danish middle school to illustrate how pupils integrate computational skills into their writing practices through a design-based intervention. Subsequent to this example, we propose a cross-disciplinary framework designed to assess CL in L1 settings, focusing on four principles that bridge traditional language arts with computational approaches. Finally, we reflect on how the application of these principles can help formulate new learning goals that better align with the emerging demands of 21st-century education. Throughout the article, we argue that a CL approach provides a more socially rooted and context-sensitive method for integrating computational methods into non-computer science subjects, offering theoretical clarity and practical benefits for both educators and researchers alike. The article commences with a discussion of the CL approach related to assessment