1,721,087 research outputs found
Ethical learning through meetings with others
No full textDifferent kinds of meetings are natural for every student and teacher in schools around the world. This study deals with matters of ethics as a relation, meetings with Others, narratives, reflection and learning experiences. In a secondary school in northern Sweden eight students and one teacher worked within a course where different guests were invited into the classroom - a homosexual, a refugee and a disabled person. The aim of this article is to elucidate, enable understanding for and discuss students' and a teacher's learning experiences through their meetings with Others. The empirical data was created through close observation, field notes, reflective journals and e-mail communication. Theoretically the study is based on the philosophies of Emanuel Lévinas and Nel Noddings.Validerad; 2007; 20071113 (ulrber)</p
Rethinking researcher–teacher roles and relationships in educational action research through the use of Nel Noddings’ ethics of care
No full textAction research approaches have evolved out of a criticism of previous research traditions, where teachers have been seen as research objects, at risk of being marginalized. Such approaches have also arisen out of the view that teaching, learning, and educational research are interrelated. In action research, teachers are seen as professionals, raising their status to subjects, conducting own research. The research is carried out with or by people rather than on someone, which changes the roles and relationships. Ethical dilemmas can arise, especially evident in action research, where the distinctions between researcher and researched are blurred or removed altogether. This paper aims to explore the changing roles and relationships between researchers and teachers in action research through a philosophical analysis based on the writings of Nel Noddings, especially the concept of ethics of care. The analysis creates an opportunity for a rethinking of researcher–teacher roles, focusing on responsibility and knowledge as well as reciprocity and communication. Based on the author’s own action research experiences, various dilemmas are discussed. Obstacles to and opportunities for developing caring relationships between researchers and teachers will also be highlighted. The implications of the study include valuing both researcher and teacher expertise and learning to understand each other’s perspectives as well as giving tailored care. It is also vital to find strategies to contextualize and enact these views and beliefs within the researcher–teacher relationship. Neither researchers nor teachers will have total control over the process, as they stay open to each other’s perspectives and needs based on a caring relationship.Validerad;2020;Nivå 2;2020-08-17 (johcin)</p
The role of action research in teachers’ efforts to develop research-based education in Sweden : intentions, outcomes, and prerequisite conditions
No full textThis paper analyzes teachers’ motivations and expectations when engaging in action research and relates these to the process outcomes and to the broader evidence movement in education. The theoretical framework builds on research on motivations for teaching and engaging in action research. The empirical data consisted of 50 written teacher reflections completed on two occasions within the action research and teachers’ oral presentations using PowerPoint slides. The outcomes regarding individual and collegial professional learning corresponded well to the teachers’ expectations. However, the relationships with their principal, and also with the researcher, developed more than had been expected. Also, the teachers saw evidence of student/child learning in line with the intentions, but the fact that social and emotional learning was, ultimately, more visible, was unexpected. This study shows that action research, based on an evidence-informed perspective, plays an important role when teachers are building a research-based education, in a context where evidence-based teaching is promoted. Implications of this study include: the importance of establishing fair conditions for teachers’ voluntary engagement in action research; highlighting intentions in the beginning, and throughout the process, which increases the probability of achieving the expected outcomes; and promoting teacher-driven processes.Validerad;2022;Nivå 2;2022-08-18 (sofila)</p
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Värdefullt lärande : den goda cirkeln
No full textBerättelserna i Värdefullt lärande - Den goda cirkeln visar med tydlighet hur de aktiva val som vi gör i vår vardag och det vi väljer att fokusera på, påverkar andra och oss själva. Väljer vi att lära av varandra och fokusera på styrkor och det som fungerar i en pedagogisk vardag påverkas vi positivt av det. På så sätt kan den goda cirkeln skapas, som gör att människor växer och lär. När den goda cirkeln snurrar av sig själv sprids erfarenheterna av den som ringar på vattnet. Forskning har visat att etiska aspekter av lärande och undervisning ofta är outtalade i skola och förskola. En tyst kunskap som sällan får utrymme att ställas under strålkastarljusets sken. Här ger vi en rad nycklar som visar på hur ett etiskt förhållningssätt kan prägla din förskola eller skola så att ett värdefullt lärande uppstår. Hur kan du främja elevers lärande och utveckling till goda medmänniskor? Hur kan du göra det i din pedagogiska vardag, med alla dess krav på mätbara resultat? Om du vill veta är det här boken för dig. Här återfinns en rad berättelser av och med lärare, forskare och elever som skildrar erfarenheter som de har upplevt tillsammans.Det är glimtar från en, många gånger komplex och mångfacetterad värld. Men samtliga berättelser har ändå en mycket viktig aspekt gemensamt: De visar alla på hur man som lärare kan utvecklas genom att ta sig tid för reflektion och eftertanke. Välkommen in i en värld av värdefullt lärande!</p
Betydelsen av att bli uppskattad som lärare [Elektronisk resurs] : påverkan på lärares identitet ochutveckling av professionen
No full textAtt bli uppskattad som lärare - vilken roll spelar det i den pedagogiska vardagen? Hur kan en lärares erfarenheter om uppskattning förstås ur ett teoretiskt perspektiv? Syftet med artikeln är att synliggöra, skapa förståelse för och diskutera uppskattningens roll i pedagogisk praktik i allmänhet och i synnerhet lärares pedagogiska vardag. Artikeln vill erbjuda kunskapsbidrag om och möjligheter till reflektion över kopplingar mellan uppskattning, lärande och undervisning. För att belysa artikelns ämne inbjöds en lärare med lång erfarenhet av yrket att skriva ner reflektioner om betydelsen av att bli uppskattad som lärare. Att bli uppskattad har stor betydelse för en lärares identitet och vilja till fortsatt utveckling som lärare är något som denna studie visar. Uppskattning kan ges på olika sätt, vid olika tillfällen och av olika personer. Samtidigt finns det utmaningar i samband med uppskattning av lärares arbete. Det kan förekomma inneboende svårigheter för elever att ge sina lärare uppskattning, beroende på deras asymmetriska maktförhållande. En möjlighet är dock att lärare och elever tränar sig i att se sig som ett "vi" och inte som vi och dem. Detta för att skapa en dialog som kännetecknas av respekt som uppmuntrar till kreativa handlingar som ett led i att etablera en uppskattande miljö i skolan.</p
Forskarutbildade lärare - en väg till skolutveckling [Elektronisk resurs] : En kartläggninge av kommundoktorander inom förskolans och skolans verksamhet, gjord i samarbete mellan Lärarförbundet och Sveriges Kommuner och Landsting
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