Ändra sökning
Avgränsa sökresultatet
1 - 8 av 8
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Träffar per sida
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
Markera
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Aman, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Filosofiska fakulteten.
    In the Name of Interculturality: On Colonial Legacies in Intercultural Education2015Ingår i: British Educational Research Journal, ISSN 0141-1926, E-ISSN 1469-3518, Vol. 41, nr 3, s. 520-534Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper scrutinises the ways in which students who have completed a university course on interculturality distinguish between sameness and otherness in attempts to integrate, relate to and build a bridge to those deemed culturally different. It makes use of interviews to analyse the factors that shape the interpretation of otherness and difference in the students’ definitions of interculturality, as well as their statements about the relationships between us and them, and descriptions of instances of learning and teaching that have taken place between parties in different parts of the world. Theoretically, the paper is based on a postcolonial framework, highlighting the continuing influence of colonialism and Eurocentric ways of reasoning inside as well as outside the classroom in today’s society. One of the main conclusions of the paper is that in the process of transferring knowledge, there is a risk that the history of modern Europe will be sanctioned as the historical trajectory for the rest of the world to follow, with the accompanying supposition that this can only be made possible by extending a helping hand to the Other.

  • 2.
    Doyle, Andrew
    et al.
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Seery, Niall
    KTH, Skolan för industriell teknik och management (ITM), Lärande. Athlone Institute of Technology, Athlone, Ireland..
    Gumaelius, Lena
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Operationalising pedagogical content knowledge research in technology education: Considerations for methodological approaches to exploring enacted practice2019Ingår i: British Educational Research Journal, ISSN 0141-1926, E-ISSN 1469-3518Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Like many areas of curricula internationally, technology education has encountered difficulties in achieving continuity between the rhetoric of prevailing policy and the reality of enacted practices. In technology education, the conceptually oriented nature of curricular goals is theorised to play a significant part in influencing this relationship. One way in which investigations of this relationship have been approached is considering the application of pedagogical content knowledge (PCK) frameworks as a mechanism to understand the interaction of teachers’ knowledge and enacted practices. However, understanding from the philosophy of technology, and the technology education literature, suggests that technology education treats knowledge differently to many other disciplines. As a result of this, the interactions between teachers’ beliefs and knowledge are theorised to play a more significant role in influencing enacted practice in technology education. Building on this perspective, this article considers the need to investigate the roles of teachers’ knowledge and beliefs, and the interactions between these, in the investigation of enacted practice. Further to this, the article problematises the potential for a dominance of exploratory research, though acknowledging the need for research within different paradigms; a common frame of reference is advocated. In advocating a more holistic approach to investigating enacted practice, and the factors which may influence teachers’ enactment of teaching practice, it is envisioned that this article takes a step towards methodological coherence regarding the study of enacted practice in technology education.

  • 3.
    Englund, Hans
    et al.
    Örebro universitet, Handelshögskolan vid Örebro Universitet.
    Gerdin, Jonas
    Örebro universitet, Handelshögskolan vid Örebro Universitet.
    Performative technologies and teacher subjectivities: A conceptual framework2019Ingår i: British Educational Research Journal, ISSN 0141-1926, E-ISSN 1469-3518, Vol. 45, nr 3, s. 502-517Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Critical educational literature suggests that an increased reliance upon performative technologies is currently transforming the very foundations from which teacher subjectivities are constructed. Arguably though, the number of studies pointing to this risk or tendency is considerably larger than the ones theorising why this should be the case. Further, in those cases where the relationship between performative technologies and teacher subjectivities is theorised, the psychological mechanisms that the technologies appeal to are seldom brought to the fore. Based on this, the purpose of this article is to theorise the psychological mechanisms that performative technologies appeal to and work through, by means of identifying, systematising and elaborating extant understandings of such mechanisms in the critical educational literature. The results are presented in the form of a conceptual framework (referred to as the CMIS-framework) which suggests that one and the same performative technology may play many different roles, where each such role appeals to and works through a particular psychological mechanism. Importantly, depending on the type of psychological mechanism that is appealed to, the CMIS-framework suggests that this will lead to teachers (un)- consciously conducting particular forms of subjectivising work upon themselves, here referred to as compliance, mirroring, identification and self-realisation (CMIS).

  • 4.
    Fejes, Andreas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Confession, in-service training and reflective practices2011Ingår i: British Educational Research Journal, ISSN 0141-1926, E-ISSN 1469-3518, Vol. 37, nr 5, s. 797-812Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article focuses on how confession operates in contemporary discourses on reflective practices. By revisiting and mobilising Foucault’s genealogy of confession in relation to how reflective practices are mobilised in an in-service training programme for health care assistants (HCA) in elderly care, it is argued that the HCAs are shaped as their own confessors. It is further argued that we need to take into account traces from both Stoic and Christian times to fully understand how reflective practices operate and shape subjects. The empirical material consists of interviews with HCAs, their managers, supervisors and teachers in an in-service training programme where the use of reflective practices was a key component.

  • 5.
    Hamilton, David
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Dahlgren, Ethel
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Roos, Bertil
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    When performance is the product - problems in the analysis of online distance education2004Ingår i: British Educational Research Journal, ISSN 0141-1926, E-ISSN 1469-3518, Vol. 30, nr 6, s. 841-854Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article examines two ideologies that have been prominent in recent, if not current, education thinking. The first is that means can be separated from ends (or processes from products); the second is that learning is merely a process of knowledge acquisition. Attention to these ideologies arises from two projects in the overlapping fields of information and communications technology (ICT) and instructional design. Both projects attend to conversation as an educational resource. They are animated by the questions: should a conversation be regarded as an activity in context or can it be decoupled from the circumstances that define it as a conversation? In other words, does a conversation take place within an environment, or by means of the environment? Relating these questions to the changing view of ICT held within the European Community, the article uses a bricolage of ideas from economic history, communication theory and discourse analysis to summarise how such inherited ideologies might be realigned in the analysis of online conversation.

  • 6. Lawy, R
    et al.
    Biesta, Gert
    McDonnell, J
    Lawy, H
    Reeves, H
    The art of democracy: Young people's democratic learning in gallery contexts2010Ingår i: British Educational Research Journal, ISSN 0141-1926, E-ISSN 1469-3518, Vol. 36, nr 3, s. 351-365Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article the authors report on research which aimed to explore the opportunities for democratic action and learning in a number of artist-led gallery education projects in the south-west of England. The research takes an approach to citizenship learning and democracy that is less focused on citizenship as a specific subject in the formal school curriculum and the achievement of specific citizenship outcomes that can follow from it. Rather, it is more focused upon understanding how democratic practices that are embedded in the day-to-day lives of young people contribute to their democratic learning and participation as citizens. Drawing upon conceptual categories and concepts that illuminate the process, the authors demonstrate the nature and character of young people's democratic learning. An implication arising from this is the need for practice-orientated research in other contexts (e.g. work, leisure and home) to fully understand the nature of democratic learning.

  • 7.
    Sandberg, Fredrik
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    A reconstructive analysis of the potential for critical learning and change in recognition of prior learning: a Habermasian analysis2014Ingår i: British Educational Research Journal, ISSN 0141-1926, E-ISSN 1469-3518, Vol. 40, nr 4, s. 682-698Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper analyses a recognition of prior learning (RPL) placement process where health care assistants' prior learning is recognised through dialogue with and observation by tutors. This process is part of a procedure that uses RPL for accreditation through the administration of an in-service training program in the health care sector. The aim of the reconstructive analysis in this paper is to examine the potential for critical learning and change in the RPL placement process by analysing this procedure using Habermas's theory of communicative action. Although prior research has justifiably been critical of the use of RPL for accreditation, these critiques are not always helpful. Rather than simply rejecting this form of RPL, this paper argues for a balance between the social environment (i.e., lifeworld) in the workplace and the education system. Viewed and analysed from the angle of communicative action, the paper argues that when RPL for accreditation is founded within worthwhile learning experiences and conducted through mutual understanding, critical learning and change can be achieved. RPL for accreditation can then be something more than a process of instrumental assessment.

  • 8.
    von Otter, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).
    Family resources and mid-life level of education: a longitudinal study of the mediating influence of childhood parental involvement2014Ingår i: British Educational Research Journal, ISSN 0141-1926, E-ISSN 1469-3518, Vol. 40, nr 3, s. 555-574Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper draws on the concept of parental involvement, popular among educators and policy-makers, in investigating differences in level of attained education by family background. The question is if parental involvement in children's schooling at age 14 acts as a mediator between family resources and mid-life level of attained education. Using structural equation modeling we analyze longitudinal survey and register data of a Swedish metropolitan cohort born in 1953 (n=3300). Several of the commonly used indicators of involvement are investigated, distinguishing between parents' involvement beliefs, such as educational aspirations and agreement with school curriculum, and involvement practices, such as reading children's schoolbooks and helping with homework. We find that parents' educational aspirations are an important mediator between family resources and attained level of education, while other involvement forms are related to academic performance only. We also find that parental involvement is greater in families with more resources, which leads us to warn against developments turning more responsibility for children's schooling over to parents. Unless sensitive to the diverse family contexts, this might increase the importance of family resources for children's educational outcomes.

1 - 8 av 8
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf