From methods and concepts to triple learning processes in school, teacher education and research

Tjernberg, Catharina; Mattson, Eva Heimdahl

doi:10.18261/issn.1891-5949-2017-01-04

Cited by 4 publications

(3 citation statements)

References 12 publications

(12 reference statements)

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“…The results presented in this study show that when a researcher goes into the classroom and contributes theory and puts words to the teachers' knowledge and experience, research questions that arise from the teachers' practices can be formulated and defined. Thanks to this accumulation of knowledge, the students are given increased possibilities to develop their proximal learning, which in turn arouses further research questions (Tjernberg & Heimdahl Mattson, 2017). Thus, there is a development of both the scientific base and the teachers' teaching strategies, and this in turn promotes the students' development of proximal learning.…”

Section: A Threefold Winmentioning

confidence: 99%

Key factors for teaching and learning - Teachers’ experiences and reflections on literacy teaching

Tjernberg

2023

Preprint

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A group of students were followed in a longitudinal study throughout their compulsory school years. The data collected formed the starting point for a focusgroup discussion, the results of which are reported and discussed in this article. The aim is to investigate the factors that the teachers consider especially important for the students’ learning processes, and to reflect on what characterises teaching practices that promote participation and learning. The results show that the most important factor in a successful teacher’s work is the ability to meet the students according to their individual needs; this also involves using the student group as a learning resource, and to adopt a critical attitude to one’s own teaching with the aim of developing it. Attitude, high expectations and a positive belief in the students are key factors here, as well as the ability to stage well-balanced teaching with a focus on content, language, and language use. The importance of collegial learning for the teacher’s professional development is emphasised, as is the value of enjoying one’s work and to share both successful and less successful pedagogical episodes. One surprising result is the teachers’ conscious efforts to help the students adopt strategies for learning.

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Section: A Threefold Winmentioning

confidence: 99%

Key factors for teaching and learning - Teachers’ experiences and reflections on literacy teaching

Tjernberg

2023

Preprint

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“…Lärares aktiva roll i forskningsprocessen, t.ex. i form av att forskningsfrågorna är förankrade i praktiken, är något som lyfts fram som eftertraktansvärt i forskning och som också kan bidra till att resultaten upplevs som mer användbara och lättillgängliga av lärare(Tjernberg & Heimdahl Mattsson, 2017; jfr Olin-Scheller & Tengberg, 2016;Skar & Tengberg, 2014;Svedner, 2012).…”

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Budskap bortom raderna – en modersmålslärares stöttning av yngre elevers tolkande läsning av skönlitteratur

Norberg

Hjalmarsson²

2022

NJLR

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Studien undersöker unga elevers läsning av skönlitteratur i ämnet modersmål (ryska) och hur läraren stöttar elevernas tolkande läsning under textsamtal. Studien är en del av ett treårigt projekt med en designbaserad ansats, vilket innebär att undervisningen planerades av lärare och forskare gemensamt utifrån ett teoretiskt ramverk i syfte att stötta elevernas tolkande läsning. Två inspelade litteratursamtal analyserades utifrån elevernas läsarpositioner och lärarens olika former av stöttning under samtalen. Resultaten visar bland annat att eleverna behövde mycket stöttning för att utveckla sin tolkning bortom den konkreta texten och sina vardagserfarenheter. Olika typer av frågor, fortlöpande relaterade till elevernas olika läsarpositioner, bidrog som stöttning, och den mest effektiva formen av stöttning var en konkret, visualiserande uppgift.

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“…Some projects show how essential it is to conduct research that focuses on teaching in school. Tjernberg and Heimdahl Mattson (2017) defend so-called Praxis-oriented research, which utilizes scientific knowledge and investigates practical work for change. They say this approach establishes a connection between the development of «... learning processes in schools, teacher education and research.» (p. 43).…”

mentioning

confidence: 99%

Towards a few ideals in the concept of teaching. Teaching as a vehicle in education

Pitkäniemi

2020

nse

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Recently researchers have become increasingly aware of the value of the concept of teaching as an implementer of educational goals. At least many of Gert Biesta’s recent theoretical-conceptual studies on teaching and the teacher provide indications of this. It is all about finding teaching again, but not exactly in the same sense as before. It is possible to conceptually highlight aspects of teaching that emphasize its value. This unique value can be expressed through a teleological model combined with a modern view of causality, i.e., teaching works as a complex and reciprocal process. The causal mechanism can be traced by using close conceptual analysis, which leads us to essential power categories: There are potential structures for student learning (within which all factors are not always activated), moreover, teaching intentions are indispensable.

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From methods and concepts to triple learning processes in school, teacher education and research

Abstract: This is the accepted version of a paper published in Nordic Studies in Education. This paper has been peer-reviewed but does not include the final publisher proof-corrections or journal pagination.

Cited by 4 publications

References 12 publications

Key factors for teaching and learning - Teachers’ experiences and reflections on literacy teaching

Key factors for teaching and learning - Teachers’ experiences and reflections on literacy teaching

Budskap bortom raderna – en modersmålslärares stöttning av yngre elevers tolkande läsning av skönlitteratur

Towards a few ideals in the concept of teaching. Teaching as a vehicle in education

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