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  • 1.
    Karin, Åberg
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Bland stjärnor och syndabockar: Om hur man skapar ett gott samarbetsklimat i klassrummet1995Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Hur skapas goda relationer i klass rummet? Hur vänder man ett dåligt gruppklimat när konflikter och dålig stämning hotar att förstöra ar bets glädjen?

    Avsikten med denna bok är att förmedla idéer om hur man kan skapa en harmonisk och fungerande klassrumsmiljö.

    Boken vänder sig i första hand till lärare i grund skolan, studerande på lärarhögskolor och elevvårdspersonal.

    Författaren, som är skolkurator, har under många år arbetat tillsammans med lärare ute i klasser, och boken bygger bl a på dessa erfarenheter.

  • 2.
    Kroksmark, Tomas
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development.
    Åberg, KarinJönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Handledning i pedagogiskt arbete2007Collection (editor) (Other (popular science, discussion, etc.))
    Abstract [sv]

    Handledning i pedagogiska sammanhang har under senare år blivit en allt vanligare företeelse. Området är mångfasetterat och omspänner såväl handledning av elever, studenter och lärlingar i undervisning, utbildning och praktik som handledning av yrkesaktiva lärare i samtliga skolformer.

    För första gången samlas 21 av de främsta nordiska forskarna inom handledningsområdet i en gemensam antologi. Bidragen representerar olika sätt att uppfatta handledningsbegreppet och står för olika teoretiska antaganden och utgångspunkter. De beskriver handledning som involverar olika typer av handledare, till exempel specialpedagoger, akademiker från universitet och högskola samt externa handledarkonsulter. Olikheterna utgör bokens intellektuella styrka och utmaning. De olika kapitlen inspirerar var för sig och tillsammans till fortsatt dialog om handledningens möjligheter och gränser.

    Boken vänder sig till studenter, lärare och forskare med pedagogik och pedagogiskt arbete i fokus. Den vänder sig dessutom till alla som arbetar med handledning inom skola, utbildning och yrkesverksamhet.

  • 3.
    Kroksmark, Tomas
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development. Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Åberg, KarinJönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Vejledning i pedagogisk arbeid2007Collection (editor) (Other (popular science, discussion, etc.))
    Abstract [no]

    Veiledning i pedagogiske sammenhenger har blitt mer aktuelt de siste årene. Området er omfattende og gjelder både veiledning av elever, lærerstudenter og praktikere. I Veiledning i pedagogisk arbeid finner du bidrag om de fleste områder. Forfatterne har ulike teoretiske utgangspunkt og beskriver veiledning som angår ulike typer veiledere.

    Mange ledende veiledningspedagoger i Norden har bidratt til denne boken. De over tjue bidragene er hver for seg inspirerende og lærerike, og ansporer til fortsatt dialog om veiledningens muligheter og grenser.

    Boken henvender seg til alle som er interessert i veiledning i skole, utdanning og yrkessammenheng. Først og fremst er den beregnet på de som har fokus på pedagogisk arbeid.

    Veiledning i pedagogisk arbeid er oversatt fra svensk og redigert av Tomas Kroksmark og Karin Åberg, med nytt forord av Petter Mathisen og Cato R.P . Bjørndal. Boken har også bidrag fra Edvard Pajak, USA.

  • 4.
    Svedbom, Jörgen
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Åberg, Karin
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Värderingsövningar i skolan1997Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Social och emotionell träning

    Vilka fritidsintressen, vilken klädstil, vilka vänner ska man umgås med? Våra elever behöver lära sig att stanna upp och lyssna till sin inre röst och de behöver träning i att göra medvetna val som de kan stå till svars för inför andra. Värderingsövningar är en användbar metod i dessa sammanhang!

    I boken beskrivs, på ett enkelt och överskådligt sätt bl a:

    hur man leder värderingsövningar

    hur man konstruerar egna övningar

    i vilka sammanhang olika övningar passar att användas

    en rad exempel på tillämpningar inom olika ämnesområden

  • 5.
    Åberg, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development.
    3O-en modell för kollektiv kompetensutveckling2014In: Modellskolan: en skola på vetenskaplig grund med forskande lärare / [ed] Tomas Kroksmark, Lund: Studentlitteratur AB, 2014, 1, p. 45-62Chapter in book (Other (popular science, discussion, etc.))
  • 6.
    Åberg, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development.
    Anledning till handledning: Skolledares perspektiv på grupphandledning2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Group supervision for teachers is a young, but strongly growing phenomenon in schools. Influencescome from many traditions, and supervision is given by different sorts of supervisors and fordifferent reasons, in different conditions and with different methods. The supervision discourse,which mainly comprises communicated experience, has increased significantly in the recent decades.However, there is little research in the area, and it can be said that almost nothing is known about thecharacter of the supervision, the contents and theoretical basis. Nor is supervision firmly establishedin the organisation, nor have the consequences for the school been studied.School leaders have a central role for the progress and development of supervision, they noticeneeds, make resources available, and buy in supervisory services. In this study, the principals’ discursiveunderstanding of the activity to which they hereby contribute, was investigated. The theoreticalthrust of the study can be assigned to a sociocultural perspective, as described mainly by Wertschand Säljö with contributions from Bakhtin. Linells context theory is a further starting point and forintepretation is used a hermeneutic method.12 school leaders with experience of, and positive attitude towards supervision of teacher teams,were interviewed about their experience and understanding of the activity. In preparation for theinterview stage a web-based survey was used and was answered by 433 people. The aim of the surveywas to create a basis for the interviews; choice of informants was as well as design of interviewquestions based on this.The analysis of the completed interviews was carried out by three readings of the material. Thefirst reading was at a descriptive level related to my understanding. The second reading investigatedthe informants’ understanding, by interpretation of how their discursive remarks were founded incultural and historical contexts. In the third reading, the interpretations were further widened anddeepened, by looking at the connections to the school and community.The results show that the school leaders’ contextual understanding creates different conditionsand supervision at their respective schools. Three main types of group supervision for practisingteachers were identified, activity-oriented, professional development and personnel support.Through the conceptualisation of supervision with different aims and directions, new and betterconditions and possibilities for different types of supervision are created. The results have subsequentlyindicated the need for different kinds of supervision of teacher teams in schools. In additionit was shown that school leaders also have a strong need for their own group supervision. In Swedenmany school leaders work alone in their respective schools, which means they have no opportunitiesto team work, and their professional role is weakened. Many emphasize that teachers and schoolleaders, in the same way as other professional groups, need continuous supervision talks, and formany school leaders this is the most important form of, not only competence development, by alsocompetence utilization.

  • 7.
    Åberg, Karin
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Arbetslag i skolan1999Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Arbetslag i skolan behandlar bl a

    • hur man i arbetslaget kan sätta upp samstämmiga mål och hitta former för gemensam reflektion kring arbetet; exempel på nya pedagogiska arbetsformer och tankar om hur man kan hjälpa eleverna att växa

    • hur man skapar ett gott sam arbetsklimat i arbetslaget; kunskap om grupper och grupprocesser och vad som händer med oss när vi ställs in för förändringar

    • vanliga problem i utvecklingsarbetet och hur de kan hanteras

    • inspirerande exempel från skolor som kommit en bit på väg.

    Diskussionsmaterial

    I anslutning till boken finns ett diskussionmaterial i form av ett häfte med bl a värderingsövningar.

  • 8.
    Åberg, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development.
    Den dialogiska reflektionsmodellen2014In: Modellskolan: en skola på vetenskaplig grund med forskande lärare / [ed] Tomas Kroksmark, Lund: Studentlitteratur AB, 2014, 1, p. 99-120Chapter in book (Other (popular science, discussion, etc.))
  • 9.
    Åberg, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research. Jönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development.
    Group facilitation for teacher development: a postgraduate study in learning and communication2004Conference paper (Other academic)
  • 10.
    Åberg, Karin
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Gruppsamtal i skolan1997Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Social och emotionell träning

    Gruppsamtal kan användas för att lösa konflikter, förbättra samarbete och klassrumsklimat, för att träna samtalet som uttrycksmedel mm. Men alla behöver träning – från det lilla barnet med sin spontana omedelbarhet till den långa, slängiga tonåringen med sitt osäkra sökande. En liten, trygg grupp kan göra att blyghet släpper och elever vågar pröva tankar och åsikter på varandra. Upplevelsen av att andra tar ens åsikter på allvar och möter en med respekt, får självförtroendet att växa.

    I boken finns bl a:

    tips på hur man sätter samman grupper

    olika samtalsteman med diskussionsfrågor och metoder som kan hjälpa till att få fart på ett samtal

    enkla samtalsregler och råd till gruppledaren

    tips på hur man kan använda gruppsamtal i ämnesundervisningen, på klassråd, för konfliktlösning, krisbearbetning mm

    (Priser exkl moms, R = restnoterad titel

  • 11.
    Åberg, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development.
    Handledda lärargrupper: för vad och vem?2007In: Handledning i pedagogiskt arbete / [ed] Tomas Kroksmark, Karin Åberg, Lund: Studentlitteratur , 2007, p. 77-98Chapter in book (Other (popular science, discussion, etc.))
  • 12.
    Åberg, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Mobil Miljö: Utvärdering2002Report (Other academic)
  • 13.
    Åberg, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research. Jönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development.
    Pedagogisk handledning - en utmaning för skolan2006In: Grundskoletidningen, ISSN 1652-7844, no 4Article in journal (Other (popular science, discussion, etc.))
  • 14.
    Åberg, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research. Jönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development.
    Supervised Teacher Development Groups - Super and Visionary to Whom and What?2006Conference paper (Other academic)
    Abstract [en]

    Supervised teacher groups have increasingly become a new way to meet demands for professional development in Swedish schools. The general purpose is to engage small groups of teachers in guided ongoing dialogues about their work, although the activity takes different forms. The purpose of the current study is to examine what principals’, supervisors’ and teachers’ perspectives on supervised teacher groups as means for learning and development are.

    A pre-study (web survey) among Swedish principals (Åberg 2004) shows a great deal of interest in guided professional dialogues, and an overwhelming conviction that they are a valuable means for school development. The results raise some important questions: Why are principals so enthusiastic? What kind of development is supported in these groups? What are the potential outcomes?

    The results of the follow-up interview survey with principals show that even though no systematic evaluations have been carried out at schools regarding what development group supervision supports, principals experience a number of positive changes within several areas: development of professional language, reflection and increased ability to clarify and deal with work tasks, improved problem-solving ability without expert assistance, improved cooperation and increased personal certainty in the professional role.

    There are examples of group supervision where the aim has primarily been adaptation to one another and to the objectives of the organization. However, there are, more importantly, many examples of development-focused group learning, groups that have become stronger, that have begun to question existing orders, groups that begin to look for their own answers and solutions to a greater extent, that have received insight and increased resources for independent actions and that, aided by supervision, have been able to break out of destructive patterns and poorly functioning cooperation.

  • 15.
    Åberg, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research. Jönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development.
    Supervised Teacher Development Groups - Super and Visionary to Whom and What?2007Conference paper (Refereed)
    Abstract [en]

    Supervised teacher groups have increasingly become a new way to meet demands for professional development in Swedish schools. The general purpose is to engage small groups of teachers in guided ongoing dialogues about their work, although the activity takes different forms. The purpose of the current study is to examine what principals’, supervisors’ and teachers’ perspectives on supervised teacher groups as means for learning and development are.

    A pre-study (web survey) among Swedish principals (Åberg 2004) shows a great deal of interest in guided professional dialogues, and an overwhelming conviction that they are a valuable means for school development. The results raise some important questions: Why are principals so enthusiastic? What kind of development is supported in these groups? What are the potential outcomes?

    The results of the follow-up interview survey with principals show that even though no systematic evaluations have been carried out at schools regarding what development group supervision supports, principals experience a number of positive changes within several areas: development of professional language, reflection and increased ability to clarify and deal with work tasks, improved problem-solving ability without expert assistance, improved cooperation and increased personal certainty in the professional role. 2

    There are examples of group supervision where the aim has primarily been adaptation to one another and to the objectives of the organization. However, there are, more importantly, many examples of development-focused group learning, groups that have become stronger, that have begun to question existing orders, groups that begin to look for their own answers and solutions to a greater extent, that have received insight and increased resources for independent actions and that, aided by supervision, have been able to break out of destructive patterns and poorly functioning cooperation.

  • 16.
    Åberg, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research. Jönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development.
    Veiledede lærergrupper: for hva og hvem?2007In: Veiledning i pedagogisk arbeid / [ed] Kroksmark, Tomas & Åberg, Karin, Bergen: Fagbokforlaget , 2007, p. 68-85Chapter in book (Other academic)
  • 17.
    Åberg, Karin
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Ahlberg, Ann
    Kompetens att möta elever i behov av särskilt stöd: En utvärdering av Skiolverkets stöd till kompetensutveckling (ELIS-projektet)2002Report (Other academic)
  • 18.
    Åberg, Karin
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development.
    Kroksmark, Tomas
    Jönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development.
    Kritisk summering av Modellskoleprojektet på Ribbaskolan2014In: Modellskolan: en skola på vetenskaplig grund med forskande lärare / [ed] Tomas Kroksmark, Lund: Studentlitteratur AB, 2014, 1, p. 223-244Chapter in book (Other (popular science, discussion, etc.))
1 - 18 of 18
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  • en-US
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