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  • 51.
    Chaib, Mohamed
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Ungdomen och Mainstreamkultur: Den populära kulturens inverkan på ungdomarnas sociala representationer1991In: Nordiska konferensen för Masskommunikationsofrskning, 1991Conference paper (Other (popular scientific, debate etc.))
  • 52.
    Chaib, Mohamed
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Youth, Mainstream Culture and Symbolic Communication: Conceptual Frameworks for Research1993Report (Other academic)
  • 53.
    Chaib, Mohamed
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Alwal, G
    Modersmålet först sedan svenska1973In: Pedagogiska meddelanden, Vol. 7, p. 41-46Article in journal (Other (popular scientific, debate etc.))
  • 54.
    Chaib, Mohamed
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Bengtsson-Sandberg, Karin
    Vi föds inte vid gränsen!: Motivation och hinder avseende invandrares kompetensutveckling i Norden - ett tankedokument2003Report (Other academic)
  • 55.
    Chaib, Mohamed
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Bäckström, Åsa
    Chaib, Christina
    "Detta är bara början...": Erfarenheter och reflektioner från sex ITiS arbetslag2001Report (Other (popular science, discussion, etc.))
  • 56.
    Chaib, Mohamed
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Danermark, Berth
    Örebro universitet.
    Selander, Staffan
    Stockholms universitet.
    Educartion, Professionalization and Social representations: On the transformation of social knowledge2011 (ed. 1)Book (Other academic)
    Abstract [en]

    This book presents a broad range of research related to how social knowledge is shared, transmitted and transformed in the context of education and professional formation. The chapters of this edited collection reflect different theoretical and empirical approaches to that form of common-sense knowledge called social representations, the theory of which was developed almost a half-century ago by Serge Moscovici. Scholars from various research institutions in Brazil, France and Sweden, spanning a wide variety of disciplines within the social sciences, have contributed chapters that are grouped into three main categories related to education, professionalization and transformation of knowledge. Part I covers theoretical approaches to understanding the transformation of social knowledge from the perspective of social representations. Part II analyzes the impact of the theory of social representations on the transformation of knowledge in the field of education and professional formation. Finally, Part III presents several empirical studies focused on the social and cultural frames that condition the transformation of knowledge. While the book is devoted to education and the emerging field of research on professionalization, it will also appeal to anyone with a general interest in how people acquire their worldviews and how these views influence their actions.

    Table of Contents

    Foreword Denise Jodelet Introduction: Social Knowledge – Shared, Transmitted, Transformed Mohamed Chaib, Berth Danermark, and Staffan Selander Part I: Theoretical Approaches 1. Transformations and Changes in Social Knowledge – Towards the Dynamics of Meaning Making Anders Gustavsson and Staffan Selander 2. Social Representations and Power Berth Danermark and Per Germundsson 3. Of Contextualized Use of "Social" and "Professional" Alain Piaser and Michel Bataille 4. Understanding Professionalization as a Representational Process Pierre Ratinaud and Michel Lac 5. The Teacher’s Work Clarilza Prado de Sousa 6. Education Processes of the Teacher as an Apprentice Vera Maria Nigro de Souza Placco and Vera Lucia Trevisan de Souza 7. Social Representations and Cultures of Action Jean-Marie Barbier Part II: Education and Professional Formation 8. The Theory of Social Representations as a Theoretical and Methodological Tool for Research on Teachers in Brazil: Analyses of Theses and Dissertations Maria Suzana De Stefano Menin, Allesandra de Morais Shimizu, and Claudia Maria de Lima 9. Teacher Students’ Social Representations of How Adults Learn Mohamed Chaib and Josef Chaib 10. Being a School Teacher in Brazil Alda Judith Alves-Mazzotti 11. Trainers of Adults: Professional Representations and Training Knowledge Patrice Bouyssières and Marie-Pierre Trinquier 12. Training and Ruptures Christine Mias Part III: Socio-Cultural Contexts 13. Social Representations of Belonging in Pre-School Children’s Peer-Cultures Solveig Hägglund and Annica Löfdahl 14. Transformations of Risk Knowledge – The Medical Encounter and Patients’ Narrative Construction of Meaning Sonja Olin Lauritzen and Robert Ohlsson 15. The Role of the Media in the Transformation of Citizens’ Social Representations of Suffering Birgitta Höijer and Ulrika Olausson 16. Religiosity as a Way of Appropriating Knowledge Margot Campos Madeira, Luiz Fernando Rangel Tura, Maria Rosilene Barbosa Alvim, and Vincent de Paulo Carvalho Madeira 17. Appropriation of Knowledge and Social Psychology: Milgram’s Experiment on Obedience to Authority Sophie Richardot

     

  • 57.
    Chaib, Mohamed
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Mannergren, Bodil
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Barn skapar kultur: Slutrapport över projektet och ansats till en teoridiskussion om barns expressiva kultur och dess relation till vuxenkultur och vuxensamverkan1988Report (Other academic)
  • 58.
    Chaib, Mohamed
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Mannergren, Bodil
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Barn-och ungdomskultur i folkbildningens perspektiv1993Report (Other (popular science, discussion, etc.))
  • 59.
    Chaib, Mohamed
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Orfali, Birgitta
    Social Representations and Communicative Processes2000Collection (editor) (Other (popular science, discussion, etc.))
  • 60.
    Chaib, Mohamed
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Orfali, Birgitta
    Sociala representationer: Om vardagsvetandets sociala fundament1996Collection (editor) (Other (popular science, discussion, etc.))
  • 61.
    Chaib, Mohamed
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Petersson, Rune
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Learning at Work: A Conceptual Framework for Workplace Related Competence Development2007In: The 5th ESREA (European Society for Research on the Education of Adults) Conference, Sevilla, Spain, European Society for Research on the Education of Adults, 2007Conference paper (Other academic)
  • 62.
    Chaib, Mohamed
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Svensson, Ann-KatrinJönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    ICT in Teacher Education: Challenging prospects2005Collection (editor) (Other (popular science, discussion, etc.))
    Abstract [en]

    Table of contents

    ICT AND TEACHER EDUCATION: A Lifelong Learning Perspective by Mohamed Chaib & Ann-Katrin Svensson

    ICT AND SCHOOLS IN THE INFORMATION SOCIETY: New Positions for Teachers by Birgitte Holm Sørensen

    THREE WAVES OF TEACHER EDUCATION AND DEVELOPMENT: Paradigm Shift in Applying ICT by Yin Cheong Cheng

    THE CHALLENGE OF ICT INTEGRATION IN HONG KONG TEACHER EDUCATION (AND ELSEWHERE): SWOT as a Strategic Approach to Dialogue, Interpretation and Encouraging Refl ective Practice by Cameron Richards

    LET’S THINK ABOUT IT: Considering the strengths ofweb-based collaboration by Tor Ahlbäck & Linda Reneland

    PRONETT: Networking Education and Teacher Training by Ton Koenraad & John Parnell

    FRAMEWORKS: BUILDING PURPOSEFUL SOCIO-TECHNICAL LEARNING NETWORKSIN TEACHER EDUCATION by Margaret Lloyd & Michael Ryan

    SHARING THE DISTANCE OR A DISTANCE SHARED: Social and Individual Aspects of Participation in ICT-Supported Distance-Based Teacher Education by Jimmy Jaldemark, Ola J Lindberg, Anders D Olofsson

    THE ARTEACH PROJECT: One Strategy for Integrating ICT Skills and Curriculum Design During Pre-Service Teacher Training by Wesley Imms & Elizabeth Lloyd

    COLLABORATIVE ICT LEARNING: Teachers’ Experiences by Christina Chaib

    SOCIAL STUDIES TEACHERS’ ICT USAGE IN TURKEY: State, Barriers, and Future Recommendations by Ismail Guven & Yasemin Gulbahar

    TRANSFORMING THE “CONTEXT” OF TEACHING AND LEARNING: Issues and Directions for Planning and Implementation by Sui Ping Chan & Pui Man Jennie Wong

    ICT IN THE LEARNING PROCESS: As Part of a Dialogue When Teachers Encourage Pupils’ Learning by Stefan Svedberg & Jörgen Lindh

  • 63.
    Chaib, Mohamed
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Svensson, Ann-Katrin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Teacher’s Responsiveness Towards IT-based Learning1997Conference paper (Other academic)
    Abstract [en]

    This paper discusses some basic aspects of computer-based education in Sweden. Reporting the results of three ongoing studies conducted at the University of Jšnkšping, the central roles played by the teachers in computer-based education is thoroughly analysed. The studies reported in this paper were all conducted at the comprehensive school level. In the first one, studentsÕ communicative interactions in front of the computer were compared to the interaction occurring in other forms of activities. The second study is concerned with the analysis of how students communicate between themselves when working with different types of software. Finally the third study is related to the analysis of teachersÕ Social representations of information technology in educational settings. In all three studies, we found evidence for the central roles teachers are playing in the process of monitoring communicative interactions in front of the computer. Our discussion will particularly address this aspect of IT-based learning. We furthermore find evidence for teachers ambivalence and confused representations of the computer as a technological teaching device. From these empirical evidence we discuss, in this paper, some possible outcomes for computer based learning in the future. We will particularly pay attention to the necessity of a better understanding and enhancing of teachersÕ preparedness for the roles they are expected to play in this important educational issue.

  • 64.
    Chaib, Mohamed
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Widgren, Jonas
    Invandrarbarnen och skolan: En nyckelfråga för Europa1976Book (Other (popular science, discussion, etc.))
  • 65.
    Svensson, Ann-Katrin
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Chaib, Mohamed
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    ICT and Teacher Education: A Lifelong Learning Perspective2005In: ICT in Teacher Education: Challenging prospects, Jönköping: Jönköping University Press , 2005, p. 5-20Chapter in book (Other (popular science, discussion, etc.))
12 51 - 65 of 65
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  • en-US
  • fi-FI
  • nn-NO
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