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  • 1.
    Bjursell, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Florin Sädbom, Rebecka
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Mentorship programs in the manufacturing industry2018In: European Journal of Training and Development, ISSN 2046-9012, E-ISSN 2046-9020, Vol. 42, no 7/8, p. 455-469Article, review/survey (Refereed)
    Abstract [en]

    Purpose

    This paper aims to present a literature review of studies of mentorship programs in the manufacturing industry so as to lay a theoretical basis for learning at work.

    Design/methodology/approach

    A literature review with focus on mentorship programs in the manufacturing industry was used. A search for relevant peer-reviewed articles, in four databases, rendered 315 hits, but only one article dealt with mentorship programs in an industry similar to the manufacturing industry. Thus, it is concluded that there is a lack of research on this area. The selection criteria were broadened so as to include 16 articles on mentorship programs for learning at work.

    Findings

    Three dominant areas emerged from this review: definitions of mentorship, characteristics of a good mentor and mentorship program structures. The establishment of a mentorship program requires a clear purpose; contextual knowledge; and adaption to the profession, the organization and to individual needs. In addition to their findings, the authors discuss relationships in mentoring programs, what can be understood by “reading between the lines” and the ongoing digitalization of mentorship programs.

    Originality/value

    Mentorship has proven itself to be a superior way to learn on the job. This paper provides practical information about establishing mentorship programs in the manufacturing industry, with a particular focus on the moulding industry.

  • 2.
    Bäcklund, Johan
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research. Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Florin Sädbom, Rebecka
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices. Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Didactics in Social Sciences.
    Anderström, Helena
    Manderstedt, Lena
    Möjligheter och utmaningar i en övningsskola - VFU-handledares erfarenheter av övningsskolan.2018Conference paper (Refereed)
  • 3.
    Bäcklund, Johan
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Hugo, Martin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The paradox of the flipped classroom: One method, many intentions2018In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 76, no 4, p. 451-464Article in journal (Refereed)
    Abstract [en]

    The Flipped Classroom is a teaching model where content attainment is shifted forward to outside of class, to be followed up by the teacher in class. In Sweden this way of teaching has become very popular during recent years. But what is gained by this way of teaching? Research on the Flipped Classroom in the context of the Swedish High School system is close to non-existent; why studies within this field are of great importance. In order to find appropriate informants, an electronic survey was constructed. Informants matching the selection criteria were then selected for qualitative interviews. In total nine informants agreed to participate in interviews (Semi-structured) to describe their experiences from flipping their own classrooms. The informants reported that the transition from more conventional ways of teaching to using the Flipped Classroom entailed major changes. The informants pointed out that the process of moving away from the more conventional way of teaching improved their teaching. All of the informants expressed they all used the Flipped Classroom methodology but they all did it with different goals in mind and their approach varied a lot. By using the same terminology, it might seem that they worked with the Flipped Classroom in similar ways, but the results show they did not. Herein lies the problem: Teachers say they flip their classrooms, which they do, but they do not share the same goals or approaches, just the term: The Flipped Classroom.

  • 4.
    Florin Sädbom, Rebecka
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices. Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Didactics in Social Sciences.
    Att utbildas för att utbilda: en didaktisk reflektion om av undervisa blivande ämneslärare2017In: Framåt uppåt!: Samhällsdidaktiska utmaningar / [ed] Rebecka Florin Sädbom, Mikael Gustafsson & Hans Albin Larsson, Jönköping: Jönköping University , 2017, 1, p. 17-33Chapter in book (Other academic)
  • 5.
    Florin Sädbom, Rebecka
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices. Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Didactics in Social Sciences.
    Bäcklund, Johan
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Manderstedt, Lena
    Anderström, Helena
    Verktyg för lärande eller bedömning av lärande?: En studie om lärarstudenters och VFU-handledares förståelse av bedömningsmatrisens funktion i handledningssamtal.2018Conference paper (Refereed)
  • 6.
    Florin Sädbom, Rebecka
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices. Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Didactics in Social Sciences.
    Gustafsson, MikaelJönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Didactics in Social Sciences.Larsson, Hans AlbinJönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Didactics in Social Sciences.
    Framåt uppåt!: Samhällsdidaktiska utmaningar2017Collection (editor) (Other academic)
  • 7.
    Florin Sädbom, Rebecka
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices. Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Didactics in Social Sciences.
    Åman, Pia
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Forskningscirkeln som kollaborativ ansats för lärares kompetensutveckling2018Conference paper (Refereed)
    Abstract [sv]

    Seminariepass 1b 1:

    Forskningscirkeln som kollaborativ ansats för lärares kompetensutveckling

    I den här studien presenteras samlad kunskap från ett projekt där lärare, genom forskningscirkeln som kollaborativ ansats, har genomfört undersökningar i praktiken. Forskningscirkeln som ansats har sin tradition i folkbildningen och bygger på emancipatoriska ideal, vilket innebär att lärare och pedagoger driver och utvecklar kunskap om frågor som de själva är intresserade av att undersöka. Ansatsens teoretiska hemvist är aktionsforskning och i synnerhet den inriktning som benämns som deltagarbaserad aktionsforskning (Participatory Action Research, PAR). PAR är ett samlingsbegrepp för de forskningsmetoder där människor som ingår i ett specifikt sammanhang, såsom skola, observerar, studerar och utvecklar praktiken tillsammans. Utforskandet av praktiken sker kollaborativt vilket innebär att forskningscirkeln sker i skärningspunkten mellan högskolan och skola och där kunskap samproduceras mellan lärare och forskare (Persson, 2008), (Lahdenperä, 2014). Handledarens roll är att vara gruppens facilitator och att bidra med att teori och praktik möts.

    Syftet med presentationen är att visa vad det kan innebära att utveckla systematisk kunskap med forskningscirkeln som ansats men också att diskutera forskningscirkelns potential som möjlig kompetensutvecklingsmodell för lärare och pedagoger. Detta görs utifrån presentatörernas erfarenheter från att vara handledare i forskningscirklar. Att delta i en forskningscirkel innebär att ständig bli utmanad av andras erfarenheter för att få syn på för-givet-tagna tankar om pedagogiska frågor. Detta sker i dialogisk form där både deltagare och handledare lär av varandra. Frågan som adresseras är:

    vilken funktion fyller forskningscirkeln som potentiell ansats för lärares kompetensutveckling på vetenskaplig grund och beprövad erfarenhet?

  • 8.
    Hirsh, Åsa
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices. Göteborgs universitet.
    Bedömning i skolan – vad och varför?2017Other (Other academic)
    Abstract [sv]

    Alla lärare ägnar sig åt bedömning, oavsett årskurs eller skolform man arbetar i. Denna artikel syftar till att reflektera över innebörden i begreppet som sådant, problematisera varför man gör bedömningar i skolan, samt diskutera olika syften med bedömning för olika målgrupper.

  • 9.
    Hirsh, Åsa
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research. Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Bergmo-Prvulovic, Ingela
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Teachers leading teachers: understanding middle-leaders’ role and thoughts about career in the context of a changed division of labour2018In: School Leadership and Management, ISSN 1363-2434, E-ISSN 1364-2626Article in journal (Refereed)
    Abstract [en]

    This longitudinal study aims to create in-depth knowledge about the phenomena of middle-leadership and career in school by identifying (1) driving forces for seeking and maintaining middle-leading positions, (2) opportunities and difficulties in maintaining the middle-leading role over time, and (3) underlying thoughts of career disclosed in the respondents’ expressions. Five different reasons for seeking middle-leading positions are identified and driving forces for maintaining the position are categorised as either internal reward/non-observable outcomes or external reward/observable outcomes. Furthermore, the results show that different types of difficulties arise in distinct phases and that middle-leaders’ needs for support therefore vary over time. Additionally, the complexity of teachers’/middle-leaders’ career thinking clearly emerges, and implications for practice are discussed.

  • 10.
    Hirsh, Åsa
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Segolsson, Mikael
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Enabling teacher-driven school-development and collaborative learning: An activity theory-based study of leadership as an overarching practice2017In: Educational Management Administration & Leadership, ISSN 1741-1432, E-ISSN 1741-1440Article in journal (Refereed)
    Abstract [en]

    The current study reported here is one within a research project aimed at the identification of enabling and constraining factors in a two-year school-development project at a large secondary school in Sweden, where all teaching staff were involved in improving the quality of instruction through collaborative analyses. In this project a development group, consisting of one principal and eight lead teachers/middle leaders, played a vital role. Based on activity theory and an understanding of leadership as practice involving individuals, organization and artefacts, this study sets out to deepen the knowledge of leadership practices in locally situated, teacher-driven, school-development work. Organizational changes occurring when the development group sought to achieve a model for systematic collaborative learning are analysed, with a specific focus on the role of middle leaders. Data were collected through observations and interviews during the project’s planning phase and through subsequent interviews and continuously written self-reflections during its operational phase. Several contradictions on various levels in the activity system are identified, and it is suggested that the school’s way of organizing teacher-driven school-development work – by transforming the rules, division of labor and mediating artifacts of the activity system – enabled collaborative learning and analyses of instruction that involved all teachers at the school.

  • 11. Höjlund, G.
    et al.
    Lindberg, Viveca
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Osaki, K.
    Framing the cases of vocational skills versus home and consumer studies in Tanzania and Sweden2018In: School development through teacher research: Lesson and learning studies in Sweden and Tanzania / [ed] Inger Eriksson & Kalafunja Mlang'a Osaki, Dar es Salaam: Mkuki na Nyota Publishers Ltd. , 2018, p. 81-84Chapter in book (Refereed)
  • 12.
    Larsson Lindberg, Britta
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Att lära elever med dyslexi att skriva ett meddelande på engelska2017In: Lärarnas forskningskonferens 31 oktober 2017: Abstracts, 2017, p. 30-Conference paper (Refereed)
  • 13.
    Larsson Lindberg, Britta
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Att lära elever med dyslexi att skriva på engelska2017In: Skriv! Les! Nordisk forskerkonferanse om skriving, lesing og literacy, NTNU Trondheim – 09.-11. mai 2017, 2017, p. 198-199Conference paper (Refereed)
  • 14.
    Larsson Lindberg, Britta
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Developing Teaching for Students with Special Needs2017Conference paper (Refereed)
  • 15.
    Lilliedahl, Jonathan
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Building knowledge through arts integration2018In: Pedagogies: An International Journal, ISSN 1554-480X, E-ISSN 1554-4818, Vol. 13, no 2, p. 133-145Article in journal (Refereed)
    Abstract [en]

    Educational research has shown the importance of adopting a multimodal approach to pedagogy by combining, integrating, and organizing diverse semiotic resources for learning. As aesthetic content and forms are significant aspects of multimodality, arts integration is crucial to achieve multimodal knowledge practices. In this paper, we develop a conceptual framework for analysing, discussing, and designing arts-integrated processes of teaching and learning. The framework integrates a social semiotic theory of multimodality and the Legitimation Code Theory of Semantics as a methodology through which teachers may avoid segmental learning practices in favour of an arts-integrated cumulative pedagogy. In this way, multimodal approaches to text and context relate to a social realist view on knowledge building, where boundaries between knowledge practices are weakened and meaning is condensed through processes of cumulative learning.

  • 16.
    Lilliedahl, Jonathan
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Läroplansteorin i svensk lärarutbildning: En semantiskt orienterad läroplansanalys2017Conference paper (Refereed)
  • 17.
    Lilliedahl, Jonathan
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    The ‘Original’ Legitimization of Music Classes in Sweden2018Conference paper (Refereed)
  • 18.
    Lilliedahl, Jonathan
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Hansén, Sven-Erik
    Wikman, Tom
    Contextual Coherence in Teacher Education2018Conference paper (Refereed)
  • 19.
    Lilliedahl, Jonathan
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Rapp, Stephan
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The status of aesthetic education in a revised centralized curriculum: a theory-based and content-orientated evaluation of the Swedish curriculum reform Gy112018In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317Article in journal (Refereed)
    Abstract [en]

    This paper reports on a study of the recent curriculum reform of the Swedish upper secondary school, Gy11. Although aesthetics were not made compulsory subjects by this reform, all students have a statutory entitlement to be offered a minimum of one course in an aesthetics subject. We wished to determine whether students are actually being given the opportunity of choosing such subjects.

    The study is a theory-based and content-oriented evaluation. Data are based on curriculum studies and a comprehensive survey of upper-secondary school principals.

    Our findings indicate that while principals have generally organized aesthetics courses, students seldom choose this kind of educational content. Instead, students’ selection is ruled by indirect methods of manipulation.

  • 20.
    Lindberg, Viveca
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices. Göteborgs universitet, Institutionen för pedagogik och specialpedagogik.
    Det svenska betygssystemet och dess aktörer2018In: Lärares bedömningsarbete: förhållningssätt, villkor, agens / [ed] Viveca LIndberg, Inger Eriksson & Astrid Pettersson, Stockholm: Natur och kultur, 2018, 1, p. 173-212Chapter in book (Other academic)
  • 21.
    Lindberg, Viveca
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices. Göteborgs universitet, Institutionen för pedagogik och specialpedagogik.
    Eriksson, Inger
    Stockholms universistet, Du är här: Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Pettersson, Astrid
    Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lärares bedömningsarbete – en inramning2018In: Lärares bedömningsarbete: förhållningssätt, villkor, agens / [ed] Viveca LIndberg, Inger Eriksson & Astrid Pettersson, Stockholm: Natur och kultur, 2018, 1, p. 5-16Chapter in book (Other academic)
  • 22.
    Lindberg, Viveca
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices. Göteborgs universitet, Institutionen för pedagogik och specialpedagogik.
    Eriksson, IngerStockholms universitet, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.Pettersson, AstridStockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lärares bedömningsarbete: förutsättningar, villkor, agens2018Collection (editor) (Other academic)
  • 23.
    Lindberg, Viveca
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Hirsh, Åsa
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Binde, Andrew
    Exploring students’ knowing by pre- and post-test in lesson and learning studies2018In: School development through teacher research: Lesson and learning studies in Sweden and Tanzania / [ed] Inger Eriksson & Kalafunja Mlang'a Osaki, Dar es Salaam: Mkuki na Nyota Publishers Ltd. , 2018, p. 23-40Chapter in book (Refereed)
  • 24.
    Löfgren, Håkan
    et al.
    Linköpings universitet.
    Pérez Prieto, Héctor
    Karlstads universitet.
    Tanner, Marie
    Karlstads universitet.
    Löfgren, Ragnhild
    Linköpings universitet.
    Samuelsson, Johan
    Karlstads universitet.
    Lindberg, Viveca
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices. Göteborgs universitet, Institutionen för pedagogik och specialpedagogik.
    Att ständigt bli bedömd2017In: Att ständigt bli bedömd: elevers berättelser om betyg och nationella prov / [ed] Héctor Pérez Prieto & Håkan Löfgren, Lund: Studentlitteratur AB, 2017, p. 175-188Chapter in book (Other academic)
  • 25.
    Löfgren, Ragnhild
    et al.
    Linköpings universitet.
    Löfgren, Håkan
    Linköpings universitet.
    Lindberg, Viveca
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices. Göteborgs universitet, Institutionen för pedagogik och specialpedagogik.
    Betygens betydelse - nu och för framtiden2017In: Att ständigt bli bedömd: elevers berättelser om betyg och nationella prov / [ed] Héctor Pérez Prieto & Håkan Löfgren, Lund: Studentlitteratur AB, 2017, p. 35-50Chapter in book (Other academic)
  • 26.
    Nersäter, Åsa
    et al.
    Per Brahegymnasiet, Jönköping.
    Florin Sädbom, Rebecka
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices. Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Didactics in Social Sciences.
    Förstelärarens roll för skolutveckling: ett forsknings- och förstelärarperspektiv2017In: Framåt uppåt!: Samhällsdidaktiska utmaningar / [ed] Rebecka Florin sädbom, Mikael Gustavsson & Hans Albin Larsson, Jönköping: Jönköping University , 2017, , p. 191p. 129-146Chapter in book (Other academic)
  • 27. Pardue, C.
    et al.
    Mårtensson, R.
    Lindberg, Viveca
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    The Swedish case – Choosing and using kitchen utensils2018In: School development through teacher research: Lesson and learning studies in Sweden and Tanzania / [ed] Inger Eriksson & Kalafunja Mlang'a Osaki, Dar es Salaam: Mkuki na Nyota Publishers Ltd. , 2018, p. 94-105Chapter in book (Refereed)
  • 28.
    Wikman, Tom
    et al.
    Åbo Akademi.
    Hansén, Sven-Erik
    Åbo Akademi.
    Lilliedahl, Jonathan
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Identifying Coherence in Teacher Education2018Conference paper (Refereed)
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