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TIBOLLO, ALESSANDRA. "LO SVILUPPO E LA DIFFERENZIAZIONE DELLE COMUNITA' PER MINORI IN ITALIA. ANALISI PEDAGOGICA DEI PRINCIPI E DEI MODELLI." Doctoral thesis, Università Cattolica del Sacro Cuore, 2012. http://hdl.handle.net/10280/1377.
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L’obiettivo della ricerca è valorizzare il senso delle comunità per minori oggi come dispositivo adatto all’accoglienza, alla luce delle evoluzioni legislative in Italia.
Il lavoro di tesi si svilupperà intorno ai seguenti temi:
I. ricostruzione storica dei servizi educativi, dei servizi sociali, con riferimento al quadro legislativo;
II. analisi dell’attuale differenziazione delle comunità per minori attraverso la lettura del monitoraggio effettuato dall’Istituto degli Innocenti di Firenze (2009);
III. rilettura pedagogica dello strumento di comunità attraverso la valenza formativa del dispositivo;
IV. ricerca di un “modello base”: una mappa di possibili principi per consentire una risposta unitaria e convincente all’allontanamento dei minori.The purpose of this research project is to underline the sense of educative communities for younger people today as a tool suitable for the reception, taking into account all the legislative evolutions in Italy. In this thesis work the attention will be focused on the following topics: I. historical reconstruction of educative services and social services, with a reference to the legislative scenario; II. analysis of the current educative communities differentiation through the analysis of the monitoring realised by the “Institutes of the Innocents” in Florence (2009); III. pedagogical re-reading of the community framework thought the “device”’s formative merit; IV. research on a “base model”: a map of possible principles for a persuasive answer to the younger removals.
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TIBOLLO, ALESSANDRA. "LO SVILUPPO E LA DIFFERENZIAZIONE DELLE COMUNITA' PER MINORI IN ITALIA. ANALISI PEDAGOGICA DEI PRINCIPI E DEI MODELLI." Doctoral thesis, Università Cattolica del Sacro Cuore, 2012. http://hdl.handle.net/10280/1377.
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L’obiettivo della ricerca è valorizzare il senso delle comunità per minori oggi come dispositivo adatto all’accoglienza, alla luce delle evoluzioni legislative in Italia.
Il lavoro di tesi si svilupperà intorno ai seguenti temi:
I. ricostruzione storica dei servizi educativi, dei servizi sociali, con riferimento al quadro legislativo;
II. analisi dell’attuale differenziazione delle comunità per minori attraverso la lettura del monitoraggio effettuato dall’Istituto degli Innocenti di Firenze (2009);
III. rilettura pedagogica dello strumento di comunità attraverso la valenza formativa del dispositivo;
IV. ricerca di un “modello base”: una mappa di possibili principi per consentire una risposta unitaria e convincente all’allontanamento dei minori.The purpose of this research project is to underline the sense of educative communities for younger people today as a tool suitable for the reception, taking into account all the legislative evolutions in Italy. In this thesis work the attention will be focused on the following topics: I. historical reconstruction of educative services and social services, with a reference to the legislative scenario; II. analysis of the current educative communities differentiation through the analysis of the monitoring realised by the “Institutes of the Innocents” in Florence (2009); III. pedagogical re-reading of the community framework thought the “device”’s formative merit; IV. research on a “base model”: a map of possible principles for a persuasive answer to the younger removals.
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Rodrigues, Jose dos Santos. "O moderno principe industrial : o pensamento pedagogico da Confederação Nacional da Industria." [s.n.], 1997. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253263.
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Orientador: Dermeval SavianiTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Esta tese busca identificar e analisar o pensamento pedagógico da burguesia industrial brasileira, a partir das propostas da mais importante entidade político sindical dos empresários - a Confederação Nacional da Indústria (CNI) - ao longo de seus 60 anos de existência. Assim, primeiramente, o estudo almeja, a partir da história da entidade, entender a CNI enquanto o moderno príncipe industrial, ou seja, como a mais importante fração do partido ideológico (segundo o conceito gramsciano) da burguesia brasileira. Em seguida, apoiado nos conceitos de padrão de acumulação fordista e de padrão de acumulação flexível, o trabalho busca rastrear o pensamento pedagógico da CNI, a partir das categorias Estado, trabalho, industrialização, educação e formação profissional, em documentos produzidos por esta entidade. Finalmente, o estudo tem como objetivo construir um quadro ordenado e articulado do pensamento pedagógico da CNI, revelando suas continuidades, suas rupturas, suas contradições e seus paradoxos
Abstract: This PhD dissertation is intended to identify and analyse the educational thinking of the Brazilian industrial bourgeoisie by looking at the proposals of the most important union organization of businessmen uom the political point of view the Brazilian Confederation of lndustry (CNI are its initials in Portuguese) ¿ during its 60 years of existence. First, the study looks at the history of the Confederation in an attempt to understand it as the modem industrial prince, i.e., as the most important uaction of the ideological party (in accordance with the Gramscian concept) of the Brazilian bourgeoisie. Then, on the basis of concepts such as the Fordist accumulation and flexible accumulation pattems, the work attempts to track the educational thinking as ret1ected in CNI's documents, using categories such State, labour, industrialization, education and professional training. Finally, the study is aimed at building an ordely and articulated picture of the CNI' s educational thinking, showing its continuities, breaks, contradictions and paradoxes
Doutorado
Filosofia e História da Educação
Doutor em Educação
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Farias, Itamar Mazza de. "Pedagogia do trabalho : seus principios no cotidiano escolar." [s.n.], 1994. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253859.
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Orientador : Olinda M. NoronhaTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: A Tese teve corno objeto de estudo o resgate do sentido do trabalho corno princípio educativo na educação escolarizada. Mostrando a existência de certa controvérsia entre os educadores brasileiros que nas últimas décadas têm se preocupado com a relação trabalho-educação, bem corno, a controvérsia nos discursos acadêmicos acerca do conhecimento a ser transmitido à classe trabalhadora. Em Marx e Engels ressaltou-se alguns aspectos do trabalho corno princípio educativo, na concepção destes autores que mesmo, não tendo eles escrito urna obra expressamente pedagógica, apresentaram, no entanto, urna dimensão pedagógica nessa obra com a preocupação demonstrada com a educação do trabalhador. E Gramsci que sendo educador sem ser pedagogo, mostra no seu discurso a dialética da construção teórico-prática de um saber da e para a classe trabalhadora. Já Manacorda que faz as suas mediações nos autores acima, evidencia as contradições do grande desenvolvimento científico o qual separa a ciência do trabalho e a grande defasagem da formação escolar. O estudo ressaltou a importância de se dotar os trabalhadores de saber, não de qualquer saber, porém, de um saber instrumentalizado, a fim de estarem conscientes de sua contemporaneidade e poderem participar democraticamente do seu tempo. Contribui o estudo para urna análise crítica do momento histórico vivido pela educação brasileira onde o fracasso educativo em grande parte tem se revelado pelo corte que se tem feito entre o saber ensinado na escola e a experiência de vida dos educandos
Doutorado
Filosofia e História da Educação
Doutor em Educação
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Törnsén, Monika. "Successful Principal Leadership: : Prerequisites, Processes and Outcomes." Doctoral thesis, Umeå universitet, Pedagogik, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-21668.
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This thesis' main theme is successful principal leadership in secondary schools within the Swedish education system. Successful principal leadership is examined from three perspectives: What are the processes of a successful principal? Do the leadership processes relate to successful academic and social outcomes of schools? What are the prerequisites for successful principal leadership? The Frame Factor Model and the three concepts of prerequisites, processes and outcomes constitute an overarching framework. The prerequisites are categorized as internal prerequisites (the particular characteristics of individual principals) and external prerequisites operating within the Swedish educational environment. The successful principal processes are viewed as pedagogical leadership processes, on one hand as providing prerequisites for teaching and learning and, on the other hand as leading the core processes of teaching and learning. The definitions build on the empirical data, on the Swedish national curriculum and demands for pedagogical leadership, and on international findings on what successful principals do. The outcomes of successful principal leadership are here defined as the academic and the social outcomes of schools. The research undertaken is part of the research project 'Structure, Culture, Leadership - Prerequisites for Successful Schools?' The empirical data for this thesis are gathered in twenty-six Swedish secondary schools whereof five are regarded successful schools based on both academic and social outcomes. The findings, reported on in four articles, derive from interviews and questionnaires to principals and teachers. The principals in the main identify prerequisites of importance that are within their own realm of influence, such as themselves, teachers and school district level. They consider a limited area of responsibility and support from district level specialists as providing possibilities for their success. The principals accept the national governance of schools and principals via the national curriculum. The principals in the five successful schools however take a higher degree of responsibility for setting direction towards national goals, for processes inside schools and for school outcomes than do principals in less successful schools.They as pedagogical leaders attend to a higher degree both to providing prerequisites for teaching and learning and to leading the core processes of teaching and learning than do principals in less successful schools. In schools with a successful implementation of social goals, which shows as successful social outcomes, the principals, according to teachers, overall take responsibility for their national objectives and obligations to a higher degree than principals in schools with a less successful implementation of social goals. The implementation of social goals is of importance not only from an outcome perspective but also from a process perspective. It requires collaborative interpretation which can promote principal-staff professional relations and ultimately student learning. The identified overall differences between principals' leadership processes and processes in the twenty-six schools raise questions around consequences for equivalence in education.Struktur, kultur, ledarskap- förutsättningar för framgångsrika skolor?
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Moretti, Cheron Zanini. "Educação popular em José Martí e no movimento indígena de Chiapas : a insurgência como princípio educativo da pedagogia latino-americana." Universidade do Vale do Rio do Sinos, 2008. http://www.repositorio.jesuita.org.br/handle/UNISINOS/1951.
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A presente dissertação trata da insurgência como princípio educativo da pedagogia latino-americana. Para tanto, recorremos à categoria experiência, proposta por E. P. Thompson, para dialogar com o processo de independência cubana, do final do século XIX, conduzido por José Martí, e com o original movimento indígena de Chiapas, sobretudo os zapatistas, que emergiu no final do século XX. Entendemos princípio educativo como uma exigência que surge, emerge da existência e está relacionada com o movimento da e na transformação dos sujeitos no processo de luta social e política. Para a realização da pesquisa selecionamos alguns documentos, como cartas, comunicados, artigos, discursos e declarações dos zapatistas e de José Martí. Como proposta de metodologia utilizamos a análise e interpretação de seus conteúdos. Além disto, propusemos uma aproximação da História com a Educação dialogando com o vanguardismo martiano, a rebeldia zapatista e a boniteza freireana, compreendendo os espaços dos movimentos sociais como “u
This thesis discusses insurgency as an educational principle in Latin American pedagogy. It does so using the concept of experience proposed by E. P. Thompson and establishes a dialog with the process of Cuba’s independence led by José Martí by the end of the 19th century and with the original indigenous movement in Chiapas, mainly the Zapatists, that emerged at the end of the 20th century. The author understands educational principle as a demand that emerges from existence and is related to the movement of and in the transformation of subjects in the process of social and political struggle. The research is based on a selection of documents, such as letters, communiqués, articles, speeches and declarations by the Zapatists and José Martí. The methodology consists of the analysis and interpretation of their contents. The author also establishes a relation between History and Education through a dialog with Martí’s vanguardism, the Zapatist rebelliousness and the Freirean beauty. She understands the spaces of
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Staponkus, Deividas. "Eduardo Kaniavos atlikėjo veikla ir pedagogikos principai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2004. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2004~D_20040701_133709-79608.
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Ärlestig, Helene. "Communication between principals and teachers in successful schools." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1927.
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This thesis examines the interplay between organizational structure and culture and principals’ communication with their teachers in a Swedish school setting. Especially communication about issues connected to teaching and learning, student outcomes and school improvement are in focus. These issues are examples of what principals work with as pedagogical leaders. The thesis consists of four published articles on principals’ communication in relation to organizational prerequisites and aims. The four separate articles are all connected to three overall questions. How do organizational factors relate to the communication process? How does the communication between principals and teachers affect and reflect principals’ and teachers’ work towards the national objectives in the Swedish curriculum? What, if any, differences are there in the communication process between successful and less successful schools? The research undertaken in this thesis is a part of a larger project called ‘Structure, Culture, Leadership – prerequisites for Successful Schools?’ The empirical data used consists of interviews and questionnaires with teachers and principals in twenty-four Swedish schools as well as one school outside the projects study population. The twenty-four schools within the project have been divided into four groups depending on how they have succeeded in reaching academic and social objectives in the curriculum. The overall result shows that most communication in schools is related to everyday activities and individual students. Teachers claim that their communication with their principals is uncomplicated and straightforward. Viewing communication as a multidimensional process including information, affirmation/feedback and interpretation reveals that many principals overestimate their ability to communicate as pedagogical leaders. The difference in the communication process between the schools was more due to organizational factors like structure and culture than the principal’s individual communication abilities. In the successful schools, principals and teachers communicated more frequently about issues related to teaching and learning. These principals made more classroom visits and provided more frequently feedback on teachers’ professional role. In many of the other schools, there were signs of a communicative and organizational blindness. There is a potential in many schools to improve principals' and teachers' daily conversations so the communication process to a higher extent support long-term work towards positive school outcomes.
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Savickis, Antanas. "Konfucianistinės - maoistinės pedagogikos vertybių ir principų hermeneutinė interpretacija." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100903_092854-86020.
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Šiame darbe nagrinėjamos pagrindinės konfucianizmo – maoizmo moralinės padegogikos idėjos bei vertybės. Konfucianistinės – maoistinės pedagogikos idėjos Vakaruose yra klaidingai traktuojamos ir privalo būti išverstos / perkeltos į mūsų suvokimui artimesnes formas. Pirmojoje darbo dalyje nuodugniai aprašomas hermeneutinio rato metodas bei intersubjektyvumo teorija, leidžianti tyrimo metu įgyjamą asmeninį suvokimą perkelti kitiems ugdymo sistemos dalyviams. Antrojoje dalyje aprašomos Kinijos idėjinių lyderių pamatinės idėjos, stengiamasi išskirti pagrindines jų, pateikti asmeniniu sovokimu grindžiamą interpretaciją. Trečioji dalis skirta konfucianizmą – maoizmą nagrinėjusių Vakarų autorių idėjų nagrinėjimui, pasitelkiant darbo metu įgytą suvokimą. Šiame darbe paaiškėjo, kad Vakarų mokslininkai neretai klaidingai interpretuoja Kinijos pamatines ugdymo idėjas; kad Kinijos idėjinių lyderių idėjos gali būti traktuojamos kaip vientisa, vieninga sistema.In this work is analyzed basic ideas and values of confucianistic – maoistic moral pedagogy. Confucianistic – maoistic moral pedagogy ideas is wrongly perceived in Western countries and demands peculiar translation / transfer to forms, appropriate to our perception. In the first part of work is described in detail method of hermeneutic circle and theory of intersubjectivity, which allows personal knowing transfer to other members or certain educational system. In second part are presented main Chinese principled leaders educational ideas. Efforts were made to exclude main ideas, give personal interpretation for them. Third part is intended to analize Western authors, who were writing about confucianistic – maoistic theories, by using new gained perception. This work showed that often Western scientists quite skin-deep assess Chinese main educational ideas; the ideas of Chinese leaders can be understood in a way of united, integral system.
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Franco, Alexandre de Paula. "A formação dos gestores escolares nos cursos de pedagogia." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-08122014-111456/.
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A presente tese tem por objetivo a investigação da formação em ensino superior dos gestores escolares, denominados de especialistas de educação, até a edição da atual Lei de Diretrizes e Bases da Educação Nacional. Definiuse como corpus desta pesquisa, matrizes curriculares dos cursos de Pedagogia e a convergência destas com as necessidades encontradas pelos profissionais no exercício da coordenação pedagógica, da direção de escola, da supervisão ou da orientação educacional, considerando a possibilidade de trabalho na perspectiva do desenvolvimento institucional e profissional. Esta pesquisa está circunstanciada no âmbito das abordagens qualitativas, tomando como referência metodológica a triangulação de dados analisados pelo viés da multirreferencialidade (ARDOINO, 1998; BARBOSA, 1998), uma vez que foram abordados os dispositivos legais que originaram e, mais recentemente, orientam o curso de Pedagogia, implicando no conceito sobre o que é gestão. Num primeiro momento, contemplo-se o histórico do curso de Pedagogia, desde a sua gênese no Brasil, e a incorporação da profissionalização dos especialistas de educação num processo de ambigüidades e busca de identidade tanto do curso quanto dos pedagogos (BRZEZINSKI, 2002; FREITAS, 2002; PIMENTA, 2002). Em seguida, discutiram-se as diferentes interpretações atribuídas ao termo gestão, considerando os variados contextos nos quais tem sido empregada esta nomenclatura, ora para especialistas, ora para gestores escolares (EVANGELISTA, 2003; LIBÂNEO, 2001, SCHEIBE, 2003, PARO, 2011). Logo após, apresenta-se a análise das tendências propostas na formação dos cursos de Pedagogia no Brasil, analisando criticamente que lugar tem sido atribuído à profissionalização dos gestores escolares, num curso que passou a ter como atribuição o tratamento de todos os campos de atuação do pedagogo, considerando a perspectiva do desenvolvimento institucional (ALMEIDA, 1999; DAY, 2001, FULLAN, 2009). Os resultados desta pesquisa indicaram a relevância de se propor outra abordagem para a formação dos gestores nos cursos de Pedagogia, o que implica em alterações na estrutura destes, sobretudo, no que se refere ao currículo, integração do curso e redefinição de uma licenciatura que contempla ao mesmo tempo aspectos de bacharelado, numa tentativa de superar as ambigüidades ainda presentes no curso e na construção da identidade dos gestores escolares, e aponta para um outro caráter de percurso formativo no ensino superior.This thesis aims to research the professionalization of university school managers, called education specialists until the current edition of the Lei de Diretrizes e Bases da Educação Nacional, n. 9394 of 1996. We have defined as corpus of this research, curricular matrices of Pedagogy courses and the convergence of these with the needs found by professionals in pedagogical coordination, the direction of school, the supervision or the educational orientation, considering the possibility of working from the perspective of institutional and professional development. This research is detailed in the framework of qualitative approaches, with reference to methodological triangulation of data analyzed through the bias of multiple references (ARDOINO, 1998; BARBOSA, 1998), since we will bring the legal devices that originated and guide the course Pedagogy, resulting in the concept of what is management. First of all, we will deal with the history of the Pedagogy course, since its genesis in Brazil and the incorporation of the professionalization of the specialists of education in a process of ambiguities and search for identity both of the course as educationalists (BRZEZINSKI, 2002; FREITAS, 2002; PIMENTA, 2002). Then we will discuss the different interpretation given to the term management, considering the many contexts in which it has been used this nomenclature, sometimes to specialists, sometimes with school managers (EVANGELISTA, 2003; LIBÂNEO, 2001, SCHEIBE, 2003, PARO, 2011). After that, it will be dedicated to analysis of trends proposed in the formation of Pedagogy courses in Brazil, critically reviewing that \"place\" has been assigned to the professionalization of school managers, in a course which became as treatment of all fields of professionalism of the pedagogue, considering the perspective of institutional development (ALMEIDA, 1999; DAY, 2001, FULLAN, 2009). The results of this research indicated the importance of proposing another approach to the training of managers in Pedagogy courses, which implies changes in the structure of these, especially in relation to curriculum, integration of the course and redefinition of a graduation that includes both aspects of bachelor in an attempt to overcome the ambiguities still present in the course, and the identity construction of school managers.
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Bolonhini, Sabine Zink. "Pedagogia do esporte e a iniciação ao tenis de campo = um estudo nos principais clubes de São Paulo." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/274758.
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Orientador: Roberto Rodrigues PaesDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica
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Resumo: Esse estudo promove, no primeiro momento, uma discussão teórica acerca da Pedagogia do Esporte e da iniciação esportiva ao Tênis de Campo. As reflexões basearam-se a partir dos autores que defendem a proposta pedagógica do Teaching Games For Understanding (TGFU). No decorrer das discussões teóricas, foi realizado um diálogo entre as propostas desses autores e as reflexões de autores brasileiros que abordam o tema da Pedagogia do Esporte. É importante ressaltar que, a partir do encontro e da comparação das propostas de dois grupos de autores, é possível contribuir de maneira significativa para avanços da produção teórica no tema da Pedagogia do Esporte e Iniciação Esportiva. Além de contribuir com a construção de um referencial teórico, este estudo teve como objetivo verificar quais as características da Iniciação Esportiva nos 4 principais clubes do Estado de São Paulo. Para isso, foi realizada uma pesquisa de campo dividida em dois momentos: realização de entrevistas semi-estruturadas com os professores envolvidos com as aulas de iniciação esportiva nos clubes e a realização de observações não-participantes das aulas ministradas por esses professores. O objetivo das entrevistas foi o de verificar o perfil do profissional que trabalha com a iniciação esportiva à modalidade: sua formação escolar, sua experiência com a modalidade e, principalmente o de constatar quais os principais conteúdos que eles consideram que devem ser trabalhados em aulas de iniciação esportiva ao Tênis de Campo. O objetivo da observação das aulas foi o de constatar quais os conteúdos trabalhados nas aulas e quais os procedimentos pedagógicos utilizados pelo professores. A partir da pesquisa de campo, constatou-se que a maioria dos professores entrevistados não possui formação acadêmica em Educação Física, todos eles possuíam vivência na modalidade antes de se tornarem professores, e acreditavam que o ensino dos elementos técnicos da modalidade corresponde ao principal conteúdo a ser ensinado nas aulas de iniciação esportiva. Em relação aos conteúdos trabalhados durante as aulas, foi possível constatar que a preocupação central da maioria das aulas ainda é a de ensinar as habilidades técnicas da modalidade. Nesse sentido, verificamos uma disparidade entre as propostas pedagógicas de ensino do Tênis de Campo e o contexto da iniciação esportiva à modalidade constatado a partir da pesquisa de campo.
Abstract: This study promotes, initially, a theoretical discussion about Sport Pedagogy and sport initiation to Tennis. The reflections were based upon the Teaching Games For Understanding (TGFU) proposal. During the theoretical discussions, we proposed an dialogue between the TGFU ideas and the reflections of Brazilian authors that discuss Sport Pedagogy. It is important to point out that through these comparisons of two different proposals it is possible to contribute to the development of the theoretical productions of Sport Pedagogy. Besides these theoretical contributions, this study aims to verify the characteristics of sport initiation to Tennis in the 4 biggest sport clubs in the state of São Paulo. In order to do that, a field research took place in these clubs. This research was divided in two moments: first we interviewed the teachers responsible for the Tennis classes and, afterwards, we observed the classes. The purpose of the interviews was to get to know the profile of this professional involved in the process of sport initiation: the scholar level, the professional experience and, most importantly, verify what are the aspects of sport initiation classes that they consider to be more relevant in the classes. The purpose of the observation was to verify what activities are proposed during the classes. The field research showed that most of the teachers do not have a graduation degree in Physical Education, and all of them had some experience in Tennis before becoming teachers, also most of them believed that teaching the techniques should be the main purpose of the classes. Through the classes observation, it is possible to establish that most of the classes are based upon the goal of teaching technique skills. Thus, it is possible to see a disparity between the pedagogical proposals researched in the literature and the characteristics verified through the field research.
Mestrado
Ciencias do Desporto
Mestre em Educação Física
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Ribbing, Marie, and Petra Mattisson. "Lärarrollen spelar roll! : En analys av Sveriges främsta lärare i TV-serien Klass 9A." Thesis, Kristianstad University College, School of Teacher Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-5755.
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Uppsatsens syfte är att analysera vilken bild TV-serien
Klass 9A visar av den professionella pedagogen i jämförelse med vad pedagogisk forskning framför om den samma. I det moderna samhället spelar massmedia en stor roll för den enskilda individen. Media anses spegla samhällets gemensamma värderingar, attityder och normer. TV som media kan därför komma att påverka hur människor uppfattar den professionella pedagogen som visas upp i TV-serien Klass 9A. Uppsatsens teoretiska kapitel baseras utifrån två kriterier som beskriver läraryrkets professionalitet. Kriterierna som ligger till grund för denna uppsats är en specifik kunskapsgrund för yrket samt en nedtecknad yrkesetik. Forskningsrön som presenteras i uppsatsen uttrycker hur läraren på ett professionellt sätt skall kunna motivera elever till fortsatt lärande samt hur lärares förväntningar spelar en avgörande roll för hur elever skall lyckas uppnå goda resultat i skolan. Undersökningen har genomförts med hjälp av modifierad didaktisk etnografisk metod och en kvalitativ analys. Analysen har baserats på ett urval av avsnitt ur TV-serien som fokuserar på pedagogernas förhållningssätt gentemot eleverna. Resultatet visar att TV-seriens pedagoger uppvisar likheter och motstridigheter med vad pedagogisk forskning framför som eftersträvansvärt när det gäller att motivera elever till fortsatt lärande. Det vill säga pedagogerna uppvisar inte alltid vad som beskrivs som en specifik kunskapsgrund för yrket. Resultatet visar även att TV-seriens pedagoger i några avsnitt inte uppfyller de yrkesetiska principer som finns nedtecknade för läraryrket. Ämnesord
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Mårtensson, Pernilla. "Skillnader i variation : Lärares uppfattningar av variationsteori och hur variationsteorin blir en guidande princip." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4399.
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The gap between practise and theory is often described in negative words in teachers’ professional lives. Learning study is a model for teachers´ professional development where a theoretical framework is used to enhance practice. The theoretical framework used by teachers in learning study is variation theory. In this study the research object is variation theory and the aim is to present how variation theory becomes a guiding principle to understand teaching and learning processes. Two questions are in focus in this study: In which different ways do teachers understand variation theory? Which are the critical aspects of understanding the variation theory for these teachers? Seven teachers with different experiences of learning study and variation theory have been interviewed. A fenomenographic approach was used to describe different understandings of the phenomena variation theory. To understand and to analyze the data, variation theory also has been used. As a result of the analysis three qualitative different ways in understanding the theory was found; variation is related to teaching activities, variation is related to pupils understanding and variation is related to an object of learning. Through these three categories, critical aspects of understanding variation theory were identified and these aspects point out two learning processes. The implication of this work shows that variation theory becomes a guiding principle to understand teaching and learning, when teachers relate variation to an object of learning, its critical aspects and pupils´ understanding in focus at the same time. The theory becomes a framework for analyzing and for developing teaching and learning when the theory is used in practice. When teachers use the theory in practice, they create knowledge about what is necessary for pupils´ learning. In this way practice create knowledge about the theory just as teachers are learning more about variation theory. The findings can be seen as a contribution to the discussion about theories relevance for teachers´ professional development.
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Coughlin, Dominic James. "The development of the Teachers' Standards in England and Professional Standards for Teachers in Scotland : determining the pedagogic discourse and recontextualising principle." Thesis, King's College London (University of London), 2016. https://kclpure.kcl.ac.uk/portal/en/theses/the-development-of-the-teachers-standards-in-england-and-professional-standards-for-teachers-in-scotland-determining-the-pedagogic-discourse-and-recontextualising-principle(eb87c89d-2460-4c94-adc2-e15ed2d1dbeb).html.
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Teaching standards have increasingly been used to identify and categorise the work of teachers across educational systems for the purpose of certification and licencing, as performance indicators and, in some cases, to map out professional development. Accordingly, in both England and Scotland, teaching standards have been a central tenet in attempts to regulate the work of teachers. Most recently in England this has resulted in the Teachers’ Standards (DfE, 2012b), and in Scotland the Professional Standards for Teachers comprising of The Standards for Registration (GTCS, 2012h), The Standard for Career-Long Professional Learning (GTCS, 2012f), and The Standards for Leadership and Management (GTCS, 2012g). This research provides a comparative analysis of the recontextualising principle and pedagogic discourse (Bernstein, 2000), the rules and regulations, which led to the production of these most recent sets of standards in England and Scotland. A mixed qualitative approach was taken to the research questions composing documentary analysis and interviews with those involved with the reviews. The analysis of text drew on Basil Bernstein’s Pedagogic Device (Bernstein, 2000) combined with Critical Discourse Analysis (CDA) (Fairclough, 2003) to provide a single theoretical lens. CDA was ‘put to work’ (Chouliaraki & Fairclough, 1999, p.2) within the Pedagogic Device to tease out the discursive practices of the reviews of teaching standards through the examinations of the documentary and interview data. The Professional Standards for Teachers in Scotland look to Hoyle’s (1974) ‘extended professionality’ and Sachs’ ‘activism’ (2003a) as the model for teacher professionalism, whereas the Teachers’ Standards in England, developed in the controlled environment of the Department of Education (DfE), represent a more passive teacher at the restricted end of Hoyle’s continuum. In regards to the development of teaching standards, the DfE approaches the review process as a ‘classic bureaucracy’ (Dimmock, 2007) in tightly regulating the drafting of the Teachers’ Standards. The General Teaching Council for Scotland adopts two identities to the development of the Professional Standards for Teachers. First, it integrates, through an interlocking committee structure, with the Scottish Government and their associated institutions. Second, it adopts an ‘informal’ organisational approach to writing the standards.
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Dahlin, Annie, and Britta Jonsäll. "Modermålsverksamhetens inkluderande och exkluderande principer i en förskola : En intervjustudie om uppfattningar." Thesis, University of Gävle, Department of Education and Psychology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-6193.
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The purpose of our examination was to survey how one preschool works with so called language groups, if the mother tongue is important and if the informants can see any complex of problems in the inclusive/exclusive way of working with language groups in the preschool. The literature review provides for example the three most important areas of mother tongue, which are the emotional, the social and the intellectual (Ladberg, 2000). Further it describes the difference between the conceptions integration and inclusion, when today the concept inclusion is preferred (Tøssebro, 2004). We were inspired by qualitative interviews as our method and from a phenomenographic perspective described the informants’ perceptions about the named phenomenon. Three preschool teachers and three mother tongue educationalists constitute the represented informants. The result of our examination shows a clear opinion about the great importance of mother tongue and that the mother tongue educational programme is not considered to be an excluded activity, since the children already are used to the constant groupings in the preschool. Our examination shows many areas in need of improvement, for example the engagement from the municipality and further education for the pedagogues. Further research of the subject is also of importance to be able to improve the mother tongue educational programme with didactic guidelines.
Syftet med vårt examensarbete var att kartlägga hur en förskola arbetar med så kallade språkgrupper, om modersmålet är viktigt och om informanterna uppfattar någon problematik med ett inkluderande/exkluderande arbetssätt i språkgrupperna i förskolan. Litteraturgenomgången pekar bland annat på modersmålets tre viktigaste områden, nämligen det emotionella, sociala och intellektuella (Ladberg, 2000). Vidare redogörs för skillnad mellan begreppen integrering och inkludering då det i dag föredras att använda begreppet inklusion (Tøssebro, 2004). Vi har inspirerats av kvalitativa intervjuer som metod och utifrån ett fenomenografiskt perspektiv redogjort för informanternas uppfattningar kring det nämnda fenomenet. Informanterna utgörs av tre förskollärare samt tre modersmålsstöd
1. Resultatet av vår undersökning visar en tydlig uppfattning om att modersmålet är otroligt viktigt och att modersmålsverksamheten inte uppfattas som exkluderande då barnen är vana vid förskolans konstanta gruppindelningar. Undersökningen visar även att det finns många förbättringsområden, exempelvis kommunens engagemang och pedagogernas vidareutbildning. Även vidare forskning inom ämnet är viktigt för att få en förbättrad verksamhet med didaktiska riktlinjer.
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Rapisarda, Gianluca. "L'educazione dei ciechi e le loro principali istituzioni in Italia e in Europa." Doctoral thesis, Università di Catania, 2014. http://hdl.handle.net/10761/1583.
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L attuale ricerca storiografica risulta carente di lavori aventi per oggetto di indagine le scuole specializzate nella formazione dei soggetti non vedenti. Pertanto il mio progetto si è prefisso lo scopo di colmare, nei limiti del possibile, queste lacune, badando bene a non effettuare delle semplici ricostruzioni storiche di tipo cronachistico ed annalistico, bensì integrando le vicende delle scuole esaminate col contesto sociale e culturale del loro territorio, con i seguenti obiettivi:
° Censire i più importanti istituti scolastici per non vedenti fondati in Sicilia, in Italia e nelle capitali dell Europa dal passato ad oggi;
° Ricostruire le vicende storiche delle principali istituzioni scolastiche per ciechi esistenti in Sicilia, in Italia e nelle capitali delle nazioni europee più rilevanti;
° Risalire all interazione sviluppatasi nel tempo tra le suddette scuole europee per non vedenti e il contesto socio-culturale dei rispettivi Paesi;
° Ravvisare le fondamentali differenze esistenti tra le tecniche educative ed i percorsi professionali scelti nella loro storia dagli Istituti per persone prive della vista.
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Kotavuopio, Olsson Riitta Anneli. "Beslutsfattning och kontroll : Rektors upplevda autonomi i Sverige och i Finland." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-373864.
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Lund, Sandra. ""En 'pedagogisk ledare' är ju lite mer en drömbild än dagens rektor" : En studie om interaktuonen mellan rektor och medarbetare." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-226956.
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Pedagogiskt ledarskap leder till utveckling. Detta antagande ligger som grund för denna studie som fokuserar på rektorers pedagogiska ledarskap i relation med medarbetare. Många lärare upplever arbetsbördan för stor och så även rektorer. Detta visar på en organisation som inte mår riktigt bra. För att skapa utveckling som leder till att fler stannar i organisationen behöver skolutveckling ske utifrån kärnverksamheten, undervisningen. Medarbetarnas bild av organisationsutveckling behöver synliggöras. För att fokusera på skolutveckling och pedagogiskt ledarskap utifrån medarbetarnas perspektiv har jag fokuserat på relationen mellan rektor och medarbetare. Interaktionen dem emellan kan skapa utveckling, något som är grundläggande i skolans värld. I denna undersökning har organisationsforskning och skolforskning bearbetats och analyserats tillsammans med empirin. Empirin är samlad genom olika slags intervjuer som har sin grund i de systemteoretiska och Socialkonstruktivistiska teorierna. Dessa har även legat som grund för den analys av empirin som gjorts. Empirin visade att relationen mellan rektorer och medarbetare är god och att rektorerna utför ett pedagogiskt ledarskap. Den visade också att relationen inte användes för att utmana och utveckla medarbetarnas undervisning. Relationen var snarare till för att skapa trygghet, stabilitet och förtroende. Det pedagogiska ledarskapet som utfördes var på organisationsplan, som underlättade för medarbetarna att utföra sitt arbete. Men detta påvisades inte. Förväntningar mellan medarbetare och rektorer uttalades sällan och medarbetarna var omedvetna om rektorns ansvar för deras utveckling. Slutsatserna är att rektorerna står för den trygghet och tydlighet som organisationen i övrigt saknar, vilket bidrar till att de inte kan vara utmanande. Om organisationen skulle stå för stabilitet skulle rektorerna kunna stå för variation och utmaningar. Relationen mellan rektorerna och medarbetarna är subjektiv vilket gör att förväntningar som annars skulle kunna ställas på en objektiv rektorsposition inte ställs. Samma sak gäller motsatta led. Att rektorerna inte ställer krav på sina medarbetare med hänsyn till deras situation. Det är en ständig balansgång mellan subjekt och objekt, men en distans till professionen skulle hjälpa organisationen att utvecklas. Dessutom kommuniceras inte det pedagogiska ledarskapet mellan rektorer och medarbetare, vilket bidrar till att det osynliggörs.Educational leadership leads to development. This assumption is the basis for this study, which focuses on the principals educational leadership in relationship with employees. Many teachers feel the burden too great and so even principals. This indicates an organization that does not feel really good. In order to create development that will lead to more stops in the organization needs school development must rest on the core business, teaching. Employee image of organizational needs visibility. In order to focus on school improvement and educational leadership based on the employees' perspective, I have focused on the relationship between the headmaster and staff. The interaction between them may create development, which is essential in the world of school. In this study, organizational research and educational research processed and analyzed with the empirical data. The empirical data is collected through various interviews that are rooted in the system theory and social constructivist theories. These have also been the basis for the analysis of empirical data gained. The empirical data showed that the relationship between principals and employees is good and that principals perform an educational leadership. It also showed that the relationship was not used to challenge and develop their employees' tuition. The relationship was rather to provide security, stability and confidence. The educational leadership were performed on the organizational chart, which made it easier for employees to do their work. But this was not detected. Expectations between employees and principals were spoken rarely and employees were unaware of the principal's responsibility for their development. This concluds that principals are responsible for the security and transparency of the organization in general lacks, which helps that they can be challenging. If the organization would stand for stability would headmasters able to stand for variety and challenges. The relationship between the principals and the employees is subjective allowing the expectations that could otherwise be imposed on a principal objective position is not reset. The same applies to the opposite point. The principals do not require their employees with respect to their situation. It is a constant balancing act between subject and object, but a distance to the profession would help the organization evolve. Additionally communicated not pedagogical leadership between principals and employees, which contributes to the rendered invisible.
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Freitas, Helena Costa Lopes de 1946. "O trabalho como principio articulador da teoria/pratica : uma analise da pratica de ensino e estagios supervisionados na habilitação magisterio do curso de pedagogia da FE/UNICAMP." [s.n.], 1993. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253709.
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Orientador : Dermeval SavianiTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-07-18T20:57:13Z (GMT). No. of bitstreams: 1 Freitas_HelenaCostaLopesde_D.pdf: 18915179 bytes, checksum: 6eea2bb95b799fdbd6b2628878850958 (MD5) Previous issue date: 1993
Resumo: O trabalho analisa o desenvolvimento da disciplina Prática de Ensino e Estágios Supervisionados na Habilitação Magistério do Curso de Pedagogia da FE-UNICAMP. durante o ano de 92. a partir do trabalho de estágio das alunas nas escolas públicas de 1º e 2º graus. Compreendendo a necessidade de situar a disciplina no quadro maior do curso de Pedagogia. analisam-se as diferentes reformulações de curso. desde 1979. na FE-UNICAMP. e a trajetória do movimento dos educadores. tomando o trabalho docente e a relação teoria-prática como categorias de análise que permitem identificar a aproximação/afastamento do curso da realidade do trabalho pedagógico da escola de 1º e 2º. graus, como articulador na formação do professor de 1º a 4º. séries das séries fundamentais e de 2º grau. Analisa-se o movimento das alunas na Prática de Ensino e nos Estágios: o momento da chegada na disciplina. as diferentes formas de aproximação da realidade da escola. a elaboração da proposta de trabalho de estágio, sua realização nas condições da escola pública de 1º. grau, e as possibilidades/dificuldades de produção e elaboração teórica sobre as condições em que se desenvolve o trabalho pedagógico escolar. nas séries fundamentais do 1º grau. Neste movimento, analisam-se, ainda, as contradições presentes no trabalho das alunas: o trato com o conhecimento escolar. A compreensão das formas de trabalho com as crianças e a avaliação. O trabalho de estágio no 2º grau examina as possibilidades de produção/elaboração teórica sobre o 1º grau e as tentativas de articulação teoriaprática na elaboração da proposta de trabalho para a HEM de 2º. grau. A análise do trabalho das alunas. permite chegar a aproximações e a algumas conclusões. As dificuldades e possibilidades colocadas pelo trabalho dos alunos. na escola pública, estão ligadas à forma como se estrutura o currículo do curso de Pedagogia que separa teoria e prática. reservando aos estágios o "momento da prática" e de articulação com os conhecimentos teóricos. Apesar das contradições presentes no processo de formação. aponta-se para a perspectiva de se colocar o trabalho como eixo articulador da relação teoria-prática. no interior do curso. trazendo o aluno para vivenciar o processo de trabalho pedagógico qa escola desde o início de sua formação e introduzindo-o no universo da pesQuisa pela sua atividade prática. O estudo tenta superar a visão meramente distributiva dos estágios ao longo do curso. deslocando o debate para a natureza desta disciplina. no contexto da formação do educador. A problemática sugere a necessidade de aprofundamento dos estudos sobre a relação educação-trabalho no processo de formação dos profissionais da educação. seja do ponto de vista teórico. seja nas suas relações com a estrutura da Universidade e com o fortalecimento da "formação continuada" deste profissional - sem deixar de considerar os limites do momento histórico.
Doutorado
Metodologia de Ensino
Doutor em Educação
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Westin, Janina, and Linda Nilsson. "Hur lärare kan stödja rektorns pedagogiska ledarskap : – Relationen mellan rektor och lärare." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-23715.
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Syftet för den kvalitativa undersökningen är att undersöka om och hur lärare kan stödja rektorns pedagogiska ledarskap. Undersökningen framförs ur rektorns perspektiv.Följande frågeställningar används för att hitta svar på denna studie: Vad rektorer tycker om det pedagogiska ledarskapet (abstrakta svar, känslor, icke materiellt): Tycker rektorer att det är svårt att klara av det pedagogiska ledarskapet? Hindrar lärare rektorer att klara av det pedagogiska ledarskapet? Vilket stöd skulle rektorer vilja ha av lärare i sitt pedagogiska ledarskapet? Vilket stöd rektorerna får (konkreta svar, ej känslomässiga, materiellt): Vilket stöd får rektorer av lärare i sitt pedagogiska ledarskap? Vilka brister finns det i lärarnas stöd till rektorers pedagogiska ledarskap? Arbetets teoretiska ramverk består av kapitel som handlar om rektorns juridiska, administrativa och ekonomiska ansvar. Det består av kapitel som handlar om rektorns pedagogiska ledarskap men också om relationen mellan rektor och lärare. Relationen är väldigt viktig eftersom ledarskapet inte existerar utan relationer och i relationen är i sin tur kommunikationen central. Undersökningen visar att rektorer ofta nämner ord som diskussion, gemenskap och förtroende. De nämner också ofta orden mål, resultat och förutsättningar när de beskriver sin organisation i förhållande till rektorns pedagogiska ledarskap. Dessa ord är alltså centrala och påverkar rektorns pedagogiska ledarskap. Även om samtliga rektorer uttrycker sig med dessa ord, är det inte säkert att de omsätts på samma sätt av alla. Hur organisationen når sitt mål, kan vara olika beroende på rektorns arbetssätt och hur denne bygger upp verksamheten.The purpose of this qualitative study is to investigate if and how teachers can support the principal’s leadership. The research will be executed from the perspective of principals.The following questions will be used in purpose to find the answers of the study:What teachers think about the pedagogical leadership (abstract):Do principals think that it is difficult to manage the pedagogical leadership?Do teachers prevent principals from managing their pedagogical leadership?What sort of backing do the principals want from the teachers regarding their pedagogical leadership?What sort of backing the principals do get (concrete):What sort of backing do the principals get from the teachers regarding their pedagogical leadership?What sort of shortages are there regarding the teachers backing of the principals leadership?The theoretical chapters of the study contain information about the principals’ juridical, administrative and economical responsibilities. The chapters also contain information about the principal’s pedagogical leadership but, also about the relation between principals and teachers. The relation between principals and teachers is important because without a relation, no leadership will exist. A relation will not exist without communication. Communication is therefore central in the existence of a relation. The survey shows that principals often use words such as discussion, togetherness and trust when describing their organization compared to their pedagogical leadership. They also mention words such as goals, results and conditions. These words are therefore essential and they influence the principal’s pedagogical leadership. Even though all principals mention these words, it is not certain that they all execute them in the same way. How the organization reaches its goal, depends on how the principal work and how the organization is composed.
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Stende, Mikael. "Uppfattningar om rektorers pedagogiska ledarskap : En kvantitativ studie av uppfattningar om rektorers pedagogiska ledarskap." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67974.
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Syftet med denna studie är att undersöka begreppet rektorns pedagogiska ledarskap och hur begreppet uppfattas av rektorer och lärare. Studiens forskningsfrågor handlar om att kartlägga och jämföra uppfattningarna om begreppet Rektorns pedagogiska ledarskap. Forskning visar att rektorns pedagogiska ledarskap har en betydelse för skolans resultat. Metoden i undersökningen har varit enkät. Det var 53 respondenter som har svarat på enkäten. Enkäten skickades till 3 olika skolor. Informanterna valdes ut från samma skolor, för att de skulle utgå från samma verksamhet. Två versioner av enkäten formades men med samma frågor. Den ena versionen var riktad mot rektorer och den andra mot lärare. det var formuleringarna som skilde dem åt. Frågorna var gjorde som påståenden som respondenten skulle svara på. Resultatet visar att det kollegiala samtalet och lärande har en viktig funktion, visar både tidigare forskning och resultatet i studien. Dessutom är det viktigt att rektor skapar förutsättningar för ett tydligt kommunikationsstrukturer.The purpose with this study is to analyze principal´s pedagogical leadership and how principals and teachers interpret it. The studies research questions were about surveying and comparing the understanding of the term rektorns pedagogiska ledarskap. Research shows analyze principal´s pedagogical leadership is important for school results. The surveys method has been a poll. There were 53 respondents who have answered the survey. The survey was sent to three different schools. The informants were chosen from the same schools, because they were supposed to work on the same function. Two versions of the survey were made, but with the same questions. One version was directed to principals and the other was directed to teachers. The difference between the two polls was the formulations. The questions were constructed as statements, which the respondents were supposed to take a stand to. The result shows that the collegial conversation and learning have an important function, showing both previous research and the outcome of the study. Besides, it is important that the principal creates the conditions for a clear communication structure.
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Arvidsson, Maria. "Barns inflytande som en förskoledidaktisk angelägenhet : En kvalitativ intervjustudie av förskollärares möjliggörande av barns inflytande." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67583.
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Denna studie handlar om förskollärares syn på barns inflytande i förskolans verksamhet utifrån ett didaktiskt perspektiv. Hur de resonerar kring barns inflytande både som en rättighetsfråga och som en del i demokratiuppdraget. Syftet med studien är att erbjuda kunskap och få en förståelse om hur barns inflytande möjliggörs av förskollärarna på förskolan. Frågeställningarna är följande: Vilket utbildningsinnehåll beskriver förskollärarna att barn har inflytande över? Hur anser förskollärna att barns inflytande möjliggörs och hindras av deras arbetssätt? Varför anser förskollärarna att barn ska ha inflytande i förskolans verksamhet? I denna studie används kvalitativ metod med semistrukturerade intervjuer av fyra förskollärare. Studien visar att förskollärarna använder sig av flera olika didaktiska principer för att möjliggöra barns inflytande. Förskollärarna lägger stor vikt på relationen och interaktionen med barnen. Framförallt allt att de är lyhörda och tar reda på vad barnen är intresserade av och utgår sedan därifrån för att forma den pedagogiska verksamheten och utbildningsinnehållet. Förskollärarna prioriterar att ge tid och utrymme för den fria leken eftersom de anser att det är i leken som barn har störst möjlighet till inflytande. En didaktisk princip de använder sig av är att dela barngruppen för att möjliggöra mer lekutrymme. Studien visar att arbetet med barns inflytande är komplext, vilket innebär att inflytandet mer sker i de gemensamma angelägenheterna snarare än i barns personliga angelägenheter. Det är svårt att tillgodose varje barns inflytande vilket innebär att det enskilda barnets intresse ibland måste stå tillbaka för gruppens intresse.
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Battagello, Enrica <1988>. "L'accompagnamento delle istituzioni nell'inserimento e integrazione del minore straniero nel nucleo adottivo. Approfondimento attraverso la rilevazione delle esperienze vissute dai tre attori principali: enti, famiglia, minori." Master's Degree Thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/3872.
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Källberg, Lisette, and Helny Malmborg. "Ledarskapet som skapar komplex(itet) för rektorn : En studie om rektorns professionella och administrativa roll." Thesis, Högskolan i Borås, Akademin för vård, arbetsliv och välfärd, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-127.
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Enligt skollagen ska rektorn vara huvudansvarig för sin skolverksamhet. I uppdraget ingår administrativa uppgifter och pedagogiskt ledarskap, vilket innebär att rektorn har två skilda logiker att hantera, managerialism och professionalism. Den kvalitativa undersökningen fokuserar därmed på hur det pedagogiska ledarskapet ska utövas parallellt med administrativa uppgifter där ekonomiska styrförutsättningar skiljer kommunala och fristående verksamheter åt. Pedagogiskt ledarskap ska leda till goda studieresultat hos eleverna och anses därför som viktigt. Direkt forskning om rektorns delade ledarskap har inte skett inom skolvärden men däremot inom sjukvården som har flera likheter till skolverksamhetens organisation. Inom sjukvården har professionalism och managerialism, i en så kallad hybridroll, ansetts svår för en person att klara, vilket är detsamma för rektorn. Utifrån detta undersöktes ifall det var möjligt för två personer att dela lika på rollen som rektor, ett så kallat samledarskap. Dock går det inte enligt lag att genomföra då varje skolverksamhet endast får ha en ordinarie rektor. Inslag av samledarskap kan däremot appliceras som en lösning för rektorn, genom att exempelvis delegera uppgifter till en biträdande rektor.I och med att ledningsgrupperna ser olika ut samt har olika styrförutsättningar har även utfallet blivit olika i de olika skolformerna. Inom den kommunala skolverksamheten har rektorn kunnat utöva mer pedagogiskt ledarskap då det i regel funnits en eller flera biträdande rektorer att samarbeta med och delegera administrativa uppgifter till. Detta tillskillnad från rektorer i fristående skolverksamheter som generellt är ensamma i ledningsgruppen. I de fall då rektorn är ensam i ledningen borde det därför vara bra att se över möjligheter för att tillsätta en biträdande rektor i ledningsgruppen för att verka som avlastning. Tillsättande av en biträdande rektor skulle underlätta rektorns arbete men då de fristående skolverksamheterna har ett bestående krav på att inte överskrida budgeten begränsas möjligheten att i varje enskilt fall tillsätta en biträdande rektor.According to the Swedish school law, the principal is in charge for the school organization. The task includes administrative tasks and pedagogical leadership, which means that the headmaster has two distinct logics to deal with, managerialism and professionalism. The qualitative methodology study is focusing on the pedagogical leadership that must be exercised in parallel with administrative tasks where economic regulatory conditions are significant and differ between public and independent school activities. Pedagogical leadership should lead to good outcomes for the students and is therefore considered important. There has been no direct research concerning the principal's shared leadership within the school system but a lot of research within healthcare can be applied in this area since healthcare has several similarities to the school organization. A so-called hybrid role has within healthcare been considered difficult for one person to manage. In this role, professionalism and managerialism are combined which can be linked to the principal’s role where both logics have to be handled by one person. Based on this this study will examine whether it is possible for two people to share the role of the principal equally, a so-called shared leadership. However, it is not required by law to implement this solution when every school organization may only have one regular principal. Elements of shared leadership can, however, be applied as a solution for the principal, for example by delegating tasks to an assistant principal.Since the management teams are controlled differently the outcome has been various in diverse school systems. The principal of the public school has been able to practice more pedagogical leadership since there normally exist one or several assistant principals to whom they can delegate administrative tasks. This is different from principals in independent school organizations, which generally are alone in the management team. In cases where the principal is alone in the leadership, it should be useful to see whether there are opportunities to appoint an assistant principal to join the management team to ease the burden. The appointment of an assistant principal would facilitate the principals' work, but because of the independent schools’ permanent requirement not to exceed the budget, the possibility is limited to assign an assistant principal in each individual case.This study is written in Swedish
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Tischler, Ilana. "How does leadership transition influence a sustained school change process? A case study." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1094063761.
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Nuhic, Minela, and Sandra Långberg. "En aktiv skoldag varje dag? : En kvalitativ studie om rektorer och lärares uppfattningar till fysisk aktivitet på gymnasieskolor." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-42052.
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I litteraturen framgår det att den fysiska aktiviteten minskar för varje årskurs i skolan. Med hänsyn till att rektorer och lärare ansvarar för att eleverna ska ha möjligheter till fysisk aktivitet under hela skoldagen är det viktigt att studera deras arbete. Forskningen visar att fysisk aktivitet främjar bland annat hälsa, inlärning och koncentrationsförmåga i skolan. Syftet var att beskriva vilka uppfattningar rektorer och lärare har om fysisk aktivitet och vad som kan främja fysisk aktivitet bland elever på gymnasieskolor. Studiens teoretiska utgångspunkt var hälsoteorin SOC (Sense of coherence) och den frigörande pedagogiken som pedagogisk utgångspunkt i relation till Empowerment. Kvalitativ forskningsmetod var lämpligast att använda då intervjuer möjliggör en djupare förståelse för informanternas utsagor och studiens fokus. Studien utgörs därmed av fem semistrukturerade intervjuer. Analysen resulterade i två huvudkategorier som reflekterade studiens syfte; arbetet att främja fysisk aktivitet på skoltid och uppfattning kring läroplanen. Studiens slutsats är att informanterna beskrev att de tagit medvetna beslut för att främja fysisk aktivitet, de försöker skapa en medvetenhet genom dialog samt att de försöker skapa integrerad rörelse genom brainbreaks på lektionstid. Ytterligare en slutsats är att rektorer och lärare uttryckte att de uppfattar läroplanen för gymnasieskolan som otydlig.In literature, it appears that physical activity decreases for each year of school. Given that principals and teachers are responsible for ensuring that students have opportunities for physical activity throughout the school day, it is important to study their work. Research shows that physical activity promotes health, learning and concentration ability among other things, in school. The aim of this study was to describe which perceptions principals and teachers have about physical activity and what could promote physical activity among students at upper secondary schools. In relation to the aim of the study, qualitative research method was most suitable to use because interviews enable a deeper understanding of the informants' statements and the focus of the study. The study consists of five semi-structured interviews. The analysis resulted in two main categories that reflected the aim of the study; the work to promote physical activity at school and perception of the curriculum . The conclusions of the study are that the informants have made conscious decisions to promote physical activity, they try to create awareness through dialogue as well as they try to create integrated movements through brain breaks during class hour. Another conclusion is that principals and teachers expressed that they perceive the curriculum of the upper secondary school as unclear.
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Langerth, Zetterman Monica. "Innehållsdesign : Principer, metoder och verktyg samt tillämpningar inom utbildningshistorisk forskning och undervisning." Doctoral thesis, Uppsala University, Department of Studies in Education, Culture and Media, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8464.
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This thesis explores content design – an area which encompasses the practices and the conceptions of the description, organisation and manipulation of digital content. The overall aim was to identify and examine principles, methods and tools appropriate for content design within the humanities and the social sciences. Another purpose was to investigate the limitations and opportunities of the identified methods and tools by means of modelling and applications of prosopographical materials, designed for research and teaching in history of education.
The prosopographical collection consists of three different kinds of sources: transcriptions from biographical reference books, written biographical accounts and digitalised archival sources, such as enrolment registers. These resources were encoded according to the Text Encoding Initiative (TEI) guidelines with the purpose to denote specific structures and semantic features of the content. The thesis demonstrates how the prosopographical collection, stored in a master file in TEI/XML format, was encoded and organised and then further transformed, migrated and manipulated by other tools and to other platforms. This resulted in several examples of applications demonstrating a broad range of uses for research and teaching in history of education and alike.
One conclusion is that the TEI guidelines serve well as a valuable tool for the markup of rather complex historical materials designed for multiple purposes: for qualitative analyses, and as input to multivariate statistical analyses, and for migration into relational databases. Another conclusion is that such digital collections, provided with markup, could be treated as research tools themselves, because they lend themselves much more than simply access, retrieval or reading. In this prosopographical collection, the markup contributes to make explicit the underlying theories and thus provides scholars, teachers and students with tools to reuse and rearrange the content for other kinds of uses in other areas.
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Kjellberg, Jimmi. "Yrkesetik i teori och praktik : En fokusgruppsstudie av lärares yrkesetiska praktik i relation till de yrkesetiska principerna." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Ämnesforskning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45060.
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I min uppsatsskrivning har jag utgått ur en explorativ ansats där fokusgruppsintervjuer har använts som en metod för materialinsamling. Med hjälp av fokusgrupper vill jag lyfta fram och se hur yrkesetiska principerna i yrkesrådet syns i praktiken enligt professionella lärare. Jag vill också ta reda på hur de beskriver olika situationer och framför allt hur de resonerar kring detta. Det finns totalt elva professionella högstadielärare som har intervjuats i tre grupper. Efter intervjuerna slutfördes transkriberades de. Sedan delade jag upp materialet utifrån de fyra olika yrkesetiska principerna. Detta gjorde det lättare för läsaren att se vilken av principerna som är i fokus. Resultatet visar att det finns en avsaknad av de yrkesetiska principerna både i teori och praktik för de intervjuade lärarna. Det finns en stor kunskapslucka hos dem kring dessa och de upplever att det är något som man sällan eller aldrig diskuterar. Efter avslutat arbete och utifrån vad informanterna diskuterat kan man ställa sig frågan om vem som är ansvarig när det kommer till yrkesetiken och dess upprätthållande. Läraren är ju såklart en av de ansvariga parterna, men finns det fler? Utifrån svårigheter som informanterna lyft, är det rimligt att peka ut andra som har ett särskilt ansvar för yrkesetiken (ex ledning, kommuner, utbildare, skolverk etc.) och på vilket sätt och varför i så fall?
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Westin, Niklas, and Jonas Petré. ""Watchman and reporter" : En kvalitativ studie om rektorers inställning till ledarskap." Thesis, Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-1125.
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Aim
The aim of the study is to, from a comparative perspective, examine principals’ view of leadership in successful schools. Questions:
- How do the principals describe their own leadership?
- What subject positions do the principals take?
Method
Three principals were interviewed in the study. The interviews lasted for about 60 minutes. The interviews were recorded and transcribed. The interviews were analyzed according to the theories of transformative and instructional leadership and also which of the three subject positions supporter, pedagogical leader and chief the principals enabled.
Results
The principals had not an entirely consistent approach to school leadership. Two of the principals spoke of leadership in accordance to the transformative theory with a focus on development and change. The third principal described his leadership in a manner more similar to the instructional theory with clear top-down approach and focus on school to be a safe place for students in a troubled area. All headmasters enabled in some degree all three subject positions however, they had one position each as they foremost enabled.
Conclusions
The headmasters’ view of leadership differs on some points which could indicate that the leadership needs to be adapted to the specific school in order to make the school and the headmaster successful. Common to all headmasters was that they had a strong commitment to the mission and students. The headmasters are taking different positions when they talk about leadership. This may be because they tend to use transformative or instructional leadership. The instructional leadership is beneficial in the beginning of the structuring of a school. In light of growing maturity in the organization, it is possible to switch to transformative leadership which gives the principal greater opportunities to work with future visions and the school's overall goals.
Syfte och frågeställningar
Studiens syfte är ur ett komparativt perspektiv undersöka rektorers syn på ledarskap i framgångsrika skolor. Frågeställningar:
- Hur beskriver rektorerna sitt eget ledarskap?
- Vilka subjektspositioner intar rektorerna?
Metod
Tre rektorer intervjuades i studien. Intervjuerna pågick under ca 60 minuter. Intervjuerna spelades in och transkriberades. Intervjuerna analyserades enligt teorierna om transformativt och instruerande ledarskap samt vilka av de tre subjektspositionerna supporter, pedagogisk ledare och chef rektorerna intog.
Resultat
Rektorerna har inte en helt samstämmig syn på skolledarskap. Två av rektorerna talade om ledarskapet i enlighet med den transformativa teorin med fokus på utveckling och förändring. Den tredje rektorn beskrev sitt ledarskap på ett sätt som mer liknar den instruerande teorin med tydlig toppstyrning och fokus på att skolan ska vara en trygg plats för elever i ett oroligt område. Samtliga rektorer aktiverade i någon grad alla tre subjektspositioner dock hade de varsin position som de främst aktiverade.
Slutsats
Rektorernas syn på ledarskap skiljer sig på en del punkter vilket skulle kunna tyda på att ledarskapet behöver passa för den specifika skolan för att skolan och rektorn ska kunna bli framgångsrika. Gemensamt för rektorerna var att de hade ett starkt engagemang för uppdraget och eleverna. Rektorerna tar olika positioner när de talar om ledarskap. Detta kan bero på om de tenderar att leda transformativt eller instruerande. Det instruerande ledarskapet är fördelaktigt i början av struktureringen av en skola. I takt med ökande mognad inom organisationen finns det möjlighet att växla till transformativt ledarskap vilket ger rektorn större möjligheter att arbeta med framtidsvisioner och skolans övergripande mål.
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Söderberg, Forslund Monica. "Slaget om femininiteten : Skolledarskap som könsskapande praktik." Doctoral thesis, Stockholms universitet, Pedagogiska institutionen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-30761.
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The aim of the dissertation is to highlight how different ideas about gender and gender discourses have created varying conditions for the formation of school leadership in different eras. The empirical material consists of historically documented material in a text-based study and interview material comprising interviews with a total of 18 comprehensive school principals from two interview studies. The period covered by the material is 1830–2006. The theoretical point of departure is post-structural theory formation, where Joan W. Scott’s and Judith Butler’s theoretical line of reasoning constitutes the basis of the dissertation’s gender and discourse analyses. The analyses highlight active gender discourses throughout the history of school leadership and which gender discourses regulate principals’ everyday work in the 21st century, how different gender discourses intervene and gain ground among principals and have significance for which gender and professional positions are possible for today’s principals to adopt and allocate to teachers and students. The dissertation highlights four active gender discourses: the essential sexual difference discourse, the sameness discourse, the difference discourse and a transgressive gender discourse. The results indicate the survival force of the essential sexual difference discourse, where femininity is always subordinate to masculinity. The greatest gender battle has been around femininity. Throughout its history school leadership has mainly been focused on and talked about in terms of female/feminine and male/masculine, but where femininity has always been questioned and subjected to constant definition and redefinition. Thus far in the 21st century the difference discourse’s femininity affirming dimension has been normalised and takes shape in a new and transgressive gender discourse where both femininity and masculinity are available for both female and male principals’ identifications and materialisations. However, at the same time as principals have related to new and transgressive gender ideals in certain situations they defer to the essential sexual difference discourse’s gender stereotyped and hierarchical divisions and expectations. The dissertation shows how the transgressive gender discourse contributes to the dissolution of gender polarity, with optional identities. Parallel with this and contrary to what in terms of gender could be described as the basis for a more democratic and equal school, the dissertation also shows how female principals and female teachers, together with certain groups of girls, sometimes find themselves in continued subordinate and vulnerable positions in accordance with a very old essential sexual difference definition.
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Svedberg, Lars. "Rektorsrollen : om skolledarskapets gestaltning." Doctoral thesis, Stockholms universitet, Institutionen för samhälle, kultur och lärande (SKL), 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7956.
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The role of principals in public education in Sweden has during the last decade been subjected to a number of reforms and structural changes that is without parallel in modern history. For example, the number of principals has doubled, the turnover is considerable and, while in the past being a principal has been an occupation for men, now women are in the majority. The limited Swedish research that has been carried out indicates that principals have multidimensional tasks that are often contradictory. In addition, principals find themselves in a situation where administration dominates at the cost of a more curriculum-based leadership. A majority of these research studies employ a macro-perspective that tends to marginalise the intentions of the actors and the impact of education as a socially-constructed sensemaking process. This thesis examines the role of the principal. The theoretical framework employed in this study derives from social psychology. Within this framework the role of the principal is perceived to be constructed in the intersection of the different domains of public education. This role is then related to the notion of a public ethos based on sets of democratic values. The empirical basis of the investigation is a case study of all principals and their superintendent (director of education) in a smaller Swedish municipality. Data was gathered in a number of interviews that extended over a school-year. The results, in short, suggest that the role of principals is being redefined and can in this process be interpreted with different emphases, that the different domains interpret the role of the principal from different rationalities and that goal-steering and related issues get treated more or less as symbolic rituals. These results are then discussed from the point of different discourses and sensemaking processes in education. It is concluded that the role of the principal is constructed in a discursive intersection. This discussion is then contrasted with a view where principals' emotional labour is highlighted and related to the primary processes of schooling and the societal functions of education.
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Mislimi, Armel, and Erdin Asanovski. "Så vänder skolledare lågpresterande skolor i utanförskapsområden : En kvalitativ studie om framgångsrik skolledarskap." Thesis, Malmö universitet, Malmö högskola, Institutionen för skolutveckling och ledarskap (SOL), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41406.
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Sammanfattning Skolan i Sverige ska vara likvärdig, men det är den inte idag. Det finns skolor i utanförskapsområden som har stora utmaningar och som har haft låg måluppfyllelse under en längre tid. Men det finns också skolledare som har tagit över ledningsrollen på lågpresterande skolor i utanförskapsområden och lyckats omvandla dem. Vi har intervjuat några av dem som har berättat om deras upplevelser och erfarenheter. Skolledarna beskriver att de har lyckats omvandla skolorna genom transparent och tydlig kommunikation, och en förändringsprocess som genomsyras av tydlig och inkluderande ledarskap. De har även berättat hur de har aktivt arbetat med att förändra elevers inställning till skolan och även krävt att skolpersonalen ställt högre krav både på sig själva och eleverna. Skolledarna har skildrat en stegvis förändringsprocess som förespråkas av skolforskningen. Nyckelord Skolomvandling, Skolledarskap, Skolförbättring,The school in Sweden should be equal, but it is not today. There are schools in outlying areas in the cities that have major challenges and that have had low goal fulfillment for a long time. But there are also school leaders who have taken over the leadership role of low-performing schools in areas of exclusion and managed to transform them into better schools. We have interviewed some of those who have told us about their experiences. The school leaders describe that they have succeeded in transforming the schools through transparent and clear communication, and a process of change that is permeated by clear and inclusive leadership. They have also told how they have actively worked to change the students attitude towards the school and also demanded that the school staff make higher demands on both themselves and the students. The school leaders have described a step-by-step process of change that is advocated by school research. Keywords School Turnaround, School Leadership, School Improvement.
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Miotto, Alioscia. "Universal Design for Learning. Una Sfida per la didattica Universitaria: analisi comparata relativa alla percezione degli studenti universitari di Padova e Oslo in merito all'applicazione dei principi di Universal Design for learning ( UDL) all'interno delle lezioni universitarie." Doctoral thesis, Università degli studi di Padova, 2018. http://hdl.handle.net/11577/3421862.
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La mia ricerca di dottorato si propone di indagare la percezione che gli studenti universitari di Padova hanno in relazione all'applicazione dei principi di UDL durante le lezioni universitarie confrontando con quanto avviene per gli studenti universitari di Oslo (Hioa).
All’interno del primo capitolo di questa tesi verrà approfondito il tema dei Disability studies per poterne dare una visione organica. Il Secondo capitolo tratterà in particolare la metodologia didattica intrusiva Universal design for learning. l terzo capitolo spiega la mia ricerca di dottorato che mira ad evidenziare similitudini differenze tra la percezione che hanno gli studenti dell’università di Padova e quelli dell’università HIOA di Oslo relativamente all’applicazione dei principi di UDL all’interno delle lezioni universitarie.
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Seixas, Pablo de Sousa. "A forma??o graduada em psicologia no Brasil: reflex?o sobre os principais dilemas em um contexto pos-DCN." Universidade Federal do Rio Grande do Norte, 2014. http://repositorio.ufrn.br:8080/jspui/handle/123456789/17401.
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Criticism done to the undergraduate training process of the psychologist in Brazil raised debates known as "dilemmas of training". In recent years the classic training model, based on the Minimum Curriculum has undergone a series of changes after the National Curriculum Guidelines (DCN), modifying the context of courses. Thus, this paper aimed to investigate, in a post- DCN context how undergraduate courses in Psychology in Brazil have been dealing with the dilemmas of training. So, we decided to analyze the Course Pedagogical Projects (CPPs) of Psychology in the country. Forty CPPs, selected by region, academic organization and legal status were collected. The data was grouped into three blocks of discussions: theoretical, philosophical and pedagogical foundations; curriculum emphases and disciplines; and professional practices. The results were grouped into four sets of dilemmas: a) ethical and political; b) theoreticalepistemological; c) professional practice of the psychologist and d) academic-scientific. Courses claim a socially committed, generalist, pluralistic training, focusing on research, non-dissociation of teaching-research-extension, interdisciplinary training and defending a vision of man and of critical and reflective and non-individualistic psychology. The curriculum keeps the almost exclusive teaching of the classical areas of traditional fields of applied Psychology. Training is content based. The clinic is hegemonic, both in theory and in application fields. The historical debate is scarce and themes linked to the Brazilian reality are missing, despite having social policies present in the curricula. Currently, DCNs have a much greater impact on courses due to the influence of the control agencies, fruit of current educational policy, and the result is felt in the homogenization of curriculum discourses
As cr?ticas feitas ao processo formativo graduado do psic?logo no Brasil fizeram surgir debates conhecidos por dilemas da forma??o . Nos ?ltimos anos o modelo formativo cl?ssico, baseado no Curr?culo M?nimo passou por uma s?rie de transforma??es ap?s as Diretrizes Curriculares Nacionais (DCN), modificando o contexto dos cursos. Assim, esse trabalho objetiva investigar, em um contexto p?s-DCN, como os cursos de gradua??o em Psicologia no Brasil tem lidado com os dilemas da forma??o. Para tanto, optou-se por analisar os Projetos Pedag?gicos de Curso (PPCs) de Psicologia no pa?s. Foram coletados 40 PPCs, selecionados por regi?o, organiza??o acad?mica e natureza jur?dica. As informa??es coletadas foram agrupadas em tr?s blocos de discuss?es: fundamentos te?ricos, filos?ficos e pedag?gicos; ?nfases curriculares e disciplinas e; pr?ticas profissionais. Os resultados foram agrupados em quatro conjuntos de dilemas: a) ?ticos e pol?ticos; b) te?rico-epistemol?gico; c) pr?tica profissional do psic?logo e d) acad?mico-cient?ficos. Os cursos reivindicam uma forma??o compromissada socialmente, generalista, pluralista, foco em pesquisa, defesa da indissociabilidade entre ensino-pesquisa-extens?o, forma??o interdisciplinar e defesa de uma vis?o de homem e de Psicologia cr?tica e reflexiva e n?o-individualizante. Os curr?culos mant?m o ensino quase que exclusivo das ?reas cl?ssicas, dos campos tradicionais da Psicologia aplicada. A forma??o ? conteudista. A cl?nica ? hegem?nica, tanto na teoria como nos campos de aplica??o. O debate hist?rico ? escasso e s?o ausentes os temas ligados ? realidade brasileira, apesar das pol?ticas sociais estarem presentes nos curr?culos. Atualmente, as DCNs t?m um impacto muito maior nos cursos devido ? influ?ncia das ag?ncias de controle, frutos da pol?tica educacional atual, e o resultado disso ? sentido na homogeneiza??o dos discursos dos curr?culos
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Bulatovic, Branislav, and Sofie Wedin. "Förskollärarens pedagogiska ledarskap - En intervjustudie med förskollärare och rektorer." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29045.
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The aim of our study is to investigate and analyze how preschool teachers and principals reason about the preschool teacher's pedagogical leadership in general and in relation to the teaching concept in particular. To collect the empirical material for our study, we conducted a total of eight interviews, two with principals and six with preschool teachers. We chose to look at the interviews from a theory of professions perspective. The result of the analysis shows that the preschool teachers' interpret pedagogical leadership as largely about contributing to children's knowledge development through teaching. From the theory of professions perspective, we could see that the relationship between the preschool teachers' view on pedagogical leadership and the teaching assignment is a central part of the development work to quality assure their own activities in the preschool and to strengthen the preschool teacher's profession.
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Wesp, Henrike. "Folkdans och somatik : en kvalitativ studie om folkdanskroppen och somatik i folkdansundervisning." Thesis, Stockholms konstnärliga högskola, Institutionen för danspedagogik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uniarts:diva-592.
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This study aims to investigate how dance teachers who are educated in Swedish folk dance are reflecting and thinking over the body and the use of bodily self-awareness in their teaching. Furthermore it wants to examine whether the use of somatic principles can act as a tool to support the ideas which dance teachers express. Four folk dance teachers have been interviewed as qualitative empirical material. These interviews have been transcribed and analyzed using codes and categories. The result of the study provides an image of the body as it is seen in folk dance today and points out similarities between that picture and somatics. Folk dance and somatics treat the whole body as a single unit and strive towards a relaxed and functional way of moving. Since folk dance and somatics have these similarities the possibility of using somatic principles in folk dance, such as training to gain consciousness of the body and its different parts to be able to relax actively, is discussed. However the result of this study shows how a rather small part of folk dance teachers think, since it only provides the opinions of four different teachers.
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Bisenius, Sellgren Kajsa. "En studie om elevers val av metoder vid subtraktionsberäkningar." Thesis, Södertörn University College, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3407.
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In this qualitative study of students’ methods of calculating subtractions, I have used interviews, subtraction exercises and analysis of teaching material. The purpose of my study was to explore which methods students in grade three uses when calculating subtractions. I also wanted to highlight which strategies the students use and their comprehension of the concept of subtraction. In the study, I also highlight the different pedagogical ideas on which the teaching material is based on and the students’ choice of methods. The study shows that the students choose to use the methods”deduct” and “kind of number” independently. Further it also shows that the students choose to switch from the method “deduct” to “kind of number” when the numbers in the exercises are further up on the number axis. When asked, the students answered that subtraction means “minus” which they in turn explained as removing something, an explanation confirmed by the Swedish Academy dictionary. The students’ choice of methods and teaching material is based on different fundamental pedagogical view.
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Haglund, Liza. "Towards Epistemic and Interpretative Holism : A critique of methodological approaches in research on learning." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-140540.
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The central concern of this thesis is to discuss interpretations of learning in educational research. A point of departure is taken in core epistemological and ontological assumptions informing three major approaches to learning: behaviourism, cognitive constructivism and socioculturalism. It is argued that all three perspectives provide important insights into research on learning, but each alone runs the risk of reducing learning and interpretations of learning to single aspects. Specific attention is therefore given to Intentional Analysis, as it has been developed to account for sociocultural aspects that influence learning and individual cognition. It is argued that interpretations of learning processes face challenges, different kinds of holism, underdetermination and the complexity of intentionality, that need to be accounted for in order to make valid interpretations. Interpretation is therefore also discussed in light of philosopher Donald Davidson’s theories of knowledge and interpretation. It is suggested that his theories may provide aspects of an ontological and epistemological stance that can form the basis for interpretations of learning in educational research. A first brief sketch, referred to as ‘epistemic holism’, is thus drawn. The thesis also exemplifies how such a stance can inform empirical research. It provides a first formulation of research strategies – a so-called ‘interpretative holism’. The thesis discusses what such a stance may imply with regard to the nature and location of knowledge and the status of the learning situation. Ascribing meaning to observed behaviour, as it is described in this thesis, implies that an action is always an action under a specific description. Different descriptions may not be contradictory, but if we do not know the learner’s language use, we cannot know whether there is a difference in language or in beliefs. It is argued that the principle of charity and reference to saliency, that is, what appears as the figure for the learner, may help us decide. However, saliency does not only appear as a phenomenon in relation to physical objects and events, but also in the symbolic world, thus requires that the analysis extend beyond the mere transcription of an interview or the description of an observation. Hence, a conclusion to be drawn from this thesis is that the very question of what counts as data in the interpretation of complex learning processes is up for discussion.At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Manuscript.
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Klinga, Therese, and Alexander Öhnedal. "Fritidshemmets samsyn och samverkan med vårdnadshavare : - Partnerskapsprincipen." Thesis, Södertörns högskola, Lärarutbildningen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-39028.
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This study investigated the relationship between the after-school recreation center and the pupil’s guardians focusing on the nature of their cooperation. The study employed a survey method to elicit opinions and thoughts from both recreational teachers and the guardians.The results from the survey indicate that their agreement between the recreational teachers and the guardians when it comes to the concepts of consensus and collaboration, and the major benefits that the co-operation between the parties brings. Furthermore, the research results indicate that there is a will and an interest from both parties to develop the existing relationship based on the partnership principle despite the challenges and difficulties experienced by the parties.Den här studien handlar om relationen mellan fritidshemmet och elevens vårdnadshavare, med fokus på samarbete. Studien använde en surveyundersökning för att få fram åsikter och tankar från både fritidshemslärare och vårdnadshavare.Resultaten från undersökningen indikerar på att det finns en samstämmighet mellan fritidshemslärarna och vårdnadshavarna när det gäller begreppen samsyn och samverkan, och de stora fördelarna som samarbetet mellan parterna medför. Vidare indikerar forskningsresultaten på att det finns en vilja och ett intresse från båda parter att utveckla den befintliga relationen baserat på partnerskapsprincipen trots de utmaningar och svårigheter som parterna upplever.
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Forssten, Seiser Anette. "Stärkt pedagogiskt ledarskap : Rektorer granskar sin egen praktik." Doctoral thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-63822.
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The aim of the study is to generate knowledge about principals´ pedagogical leadership practice. Furthermore, the study aims at generate knowledge of what is happening in a joint action research practice when principals explore a pedagogical leadership. In the study the theory of practice architectures interacts with the choice of methodological orientation and is used to analyse the results. The study is embedded in the Nordic action research tradition. Partnership between universities and practitioners is seen as an important arena for professional development. The results are of importance to the principals who daily work to improve their schools. The students' learning and development appear to be an important and almost obvious component of the principal´s pedagogical leadership practice. The principal's pedagogical leadership is defined as an indirect leadership in which the principal focuses on arranging the conditions for the teachers so that they are given the opportunity to improve their teaching. A pedagogical leader is not just talking about changes, he/she also calls for concrete actions in the school's internal work. The principals´ pedagogical leadership can be described as orchestrating the surrounding arrangement in such a way that they enable a learning and collaborative practice at the school. Part of this orchestration is about supporting forms of cooperation so that good norms and a development-promoting culture are established. The study shows how trustworthy relationships in the groups were absolutely necessary for the participants to be able to change their understanding of the pedagogical leadership. The changes in the joint action research practice have been described as three stages: the establishment stage, the testing stage and the critical stage, where the names of the stages characterize what happened in the groups during different periods of time in the change process. A critical and emancipatory approach was developed in the process.Rektors pedagogiska ledarskap är ett ledarskap som ofta beskrivs som något positivt och nödvändigt men också som otydligt och svårgripbart. Denna studie är tänkt som ett bidrag till utbildningsvetenskaplig forskning med särskilt fokus på rektorers pedagogiska ledarskap, rektorers professionsutveckling och skolförbättring. Avhandlingen är en aktionsforskningsstudie som bygger på samarbete, delaktighet, engagemang och partnerskap mellan forskare och rektorer. Den handlar om att förstå och förbättra en praktik men också om att skaffa sig kunskap om hur en sådan förbättring går till och vad som händer under arbetets gång. Aktionsforskning möjliggör ett vetenskapligt kunskapande samtidigt som en praktik förbättras. Studiens resultat visar att rektors pedagogiska ledarskap handlar om att orkestrera skolans omgivande arrangemang så att de möjliggör en lärande och professionell praktik samt bidrar till en god förbättringskapacitet på skolan. Det handlar om att skapa rutiner för vilka som ska mötas och tala med varandra, hur ofta de ska mötas, vad de ska tala om och på vilket sätt det ska ske. En pedagogisk ledare nöjer sig inte med att tala om förändringar utan genomför och även uppmanar till konkreta aktioner i en skolas inre arbete. Rektors pedagogiska ledarskap har en tydlig viljeinriktning mot elevernas lärande och studien visar att det är ett ledarskap som stärks när fler delar på ansvaret.
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Brüde, Sundin Josefin. "En riktig rektor : Om ledarskap, genus och skolkulturer." Doctoral thesis, Linköpings universitet, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-11601.
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The overall aim of the study is to show, from an ethnographic point of view, the what, why and how of events in the daily life of the principals studied. The ambition is to try to understand the meaning of being a principal and the complex situation in which they op-erate. Some questions raised are: What do the principals’ working days look like? What constitutes the foundations of school leadership? What characterizes the context (the cul-tures) in which they work? Has gender any significance for school leadership? Earlier knowledge about leadership is mainly based on studies of male leaders, and or-ganizations are often considered as gender neutral. These circumstances make it urgent to study leadership from a gender perspective. Using an explorative, ethnographic approach with participant observations and recorded interviews seven principals were studied. Most of the data was collected during one and a half years of fieldwork, where the work of one female principal was observed. The result shows that leadership is a complex phenomenon. Relationships are seen as an essential aspect, and most of the daily work is accomplished through meetings and conver-sations with other people. The study illuminates how “a real principal” is constructed through relationships between many different individuals and groups. In this variety of sub-cultures different values and norms of behaviour are found. Schools can thus be regarded as multicultural organizations. Daily the principal has to try to understand, be aware of, and handle this cultural diversity. Partly as a consequence of this, emotions are constantly pre-sent in principals’ daily work. Principals have to deal with their own feelings as well as those of others. Contours of a gender contract are outlined, where cultural understandings of women and men become evident, and which the principals have to relate to.
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Knifsund, Camilla. "Rektorers arbete med kompetensutveckling av lärares erfarenhetsbaserade undervisning." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78611.
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Syftet med denna studie är att få en förståelse för hur rektorer väljer att organisera kompetensutveckling för lärare gällande erfarenhetsbaserad undervisning. Min empiri är insamlad med hjälp av datorstödda mailintervjuer. I och med detta söker jag mönster i respondenternas olika svar utifrån en fenomenografisk ansats. Studiens resultat har gett svar på de frågeställningar som studien utgår ifrån och resultatet visar på en stor variation. Dels finns det variation i respondenternas tolkning av begreppet erfarenhetsbaserad undervisning och det finns även variationer kring deras tolkning av styrdokumenten. Det går också att se olikheter gällande den kompetensutveckling som rektorer organiserar för lärare. På grund av de variationer som råder i samtliga utsagor så kan det bli aktuellt att lyfta vikten av centraliserad tolkning av bärande begrepp på nationell nivå för att komma så nära likvärdig undervisning som möjligt.The aim of this study is to gain an understanding how the principals choose to develop teacher competence in experience-based teaching. I seek patterns in the different interview answers based on phenomenographic approach. My empirical data was collected with the help of computer-aided mail interviews. The results of the study have given answers to the questions on which the study is based upon and the results show a great variation. Variation in the interpretation of the concept of experience-based teaching and the governance document. But the results also vary regarding the skills development the principals offers teachers. Due to the variations that seem to prevail in all statements, it may be relevant to emphasize the importance of centralized interpretation of key concepts at the national level, in order to get as close to equivalent teaching as possible.
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Juchum, Maristela. "Letramentos acadêmicos : projetos de trabalho na universidade." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/149553.
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Esta tese apresenta uma pesquisa de doutorado desenvolvida com o objetivo de compreender como uma prática pedagógica que toma os projetos de trabalho como fio condutor do planejamento para o ensino e a aprendizagem de leitura e escrita na universidade atende aos princípios do modelo dos letramentos acadêmicos. A reprodução do discurso do déficit do letramento de alunos ingressos nessa esfera social é a problemática que desencadeia a realização desta pesquisa. O estudo é resultado de uma pesquisa-ação, realizada no Centro Universitário UNIVATES, localizado na cidade de Lajeado – RS, durante o ano de 2013. O foco de investigação baseou-se no estudo das práticas de letramento e das aprendizagens de 42 alunos matriculados na disciplina de Leitura e Produção de Texto I, oriundos de 15 cursos diferentes, organizados em 11 grupos de trabalho. Investiguei as ações dos participantes dos projetos de trabalho, do ponto de vista das relações que estabeleciam com os materiais escritos e referenciados pela escrita no desenvolvimento do projeto. Para geração de dados lancei mão de métodos inspirados na área da etnografia, obtendo o seguinte conjunto: diários de campo, notas de campo, entrevistas semiestruturadas, fotografias, documentos referentes à disciplina e produções orais e escritas dos participantes dos projetos de trabalho. Parti, portanto, do estudo de letramento como prática social e de estudos que se debruçam sobre o conceito de projetos de trabalho para compreender se essa prática pedagógica atende aos princípios do modelo dos letramentos acadêmicos. Além disso, considerei os estudos dos letramentos acadêmicos, a fim de compreender como os estudantes se engajam nas práticas de leitura e escrita no contexto acadêmico. Ao final desta pesquisa, considero que: a) os textos lidos e escritos pelos participantes se tornaram relevantes; b) nos projetos de trabalho, o percurso não é fixo, mas serve de fio condutor para o planejamento e o (re)planejamento das ações; c) o trabalho em grupo reconfigura os papéis dos participantes e do professor; d) os participantes dos projetos adquirem vocabulário para falar de textos; e) os princípios definidos para o desenho da disciplina de Leitura e Produção de Texto I com base no modelo dos letramentos acadêmicos negam o discurso do déficit; f) os projetos possibilitam tratar os alunos como colaboradores no desenvolvimento dos letramentos acadêmicos. Desse modo, é possível afirmar que os estudantes se engajaram nas práticas de letramento acadêmico valendo-se especialmente do diálogo, do fazer juntos, do negociar as decisões, impondo novos modos de fazer e de dizer na universidade.This thesis presents a doctoral research aiming to understand how a pedagogical practice that considers working projects as a planning guideline for reading and writing teaching and learning at the University meets academic literacy model principles. The reproduction of students literacy deficit in this social field is the trouble that triggers the development of the research. The study results from an action-research carried out at UNIVATES - University Center in Lajeado/RS in 2013. Research was based on literacy practice and learning of 42 students from 15 different programs that were enrolled in the Text Reading and Production I Course organized in 11 work groups. Work project participants actions were investigated regarding associations established with written materials and referenced by writing in the project development. Ethnography methods were used for data collection ensuing in field journals, field notes, semi-structured interviews, photographs, papers concerning the course, and work project participants oral and written production. Literacy as a social practice and studies focusing on the concept of working projects were taking into consideration in order to understand if such pedagogical practice meets the academic literacy model principles. In addition academic literacy studies were taken into account in order to understand how students engage in academic context reading and writing practice. At the end of the research it is believed that a) written and read texts by participants were relevant; b) route is not fixed in work projects, but it works as a guideline for planning and (re) planning actions; c) group work reconfigures the roles of participants and professor; d) participants acquire vocabulary for text discussion; e) principles for planning Text Reading and Production Course refuse deficit; and f) projects regard students as collaborators in academic literacy development. Therefore it is possible to conclude that students got involved in academic literacy practices mainly through dialoguing, working together, discussing decisions, and introducing new ways of working and stating in the university.
Esta tesis presenta una investigación de doctorado desarrollada con el objetivo de comprender cómo una práctica pedagógica que tiene los proyectos de trabajo como hilo conductor del planeamiento para la enseñanza y el aprendizaje de lectura y escritura en la universidad atiende a los principios del modelo de los letramientos académicos. La reproducción del discurso del déficit del letramiento de alumnos que llegan a la universidad es la problemática que desencadena la realización de este estudio. El trabajo es resultado de una investigación-acción llevada a cabo en el Centro Universitário UNIVATES, ubicado en la ciudad de Lajeado – RS, durante el año 2013. El foco de la investigación fue el estudio de las prácticas de letramiento y de los aprendizajes de 42 alumnos matriculados en la asignatura de Leitura e Produção de Texto I, provenientes de 15 diferentes cursos, organizados en 11 grupos de trabajo. Investigué las acciones de los participantes de los proyectos de trabajo desde el punto de vista de las relaciones que establecían con los materiales escritos y referenciados por la escritura en el desarrollo del proyecto. Para generar los datos, eché mano de métodos inspirados en el área de la etnografía, obteniendo el siguiente conjunto: diarios de campo, notas de campo, entrevistas semiestructuradas, fotografías, documentos referentes a la asignatura y producciones orales y escritas de los participantes de los proyectos de trabajo. Partí, por lo tanto, del estudio de letramiento como práctica social y de estudios que discuten el concepto de proyectos de trabajo para comprender si esa práctica pedagógica atiende a los principios del modelo de los letramientos académicos. Además de eso, consideré los Estudios de los letramientos académicos, a fin de comprender cómo los estudiantes se involucran en las prácticas de lectura y escritura en el contexto académico. Al final de esta investigación, considero que: a) los textos leídos y escritos por los participantes se hicieron relevantes. b) en los proyectos de trabajo, el recorrido no es fijo, sino sirve de hilo conductor para el planeamiento y el (re) planeamiento de las acciones. c) el trabajo en grupo reconfigura los papeles de los participantes y del profesor. d) los participantes de los proyectos adquieren vocabulario para hablar de textos. e) los principios definidos para el diseño de la asignatura de Leitura e Produção de Texto I niegan el discurso del déficit. f) los proyectos hacen posible tratar a los alumnos como colaboradores en el desarrollo del letramiento académico. Por lo tanto, se puede afirmar que los estudiantes se involucraron en las prácticas de letramiento valiéndose sobre todo del diálogo, del hacer juntos, del negociar las decisiones, imponiendo nuevos modos de hacer y de decir en la universidad.
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Holm, Peter. "Rektorn och det pedagogiska ledarskapet – åländska rektorers föreställningar om sina praktiker." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73097.
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Syftet med studien är att undersöka några rektorers föreställningar om hur de bedriver sitt pedagogiska ledarskap. I förlängningen hoppas jag också kunna bidra till den generella kunskapsbildningen inom detta, ur ett skolutvecklingsperspektiv, viktiga område. Studien utgår från en socialkonstruktivistisk kunskapsteori där rektors pedagogiska ledarskap tolkas som något som är socialt konstruerat. I den empiriska fasen har intervjuer med sju åländska rektorer hållits, detta med hjälp av föreställningskartan (cognitive map) som intervjumetod. Studien utgår från följande två frågeställningar: hur beskriver rektorerna att de utövar sitt pedagogiska ledarskap samt vilka prioriteringar gör rektorerna inom ramen för det pedagogiska ledarskapet? I analysen av rektorernas utsagor har både en induktiv samt två deduktiva analysverktyg använts. I den induktiva processen har materialet katalogiserats utifrån sitt eget innehåll i syfte att se vilka områden och teman som växer fram. I de deduktiva processerna har rektorernas utsagor katalogiserats utifrån färdiga kategorier. I den första används meningsbärande ord som verktyg vilka baseras på Rektor och styrkedjans (SOU 2015:22) beskrivningar av vad rektors pedagogiska ledarskap består av och i den andra används Transformation in Action Framework (Keamy, 2016) som analysmodell. Resultatet visar att flera likheter finns mellan rektorernas föreställningar om hur de utövar sitt pedagogiska ledarskap och gängse forskning och teoribildning. De åländska rektorerna uppger att en stor del av det pedagogiska arbetet utgörs av dynamiska samarbeten och interaktioner med andra personer i skolverksamheten. De använder sig av direkta arbetsmodeller som lektionsbesök, medarbetarsamtal och ledningsgrupper och mer indirekta arbetsformer som har med exempelvis organisering och strukturer att göra. Studiens resultat uppvisar också flera konkreta exempel på hur rektorerna leder arbetet med lärarnas undervisning och elevernas lärande, detta exempelvis genom att rektor själv håller i övningar för lärarna och genom att rektor på ett systematiskt sätt samlar in underlag från lärares lektioner vilket sedan används till att utveckla skolan och undervisningen som helhet. Det visar sig också att rektorerna till viss del gör olika prioriteringar inom ramen för det pedagogiska ledarskapet.The purpose of the study is to examine some principals' conceptions of how they conduct their pedagogical leadership. In the long run I also hope to contribute to the general knowledge formation within this, from a school development perspective, important area. The study is based on a social constructivist theory, in which the principal's pedagogical leadership is understood and interpreted as something socially constructed. In the empirical phase, interviews with seven Ålandic principals have been held, using the cognitive map as an interview method. The study is based on the following two questions: How do the principals describe how they practice their pedagogical leadership and what priorities do the principals make within the framework of pedagogical leadership? In the analysis of the principals' statements, one inductive and two deductive analysis tools have been used. In the inductive process, the material has been cataloged based on its own content in order to see which areas and themes are emerging. In the deductive processes, the principals' statements have been cataloged based on pre-existing categories. In the first category, meaning-bearing words are used as tools based on the report Rektor och styrkedjan (SOU 2015: 22) descriptions of what constitutes the principal's pedagogical leadership. In the second category, Transformation in Action Framework (Keamy, 2016) is used as an analysis model. The result shows that there are several similarities between the principals' perceptions of how they practice their pedagogical leadership, collective research, and theory formation. The Ålandic principals state that a large part of the pedagogical work consists of dynamic collaborations and interactions with other people in the school environment. They use direct working models such as lesson visits, employee interviews and management groups, and more indirect methods related to, for example, organization and structures. The result of the study also shows several concrete examples of how the principals lead the teachers' teaching work, and the pupils' learning. This by, for example, the principal holding exercises for the teachers, and by collecting data from teachers' lessons in a systematic way, which is then used to developing the school and teaching as a whole. It also turns out that the principals to some extent make different priorities within the framework of pedagogical leadership.
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Engman, Ingela, and Carolina Jonsson. "Spelar bakgrunden någon roll? : Rektorers specialpedagogiska förhållningssätt, förväntningar på specialpedagogens uppdrag och framtidsvision utifrån rektorers utbildningsbakgrund." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79843.
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Studiens syfte är att undersöka rektorers specialpedagogiska förhållningssätt, förväntningar på specialpedagogens uppdrag och deras framtidsvision utifrån rektorers utbildningsbakgrund. Vår förhoppning är att detta i förlängningen bidrar till en samsyn mellan rektor och specialpedagog i skolan. Vi vill också påvisa att det är viktigt för rektorer att känna till alla delar som ingår i specialpedagogens uppdrag. Slutligen hoppas vi att det ska ingå specialpedagogik i kommande rektorsutbildningar vilket kan utveckla enhetliga arbetsbeskrivningar för oss specialpedagoger. De frågeställningar som ligger till grund för vår undersökning är: 1. Vilka likheter och skillnader finns mellan rektorer med och utan specialpedagogisk utbildningsbakgrund när det gäller deras specialpedagogiska förhållningssätt? 2. Vilka likheter och skillnader finns mellan rektorer med och utan specialpedagogisk utbildningsbakgrund när det gäller förväntningar på specialpedagogens uppdrag? 3. Vilka likheter och skillnader finns mellan rektorer med och utan specialpedagogisk utbildningsbakgrund när det gäller deras specialpedagogiska framtidsversion? Vår studies teoretiska utgångspunkt är olika specialpedagogiska perspektiv samt systemteori som berör det organisatoriska perspektivet. Vi väljer dessa utgångspunkter för att kunna analysera och tolka rektorernas specialpedagogiska förhållningssätt, deras organisation och specialpedagogiska framtidsvisioner. Studiens metodval är kvalitativa semistrukturerade intervjuer med tre rektorer som har specialpedagogisk utbildningsbakgrund och fyra rektorer som saknar specialpedagogisk utbildningsbakgrund. I resultatet beskriver vi likheter och skillnader i rektorernas specialpedagogiska förhållningssätt och deras förväntningar på specialpedagogens uppdrag samt vilka skillnader och likheter som finns i rektorernas specialpedagogiska framtidsvision med utgångspunkt i deras utbildningsbakgrund. En av slutsatserna i vår studie visar att samtliga rektorer uppfattar att specialpedagogens expertis har ett mycket stort värde för rektor, lärare och elever vilket betyder att specialpedagogen ses som ett nav i skolans verksamhet. Vidare visar ett av våra resultat att behovet av specialpedagoger även kommer att bestå i rektorernas framtidsvision. Nyckelord: Rektors specialpedagogiska kompetens, rektorsutbildningen, skolans och rektors specialpedagogiska uppdrag, specialpedagogens uppdrag, specialpedagogiskt förhållningssättThe purpose of this study is to investigate the expectations and approaches of principals education approaches and their expectations of the special education teacher's and how this correlates to their educational background. The hope is to be able to contribute to a common understanding between principals and the special education teachers in schools. The aim is to demonstrate that it is important for principals to be acquainted with all the aspects of the special education teacher's role. Finally, the hope is that special education will be included in future training for principals in Sweden, which can, in turn, develop uniform job descriptions for special education teachers. The issues that form the basis of this investigation are: 1. What are the similarities and differences between principals with and without a special education background regarding their special education approach? 2. What are the similarities and differences between principals with and without a special education background when it comes to expectations of the special educator´s role? 3. What are the similarities and differences between principals with and without a special education background regarding their special education vision? The results, detail similarities and differences in the principals' special education approach and their expectations of the special education teacher's assignment, as well as the differences and similarities that exist in the principals' special education vision for the future based on their educational background. One of the conclusions of the study shows that all principals perceive that the special education teacher's expertise is important for the principal, teachers and students, which means that the special education teacher is seen as a key person in the school's activities. Furthermore, the results show that the special educators should be included in the principals' vision for the future. Keywords: Principals special education competence, principal education, special education assignments of the school and the principal, special education teacher's role, special education approach
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Broger, Höglund Martin. "Individualiseringen och de vuxna eleverna : Rektorers perspektiv på individualisering inom svensk kommunal vuxenutbildning." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-81500.
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Den svenska kommunala vuxenutbildningen har de senaste decennierna haft som inriktning att vara flexibel och anpassningsbar utifrån elevernas individuella behov. Den här avgränsade studien syftar till att utforska rektorers föreställningsvärldar och uppfattningar kring individualiseringen inom svensk kommunal vuxenutbildning. Fallstudien baseras på en analys av fyra semistrukturerade intervjuer med rektorer i två svenska storstäder. Resultatet visar att rektorerna i fallstudien uttrycker förståelse för och bottnar i styrdokumentens övergripande intention och riktning; inte minst när det gäller lärares förhållningssätt till den enskilda eleven i klassrummet, elevers val av tider och undervisningsformer samt den individuella handledningens betydelse. Här finns en bred samsyn kring individualiseringens nödvändighet och betydelse. Men rektorerna bär samtidigt på föreställningar om individualiseringens bortre gränser där de ser risker för motsättningar i prioriteringar mellan grupper i skolan, felaktigt använda resurser, hög arbetsbelastning på lärare samt en frustration över att inte kunna ställa krav på motprestationer från elevernas sida. Standardisering av undervisningen som en del av lösningen på detta är omstridd bland rektorerna medan digitaliseringen uppfattas som en möjlighet i processen. Förhoppningen är att studien kan utgöra en utgångspunkt och referensram för fortsatta studier om hur det lokala organisations- och ledningsperspektivet uppfattar individualiseringen inom svensk kommunal vuxenutbildning.In recent decades, Swedish Basic Adult Education has focused on being flexible and adaptable based on students' individual needs. This study aims to explore principals' performances and perceptions of individualization in Swedish Basic Adult Education. The case study is based on an analysis of four semi structured interviews with principals in Basic Adult Education in two major Swedish cities. The results show that the principals express an understanding of, and are rooted in, the overall intention and direction of the governing documents; not least when it comes to teachers' attitudes towards individualized classroom practices, students' choice of times and forms of education and the importance of individual supervision. There is a broad consensus on the necessity and significance of individualization. But at the same time, the principals carry notions about the distant boundaries of individualization where they see risks of contradictions in priorities between groups in the school, ineffectively used resources, high workload on teachers and a frustration at not being able to demand any consideration in return from the students. Standardization of teaching as part of the solution is controversial among the principals, while digitalization is perceived as an opportunity in the process. Hopefully the study can constitute a starting point and frame of reference for further studies of how the local organizational and management perceives individualization in Basic Adult Education.
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Näslund, Frida. "Fakta eller fiktion? : En studie om skolans verklighetsförankring i undervisningen kring källkritik." Thesis, Luleå tekniska universitet, Pedagogik, språk och ämnesdidaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85439.
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I detta arbete studeras hur relationen mellan skolans undervisning kring källkritik och hur elevernas möten med verk med sanningsanspråk ser ut. Detta studerades genom en halvstrukturerad forskningsintervju med både lärare och elever. Lärarna är verksamma gymnasielärare i svenska och eleverna läser sitt tredje år vid gymnasiet. Eleverna intervjuades i fokusgrupper medan lärarna intervjuades en och en. Intervjuerna genomfördes via distans, och varje fokusgrupp och lärare intervjuades en gång. Denna studie är en kvalitativ studie med didaktisk teori som teoretiskt ramverk. Den slutsats som kan dras utifrån undersökningens resultat är att relationen mellan skolans undervisning kring källkritik och hur elevernas möten med verk med sanningsanspråk ser ut är relativt liten. Undervisningen innehåller verk med sanningsanspråk men det är inte en del av arbetet med källkritik.This thesis examines the relation between the school’s work on source criticism and how students encounter with works with truth claims looks. This was studied through a semi-structured research interview with both teachers and students. The teachers are active high school teachers in Swedish and the students study their third year at the high school. The students were interviewed in focus groups while the teachers were interviewed one by one. The interviews were conducted remotely, and each focus group and teacher were interviewed once. This study is a qualitative study with didactic theory as a theoretical framework. The conclusion that can be drawn from the results of the survey is that the relationship between the school's teaching about source criticism and how students' encounters with works with truth claims looks is relatively small. The teaching contains works with truth claims but is not part of the work with source criticism.
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Lindberg, Kristine. "Elevhälsans komplexa uppdrag - "En skola för alla" : Rektorer och specialpedagogers syn på det förebyggande och hälsofrämjande arbetet i elevhälsan." Thesis, Umeå universitet, Pedagogiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-156479.
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The purpose of this study is to describe how the principal and the special pedagogue perceive and define pupil ill-health prevention and pupil health enhancement in their work. It explores how they understand the role they play in elevhälsan, literally meaning pupils' health. And how meetings are run and decisions are made within the pupils' health teams at selected schools. Questions that will be answered are: How do the principal and the special pedagogue perceive pupil ill-health prevention and health enhancement work of the pupil health team at the school? How do the principal and the special pedagogue perceive their roles in the health of the pupils? How are decisions made and followed through at the pupil healthcare meetings? This qualitative study used semi-structured interviews and phenomenological inspired methodology. Pupil health teams from three different schools were interviewed, and in total three principals and five special pedagogues took part in this study. The analysis of the results of this study show that further consensus between the different health promoting coordinators is needed in the implementation of the pupil ill-health prevention and health enhancement work. Further findings show inconsistencies in how the different pupil health teams conduct their meetings and in how decisions are implemented. A majority of the pupil health teams used the meetings to address existing problems, rather than ill-health prevention and health promotion efforts. The principals demonstrated that they have a greater consensus in how they define their role in promoting pupil health, as opposed to the special pedagogues who expressed a more varied picture of their role. This study also demonstrates that the pupil health team that was most effective in pupil health developments was the team that had further education in pupil health. Findings also show that the different health coordinators have an important role in furthering development and accessibility of the learning environment for the pupils, and in contributing to creating a 'school for everyone'. The demands on the special pedagogues to meet all pupils' differences, and to see these differences as an asset, are great. The requirement of a 'school for everyone' is a lot to ask for. To create a school that has learning environments tailored to everyone's individual needs requires an understanding and consensus between the different pupil health coordinators. This can sometimes be a dilemma, yet the pupil health coordinators have an important role to fill in these realms. This study also found that it was of utmost importance to have a clearly defined organisation and definition of the what the ill-health prevention and health enhancement work involved. To promote this the pupil health coordinators must create a meeting culture that supports the pupil ill-health prevention and health promotional work.
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Kullberg, Helena. "Vad ska jag göra som specialpedagog? : En materiell-diskursiv analys av specialpedagogers uppdrag och yrkesroll i ett skolområde." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20827.
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Specialpedagogens uppdrag och yrkesroll har i många år uppmärksammats i forskningen, främst i förhållande till speciallärarens uppdrag och yrkesroll för att belysa likheter och skillnader. Denna studie har en ambition att bidra till att belysa vad som påverkar utformningen av en specialpedagogs uppdrag och yrkesroll. Studien är kvalitativ och utgår ifrån Karen Barads teori om agentisk realism där både mänskliga och icke-mänskliga kroppar (performativa agenter) påverkar föreställningar kring t.ex. specialpedagogens uppdrag och yrkesroll. Materia så som t.ex. styrdokument, utbildning mm och språk är starkt sammankopplade i den verklighet som specialpedagogen verkar i och därför bygger studien på en materiell-diskursiv analys. Syftet med denna studie är att åskådliggöra och identifiera vilka performativa agenter som påverkar hur specialpedagogens uppdrag och yrkesroll utformas i grundskolorna i ett skolområde. Metoddelen bygger på en brevmetod samt semistrukturerade intervjuer med speciallärare, specialpedagoger, rektorer och en skolområdeschef i ett skolområde. För att tydliggöra vilka performativa agenter som äger agens i bearbetningen har ett analysschema skapats utifrån uppdrag respektive yrkesroll. I analysschemat för uppdraget har de performativa agenterna kategoriserats utifrån en figur som jag har skapat för att tydliggöra uppdraget. Resultatdelen visar på hur uppdrag respektive yrkesroll presenteras av specialpedagoger, speciallärare, rektorer samt skolområdeschef och pekar på att det förekommer ett stort antal performativa agenter varav rektorns kompetens, rektorns beslut, verksamhetens behov och specialpedagogens kunskap och kompetens har stor betydelse i utformningen av specialpedagogens uppdrag och yrkesroll. Avslutningsvis diskuteras vilken betydelse de performativa agenterna har för utformningen av specialpedagogens uppdrag och yrkesroll samt hur det specialpedagogiska stödet utformas i en organisation. Men även hur figuren som använts kan vara en tydlig modell att använda för att analysera specialpedagogens uppdrag i förhållande till elevhälsoteamets hälsofrämjande, förebyggande och åtgärdande arbete i skolorganisationen d.v.s. som en del i skolutveckling.The special educator´s mission and professional role have for many years been noticed in the research, mainly in relation to the special teacher´s mission and professional role to highlight similarities and differences. This study has an ambition to help illuminate what influences the design of a special educator´s mission and professional role. The study is qualitative and is based on Karen Barad´s theory of agentic realism where both human and non-human bodies (performative agents) influence perceptions about, for example the special educator´s mission and professional role. Matter and language are strongly interconnected in the reality in which the special educator works and therefore the study is based on a material-discursive analysis. The purpose of the study is to illustrate and identify which performative agents influence how the special educator´s assignments and professional role are designed in primary school in a school district. The method part is based on a letter method and semistructured interviews with specialist teachers, special educators, principals and a school district manager in a school district. In order to clarify which performative agents own agents in the processing, an analysis scheme has been created based on assignments and professional role. In the analysis schedule for the assignment, the performative agents have been categorized on the basis of a figure that I created to clarify the assignment. The results section shows how assignments and professional roles are presented by special educators, special teachers, principals and a school district manager, and points to the fact that there are a large number of performative agents, of which the principals competence, the decision of the principal, the needs of the organization and the knowledge and competence of the special educator are of great importance in the design of the special educator´s assignment and profession. Finally, we discuss the importance of the performative agents for the design of the special educator´s mission and professional role and how the special educational support is designed in an organization. But also how the figure used can be a clear model to use to analyze the special educator´s assignment in relation to the student health team´s health promotion, prevention and corrective work in the school organization, i.e. as part of school development.
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Lacroix, Daniel. "Comment évoluent chez les élèves de CE2 les notions d'ombre et de lumière ?" Grenoble 1, 1996. http://www.theses.fr/1996GRE10088.
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Cette these decrit l'evolution des connaissances des eleves de 6 a 11 ans concernant l'ombre et la lumiere provoquee par un enseignement relatif aux ombres. L'action pedagogique a pour but de favoriser la recherche par des eleves, d'une explication causale commune a deux phenomenes, celui des ombres et celui des taches lumineuses, phenomenes qui donnent lieu initialement a deux explications distinctes. Comme le cadre theorique le laissait prevoir, les contraintes: proprietes degagees des situations observees, connaissances utilisees dans des champs proches, principes qui constituent le systeme explicatif de l'eleves: phenomenes primitifs, causalites, principe mythique de selection des proprietes du champ exprimental, permettent d'interpreter les reponses des eleves, les histoires qu'ils construisent en reponse a la demande d'explication de l'adulte. Nous avons verifie que ces contraintes guident egalement l'acquisition des connaissances de l'eleve. Les resultats montrent aussi que l'action pedagogique entraine l'usage croissant de la causalite efficiente et un accroissement de la reification de l'ombre. Les deux contraintes: reification et causalite efficiente, ne sont donc pas independantes l'une de l'autre. Les resultats montrent enfin que la mise en relation du champ des ombres et de celui des eclairements est laborieuses