Sökning: "pedagogical action"

Visar resultat 1 - 5 av 123 avhandlingar innehållade orden pedagogical action.

1. 1. Stärkt pedagogiskt ledarskap : Rektorer granskar sin egen praktik

   Författare :Anette Forssten Seiser; Anders Arnqvist; Åsa Söderström; Michael Uljens; Karlstads universitet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Pedagogical leadership; principal; educational leadership; school improvement; action research; practice theory; practice architecture; students´ outcome; Pedagogiskt ledarskap; rektor; skolledarskap; skolförbättring; aktionsforskning; praktikteori; praktikarkitekturer; elevresultat; Pedagogiskt arbete; Educational Work;

   Sammanfattning : 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. LÄS MER

3. 2. Den pedagogiska praktikens janusansikte: om det kommunikativa handlandets didaktiska villkor och konsekvenser

   Författare :Lena Fritzén; Utbildningsvetenskap; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; pedagogical action; pedagogical practice; communicative action; strategic action; didactics; primary and secondary school; teacher training; special homes for juveniles; dialectics; curriculum theory; Pedagogy and didactics; critical ethnography; Pedagogik; didaktik;

   Sammanfattning : Pedagogical practice is, in several important considerations, contradictory in character. In this dissertation attenention is drawn towards the field of tension that prevails between pedagogical action, which can be descibed in terms of strategic processes and communicative pedagogical action. LÄS MER

4. 3. Fler bråk i matematikundervisningen : En aktionsforskningsstudie där lärare lär om progression

   Författare :Caroline Nagy; Pia Williams; Angelika Kullberg; Ann-Christine Wennergren; Astrid Pettersson; Högskolan i Halmstad; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; action research; analytical tools; communities of practice; fraction; negotiations; professional learning; progression; school stages;

   Sammanfattning : Few studies have a focus on progression in teaching and learning mathematics. An assumption for this study was that progression in teaching between school stages was important. The approach of the study was based on action research. Four teachers from preschool to 9th grade (age 1-16) were invited to a temporary team, a community of practice. LÄS MER

5. 4. Non-formal Learning through Ludic Engagement within Interactive Environments

   Författare :Eva Petersson; Utbildningsvetenskap; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; didaktik; Pedagogik; Pedagogy and didactics; sensorteknologi; rehabilitering; intuitiv interaktion; interaktiva miljöer; interaktiv lek; icke-formellt lärande; handling; fallstudier; Aktivitet; sensor technology; rehabilitation; non-intrusive interface; non-formal learning; intuitive interaction; interactive play; interactive environments; case studies; Action; activity; non-formal learning;

   Sammanfattning : daptive responsive environments that encourage interaction for children with severe disabilities offer a distinct potential for play and learning in rehabilitation. Physical training and therapy for these children is often enduring, tedious, and boring through repetition - and this is often the case for both the child and the facilitator/therapist. LÄS MER

7. 5. Fler bråk i matematikundervisning. En aktionsforskningsstudie där lärare lär om progression : Teaching about fractions in mathematics. Professional learning about progression with an action research approach

   Författare :Caroline Nagy; Göteborgs universitet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; action research; analytical tools; communities of practice; fraction; negotiations; professional learning; progression; school stages;

   Sammanfattning : Few studies have a focus on progression in teaching and learning mathematics. An assumption for this study was that progression in teaching between school stages was important. The approach of the study was based on action research. Four teachers from preschool to 9th grade (age 1-16) were invited to a temporary team, a community of practice. LÄS MER