Sökning: "lärar"

Visar resultat 1 - 5 av 13 avhandlingar innehållade ordet lärar.

  1. 1. Mellan närhet och distans : Lärar-elevrelationen som kunskapsinnehåll i grundlärarutbildning

    Författare :Anna Wistrand; Jonas Almqvist; Anneli Frelin; Jonas Aspelin; Uppsala universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; teacher-student relationship; closeness; curriculum theory; knowledge content; meaning; complexity; teacher education; lärar-elevrelation; närhet; läroplansteori; kunskapsinnehåll; meningserbjudande; komplexitet; lärarutbildning; Curriculum Studies; Didaktik;

    Sammanfattning : This licentiate thesis takes its point of departure in a relational perspective on education, which means that the relationship between teacher and student is seen as fundamental for students’ knowledge- and personal development. The aim is to contribute to a deeper understanding of the teacher-student relationship in teacher education at national and local levels and the different meanings of closeness in this context. LÄS MER

  3. 2. Villkor för lärande : Utbildning på språkintroduktionsprogrammet ur lärar- och elevperspektiv

    Författare :Erika Bomström Aho; Åsa Wedin; Christine Cox Eriksson; Jenny Rosén; Stig-Börje Asplund; Högskolan Dalarna; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Language Introduction Program; newly arrived students at upper secondary school; conditions for learning; third space; teachers’ discourse about knowledge; assessment of prior knowledge and experiences;

    Sammanfattning : Using the third space theory, the overall aim of this thesis is to study and problematize conditions for learning which are provided for newly arrived students in the Language Introduction Program in upper secondary school. By highlighting factors that affect these students' education in four sub-studies, the study contributes in-depth knowledge about the Language Introduction Program. LÄS MER

  4. 3. Sensemaking in chemistry at upper secondary school

    Författare :Ylva Hamnell -Pamment; Utbildningsvetenskap; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Lärande i kemi; Begripliggörande; Språk; Begreppsutveckling; Lärar-elevinteraktion; Begreppskartor; Samtalsanalys; Chemistry teaching and learning; Sensemaking; Language use; Concept development; Teacher–student interaction; Concept mapping; Conversation analysis;

    Sammanfattning : In chemistry education, student learning difficulties involve connecting theory and phenomena to make sense of chemistry, as well as utilising and understanding the language of chemistry. In this thesis, I examine the relationships among student language use, previous achievement level, and sensemaking in chemistry, as well as how experienced teachers help students make sense of chemistry as part of dialogic interaction during practical work. LÄS MER

  5. 4. Trustful Relationships and School Development

    Författare :Ulf Jederlund; Rune Hausstätter; Tatjana von Rosen; Pär Larsson; Roald A. Øien; Stockholms universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; trust; school development; collective learning; relational competence; relational pedagogy; teacher-student relationship quality; student self-efficacy; school trust; tillit; skolutveckling; kollektivt lärande; relationskompetens; relationell pedagogik; lärar-elevrelationer; elevers självtillit i skolan; skoltillit; specialpedagogik; Special Education;

    Sammanfattning : Methods other than averages from national tests, grades and levels of eligibility for higher education to evaluate the quality of education and school development are called for. In this dissertation is examined how a conscious effort to develop trustful relationships and mutual interaction among all actors in schools may contribute to increased well-being, community and strengthened learning processes for both students and teachers. LÄS MER

  7. 5. "Vi började se barnen och deras samspel på ett nytt sätt " : Utveckling av samspelsdimensionen i förskolan med hjälp av Pedagogisk processreflektion

    Författare :Kerstin Bygdeson-Larsson; Gun-Marie Frånberg; Eva Alerby; Umeå universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; The dimension of social interaction in pre-school; Resilient educational environment; Teacher-child interaction; Peer play and interaction; Mentalizing; Intersubjectivity; Activity system; Professional development; Special needs education; Samspelsdimensionen i förskolan; Resilient samspelsmiljö; Lärar-barn samspel; Barns lek och samspel; Mentalisering; Intersubjektivitet; Verksamhetssystem Professionsutveckling; Specialundervisning; Education; Pedagogik; Psychology; Psykologi; Pedgogical work; Pedagogiskt arbete; pedagogik; Education; Psychology; psykologi;

    Sammanfattning : The overall aim of the Educational Process Reflection (EPR) studies has been to develop a better understanding concerning interaction between adults and children and the conditions for children’s peer play and interaction within the pre-school arena. The ultimate goal of the present study is to explore how practitioners through the use of EPR may develop the dimension of social interaction between practitioners and children and between children, in order to consciously create a more healthy and inclusive experience for all children and especially for children at risk. LÄS MER