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Harlin, Eva-Marie
Publications (10 of 17) Show all publications
Ahn, S.-e., Hallqvist, A. & Harlin, E.-M. (2018). Kursutveckling inom folkhögskolan: Fyra exampelpå didaktisk innovation (1ed.). In: Ann- Marie Laginder, Eva Önnesjö, Irma Carlsson & Erik Nylander (Ed.), Folkbildning & Forskning Årsbok 2018: Folkhögskolan 150 år (pp. 273-286). Förening för Folkbildningsforsning och författarna
Open this publication in new window or tab >>Kursutveckling inom folkhögskolan: Fyra exampelpå didaktisk innovation
2018 (Swedish)In: Folkbildning & Forskning Årsbok 2018: Folkhögskolan 150 år / [ed] Ann- Marie Laginder, Eva Önnesjö, Irma Carlsson & Erik Nylander, Förening för Folkbildningsforsning och författarna , 2018, 1, p. 273-286Chapter in book (Other academic)
Place, publisher, year, edition, pages
Förening för Folkbildningsforsning och författarna, 2018 Edition: 1
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-150603 (URN)9789198021363 (ISBN)
Available from: 2018-08-29 Created: 2018-08-29 Last updated: 2018-08-30Bibliographically approved
Harlin, E.-M. (2017). Folk High School Teachers’ Professional Development: Supported by watching videos of their own teaching. Nordic Studies in Education, 37(2), 103-112
Open this publication in new window or tab >>Folk High School Teachers’ Professional Development: Supported by watching videos of their own teaching
2017 (English)In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 37, no 2, p. 103-112Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to contribute to the understanding of folk high school teachers’ professional development. Forty-three students, during the last part of their folk high school teacher education, video-recorded and viewed their own teaching sessions. Two years later, eight of them were chosen to do the same again, now as working teachers. The collected data from first occasion was in the form of written reflection documents; the second time it was interview transcripts. Ideas from pragmatism and symbolic interactionism were used when analysing the data. The findings showed that the video tool contributed to the teachers’ professional development, by offering them an image of themselves acting in the classroom. This supported a reflective habit, and gave them more confidence. It helped them to develop on their own terms, in relation to the local context, and to ideas associated with Nordic popular education.

Place, publisher, year, edition, pages
Universitetsforlaget, 2017
Keywords
folk high school, teachers’ professional development, reflection, pragmatism, symbolic interactionism
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-141567 (URN)10.18261/issn.1891-5949-2017-02-04 (DOI)2-s2.0-85025594664 (Scopus ID)
Available from: 2017-10-02 Created: 2017-10-02 Last updated: 2017-10-10Bibliographically approved
Ahn, S.-E., Hallqvist, A. & Harlin, E.-M. (2016). Innovative folk high school programs. In: : . Paper presented at Mimer-konferens, Malmö, 8-9 november 2016.
Open this publication in new window or tab >>Innovative folk high school programs
2016 (English)Conference paper, Published paper (Other academic)
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-135083 (URN)
Conference
Mimer-konferens, Malmö, 8-9 november 2016
Available from: 2017-03-08 Created: 2017-03-08 Last updated: 2017-03-20Bibliographically approved
Ahn, S.-E., Harlin, E.-M. & Hallqvist, A. (2016). Innovative Program Development in Swedish Folk High Schools. In: : . Paper presented at ESREA: 8th Triennial European Research Conference, Maynooth University, Ireland, 8-11 September 2016.
Open this publication in new window or tab >>Innovative Program Development in Swedish Folk High Schools
2016 (English)Conference paper, Published paper (Other academic)
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-135076 (URN)
Conference
ESREA: 8th Triennial European Research Conference, Maynooth University, Ireland, 8-11 September 2016
Available from: 2017-03-08 Created: 2017-03-08 Last updated: 2017-03-20Bibliographically approved
Harlin, E.-M. & Sandberg, F. (2016). Om erkännande och anställningsbarhet. (2ed.). In: Sparrhoff & Andreas Fejes (Ed.), Anställningsbarhet: Perspektiv från utbildning och arbetsliv (pp. 191-210). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Om erkännande och anställningsbarhet.
2016 (Swedish)In: Anställningsbarhet: Perspektiv från utbildning och arbetsliv / [ed] Sparrhoff & Andreas Fejes, Lund: Studentlitteratur AB, 2016, 2, p. 191-210Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2016 Edition: 2
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-125922 (URN)978-91-4410-490-4 (ISBN)
Available from: 2016-03-08 Created: 2016-03-08 Last updated: 2016-03-21
Harlin, E.-M. & Sandberg, F. (2016). Om erkännande och anställningsbarhet (2ed.). In: Gun Sparrhoff, Andreas Fejes (Ed.), Anställningsbarhet: perspektiv från utbildning och arbetsliv (pp. 191-209). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Om erkännande och anställningsbarhet
2016 (Swedish)In: Anställningsbarhet: perspektiv från utbildning och arbetsliv / [ed] Gun Sparrhoff, Andreas Fejes, Lund: Studentlitteratur AB, 2016, 2, p. 191-209Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2016 Edition: 2
Keywords
Anställbarhet
National Category
Work Sciences
Identifiers
urn:nbn:se:liu:diva-125702 (URN)978-91-4410-490-4 (ISBN)
Available from: 2016-03-01 Created: 2016-03-01 Last updated: 2016-03-11Bibliographically approved
Harlin, E.-M. (2016). The folk high school enables a special practice. In: : . Paper presented at NERA 2016, Helsinki, Finland, 9-11 March 2016.
Open this publication in new window or tab >>The folk high school enables a special practice
2016 (English)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-135084 (URN)
Conference
NERA 2016, Helsinki, Finland, 9-11 March 2016
Available from: 2017-03-08 Created: 2017-03-08 Last updated: 2017-03-20Bibliographically approved
Harlin, E.-M. & Arbouz, D. (2015). Normkritik och folkbildning. In: Föreningen för folkbildningsforskning (Ed.), Folkbildning & Forskning Årsbok 2014-2015: (pp. 105-116). Föreningen för folkbildningsforskning och författarna
Open this publication in new window or tab >>Normkritik och folkbildning
2015 (Swedish)In: Folkbildning & Forskning Årsbok 2014-2015 / [ed] Föreningen för folkbildningsforskning, Föreningen för folkbildningsforskning och författarna , 2015, p. 105-116Chapter in book (Other academic)
Place, publisher, year, edition, pages
Föreningen för folkbildningsforskning och författarna, 2015
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-118794 (URN)978-91-9802-133-2 (ISBN)
Available from: 2015-06-04 Created: 2015-06-04 Last updated: 2015-06-18Bibliographically approved
Harlin, E.-M. (2014). Blir man en bättre folkhögskollärare av att se sig själv undervisa på videofilm?. In: Föreningen för folkbildningsforskning (Ed.), Årsbok om folkbildning: 2013, Forskning & utveckling (pp. 90-102). Stockholm: Föreningen för folkbildningsforskning och författarna
Open this publication in new window or tab >>Blir man en bättre folkhögskollärare av att se sig själv undervisa på videofilm?
2014 (Swedish)In: Årsbok om folkbildning: 2013, Forskning & utveckling / [ed] Föreningen för folkbildningsforskning, Stockholm: Föreningen för folkbildningsforskning och författarna , 2014, p. 90-102Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Föreningen för folkbildningsforskning och författarna, 2014
Series
Årsbok om folkbildning, ISSN 1104-5094 ; 2013
Keywords
Folkhögskollärare
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-114331 (URN)9789198021325 (ISBN)
Available from: 2015-02-18 Created: 2015-02-18 Last updated: 2015-08-19Bibliographically approved
Harlin, E.-M. (2014). Watching oneself teach – long-term effects of teachers’ reflections on their video-recorded teaching. Technology, Pedagogy and Education, 23(4), 507-521
Open this publication in new window or tab >>Watching oneself teach – long-term effects of teachers’ reflections on their video-recorded teaching
2014 (English)In: Technology, Pedagogy and Education, ISSN 1475-939X, E-ISSN 1747-5139, Vol. 23, no 4, p. 507-521Article in journal (Refereed) Published
Abstract [en]

This study examines changes in teaching habits reported by teachers when they see themselves on video. It is a longitudinal study in which 43 student teachers participated in the first step during their teacher education. When the teachers saw themselves teaching, they were surprised by certain habits and wrote that they wanted to change them. Two years later, eight of these teachers video recorded their teaching again. The interpretation is based on pragmatic philosophy and Mead’s concepts of “I” and “me”. In the interviews, it becomes clear that the majority of the teachers in different ways had changed their habits. It is not only a question of new habits but also of the refinement of previous habits. Four categories of changed habits are presented; Shift in the opportunity to speak in favour of the participants; Reduced service orientation; Reduced control and Building relationships. 

Place, publisher, year, edition, pages
Routledge, 2014
Keywords
video; teacher; changed habits; reflection; pragmatic philosophy
National Category
Humanities
Identifiers
urn:nbn:se:liu:diva-104632 (URN)10.1080/1475939X.2013.822413 (DOI)000345569300007 ()
Available from: 2014-02-20 Created: 2014-02-20 Last updated: 2017-12-06
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