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  • 1.
    Boo, Sofia
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thorsten, Anja
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Att anpassa undervisning: till individ och grupp i klassrummet2017 (ed. 1)Book (Other academic)
    Abstract [sv]

    Tycker du att din svåraste arbetsuppgift som lärare är att anpassa undervisningen efter varje elevs förutsättningar och behov? Då är du inte ensam!

    Att anpassa undervisning är en grundbok som erbjuder en teoretisk och praktisk vägledning mot en undervisning anpassad till individ och grupp. Författarna sätter dagens rådande teorier om anpassningar i perspektiv och sammanhang genom en historisk återblick. De varvar sedan didaktiska aspekter av undervisningen – som metoder, strategier och dilemman – med färska exempel och erfarenheter från den svenska skolan. Här synliggörs de medvetna val som du som lärare måste göra, både gällande ämnesinnehållets strukturer och arbetsformer.

    Fokus ligger på vikten av ett systematiskt arbete – dels i syfte att låta effektiva anpassningar genomsyra den dagliga verksamheten, dels för att skapa en hållbar arbetssituation.

    Boken vänder sig till lärarstudenter och verksamma lärare i grundskolan.

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  • 2.
    Jansson, Magnus
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thorsten, Anja
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Löfgren, Håkan
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Elevers berättelser om meningsfullt skrivande i skolan2021In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 7, no 2, p. 57-76Article in journal (Refereed)
    Abstract [en]

    This study examines students’ experiences of meaningful writing in school. The study is based on narrative analysis of students’ oral stories about writing and literacy events in close connection to writing. The data consists of interviews with nine students in grade 6. The New Literacy Studies theory, which highlights writing as a social activity situated in context, is used as a theoretical starting point. In the students’ stories, writing appears as meaningful when the students position themselves as writers and their classmates as different kinds of audiences. According to the students’ utterances, the aim of the positioning is either to appear as a unique student, to teach others something, to convince others, or to be reviewed by classmates and teachers. Furthermore, it appears to be of importance to link writing to other literacy events, to present the text to classmates and teachers and to give students’ agency, i.e., an opportunity to decide on the content and form of the text

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  • 3.
    Samuelsson, Marcus
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Joakim
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thorsten, Anja
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Simulation training - a boost for pre-service teachers’ efficacy beliefs2022In: Computers and Education Open, ISSN 2666-5573, Vol. 3, article id 100074Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to examine how two kinds of teaching training can affect preservice teachers’ efficacy beliefs in teaching mathematics and conducting classroom management. The preservice teachers practised teaching either for three hours with avatar in a simulation followed by three weeks of fieldwork or for three hours with peers in seminars followed by three weeks of fieldwork. The avatar training and the peer training were combined with feedback from fellow preservice teachers and two experts. The results show that the efficacy beliefs of the preservice teachers who practised with avatars in the simulation were significantly higher than for those who practised with peers. The avatar training gave a boost effect before the fieldwork for one group of preservice teachers. Possible reasons for this might be that training with avatars enables students to experience the four factors highlighted by Bandura: enactive mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states. Thus, the results indicate that short periods of intense training with avatars combined with feedback from experts can enhance students’ efficacy beliefs significantly. In this sense, simulation training seems to help preservice teachers to become better prepared and confident during their fieldwork.

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  • 4.
    Samuelsson, Marcus
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Joakim
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thorsten, Anja
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Simulation training is as effective as teaching pupils: Development of efficacy beliefs among pre-service teachers2021In: Journal of Information Technology and Teacher Education, ISSN 1059-7069, E-ISSN 1943-5924, Vol. 29, no 2, p. 225-251Article in journal (Refereed)
    Abstract [en]

    Teacher education programmes offer pre-service teachers limited opportunities to realistically practice and develop skills and strat- egies for teaching pupils, without the risk of adversely affecting pupils’ learning. The purpose of this study was set to contribute with knowledge concerning how pre-service teachers develop self-efficacy beliefs from different sorts of teacher training Three sorts of experience – teaching virtual characters, teaching peers and teaching pupils in schools – were compared. The results show that three hours of simulation training in a small group set- ting with virtual characters develops pre-service teachers’ effica- cy beliefs in teaching mathematics just as much as three weeks of training with real students and significantly more than teaching colleagues during a seminar. The pre-service students especially mentioned the feedback from the instructors as being valuable for creating an efficient professional learning environment, with respect to development of teaching efficacy beliefs.

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  • 5.
    Samuelsson, Marcus
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Joakim
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thorsten, Anja
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Sveider, Cecilia
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Lärarstudenters möten med didaktiska dilemman i en virtuell praktik2022In: Digitala didaktiska dilemman / [ed] Sofia Lundmark & Janne Kontio, Stockholm: Natur och kultur, 2022, p. 165-194Chapter in book (Other academic)
    Abstract [sv]

    Det är inte särskilt djärvt att påstå att lärare är den enskilt viktigaste faktorn för en hög kvalitet i skolan. Lärares förmåga att bedriva god undervisning är avgörande för ett framgångsrikt skolsystem. Grunden för lärares undervisningskompetens läggs i lärarutbildningen. Därför är det viktigt att lärarutbildningen kan erbjuda lärarstudenter möjligheter att utveckla sin förmåga att undervisa. Forskare påpekar att nyutbildade lärare ofta drabbas av en verklighetschock, bland annat på grund av att de inte har tillägnat sig tillräckliga färdigheter för att leda undervisning. Erfarenhet av att undervisa elever erbjuds de flesta lärarstudenter under begränsad tid under deras verksamhetsförlagda utbildning (VFU). Men VFU erbjuder inte alltid studenter tillräckligt med tid, rimligt säkra omständigheter, möjligheten att upprepa och fördjupa moment eller tillräckligt omfattande feedback för att de ska utveckla kunskaper och färdigheter, så att de får tilltro till sin egen förmåga att genomföra undervisning. Detta är ett didaktiskt dilemma för varje lärarutbildning då lärarstudenter ofta efterfrågar mer undervisningsträning.

  • 6.
    Samuelsson, Marcus
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thorsten, Anja
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Didaktiskt ledarskap2022In: Lärarens ledarskap: professionell pedagogisk praktik / [ed] Ann S Pihlgren, Mikael Jensen, Malmö: Gleerups Utbildning AB, 2022, 1, p. 45-58Chapter in book (Other academic)
    Abstract [sv]

    Didaktiskt ledarskap kan enkelt definieras som "att leda medan man undervisar och att undervisa medan man leder". En grund för ett didaktiskt ledarskap är att lärare erbjuder alla elever ett "angeläget sammanhang" som är begripligt, hanterbart och meningsfullt för dem.

  • 7.
    Samuelsson, Marcus
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thorsten, AnjaLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Ledarskap för lärande2022Collection (editor) (Other academic)
    Abstract [sv]

    Ledarskap för lärande handlar om det som är lärares viktigaste uppdrag, nämligen att leda undervisning, det vill säga det didaktiska ledarskapet (se Samuelsson et al., 2020. Didaktiskt ledarskap handlar om att ha elevers lärande i fokus vid planering, genomförande och uppföljning av undervisningen. Det handlar om att skapa arbetsro och upprätthålla elevers uppmärksamhet samtidigt som det finns ett genomtänkt didaktiskt upplägg som gör att eleverna lär och utvecklas så långt som möjligt. Att leda eleverna till lärande är både givande och inspirerande, men också svårt och utmanande. Lärares förmåga att leda undervisningen är avgörande för elevers lärande, och trots att frågan ständigt diskuteras av lärare, utvecklingslärare, rektorer, skolledare och forskare finns det fortsatt behov av ytterligare studier, just därför att frågan är så komplex. Kanske var det därför som tre kommuner valde att fokusera på just lärares förmåga att leda elever till lärande när de skulle delta i det praktiknära forskningsprojekt som har resulterat i den här rapporten. 

    I rapporten beskrivs ett tvåårigt forskningsprojekt inriktat mot Ledarskap för lärande. Projektet är en del i den nationella försöksverksamheten ULF som står för utveckling, lärande och forskning (Ulf-avtal, 2021). Två forskare från Linköpings universitet har samarbetat med åtta medforskande lärare från Mjölby, Norrköpings och Söderköpings kommun. De båda forskarna har lång erfarenhet av att själva arbeta som lärare. De arbetar nu på Linköpings universitet med forskning och utbildning. Deras forskningsområden kompletterar varandra. En av dem är inriktad på ledarskap och den andra på didaktik, och båda intresserar sig för hur dessa forskningsområden kan sammanflätas. De medforskande lärarna har lite olika roller i sina kommuner. Alla är lärarutbildade och arbetar med undervisning. Några av dem har ordinarie lärartjänster, med viss tid för skolutveckling och handledning av kollegor, andra har som huvudsyssla att handleda andra lärare på olika skolor i kommunen.

    De medforskande lärarnas arbete i sina kommuner var utgångspunkten när forskningsområdet skulle avgränsas. Deras skolledare hade valt det övergripande området, ledarskap för lärande, och utsett dem som medforskare, eftersom de var erkänt skickliga lärare som på olika sätt också arbetade med och intresserade sig för skolutveckling. Eftersom de medforskande lärarna i olika utsträckning inte bara arbetade med att undervisa själva, utan även med att stötta andra lärare i sin lärarroll, beskrev de utmaningar som handlade om hur lärare kan stöttas i att utveckla nya strategier för att leda för lärande. Detta praktikgrundade behov utgjorde ett första underlag för forskningsgruppens arbete. 

    För att kunna stötta lärare i deras didaktiska ledarskap blir det viktigt att definiera vad det är. Tidigare forskning är ofta uppdelad i ledarskapsforskning och didaktisk forskning, men i lärares dagliga praktik är dessa båda fält sammanvävda (Samuelsson et al., 2021). Det finns därför ett behov av att öka kunskapen om vad didaktiskt ledarskap innebär, för att sedan kunna använda den kunskapen för att stötta lärare i deras förmåga att leda undervisning.

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    Ledarskap för lärande
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  • 8.
    Samuelsson, Marcus
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
    Thorsten, Anja
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Mohlin, Anneli
    Mjölby kommun.
    Heiskanen, Camilla
    Mjölby kommun.
    Skoglund, Caisa
    Norrköpings kommun.
    Meckbach, Johan
    Norrköpings kommun.
    Dott, Margareta
    Norrköpings kommun.
    Kenndal, Rickard
    Norrköpings kommun.
    Enwall, Frida
    Mjölby kommun.
    Månsson, Karin
    Mjölby kommun.
    Ett observationsprotokoll för att studera ledarskap för lärande2022In: Ledarskap för lärande / [ed] Marcus Samuelsson, Anja Thorsten, Linköping: Linköping University Electronic Press, 2022, p. 27-35Chapter in book (Other academic)
    Abstract [sv]

    Denna artikel beskriver en process och en produkt som tagits fram inom ramen för ett ULF-projekt (Thorsten, 2021), ett forskningsprojekt kallat Ledarskap för lärande. Namnet och inriktningen speglar ett intresse från skolledare och lärare i tre kommuner, Mjölby, Norrköping och Söderkö- ping. I dessa kommuner fanns ett behov av att öka kunskapen om ledarskap i relation till lärande vilket gjorde att ett praktiknära forskningsprojekt tillsammans med två forskare från Linköpings universitet påbörjades. Från varje kommun rekryterades medforskande lärare (två från Mjölby, fyra från Norrköping och två från Söderköping) som skulle delta i forskningsgruppen.

    I forskningsprojektets inledning bestämdes att vi, som ett sätt att påverka lärares sätt att leda under- visning, skulle utforma en intervention i form av en fortbildning för lärare. Till följd av det be- stämdes också att interventionen skulle föregås och följas upp av observationer av lärarna som skulle delta i interventionen. Dessa observationer skulle genomföras av de medforskande lärarna. Till stöd för deras observationer behövdes ett observationsprotokoll. Syftet med protokollet var att identifiera kvalitativa skillnader i lärares sätt att leda undervisning.

    Vi påbörjade arbetet med att diskutera kring vad observationer innebär och utgick då från en text av Granström (2004) som handlar om att göra tillförlitliga observationer och om vilken roll obser- vatören kan inta i relation till dem/de som observeras. Vi började också resonera om tänkbara svar på två grundläggande frågor om observation som Arno Bellack (1978) formulerat Vilka dimens- ioner av klassrumsbeteenden ska observeras? och Hur ska observationerna utföras? Dessa frågor kom att följa oss under hela processen och svaret på dem fann vi på flera sätt. Hur observations- protokollet kom att se ut påverkades av flera faktorer: (a) den erfarenhetsbaserade kunskapen i forskargruppen, (b) andra observationsprotokoll, (c) tidigare forskning och (d) utprovning av protokollet. Dessa fyra delar sammanvävdes på olika sätt under olika delar av processen.

  • 9.
    Samuelsson, Marcus
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thorsten, Anja
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Mohlin, Annelie
    Mjölby kommun, Mjölby, Sweden .
    Heiskanen, Camilla
    Mjölby kommun, Mjölby, Sweden .
    Skoglund, Caisa
    Norrköpings kommun, Norrköping, Sweden.
    Meckbach, Johan
    Norrköpings kommun, Norrköping, Sweden.
    Dott, Margareta
    Norrköpings kommun, Norrköping, Sweden.
    Kenndal, Rickard
    Norrköpings kommun, Norrköping, Sweden.
    Enwall, Frida
    Söderköpings kommun, Söderköping, Sweden.
    Månsson, Karin
    Söderköpings kommun, Söderköping, Sweden.
    Ett observationsprotokoll för att studera ledarskap för lärande2021In: Venue, ISSN 2001-788X, no 19Article in journal (Other academic)
    Abstract [sv]

    Ett sätt att få syn på hur lärare leder undervisning är att använda sig av observationer och då kan ett observationsprotokoll vara till hjälp. Hur ett protokoll togs fram och hur det till slut ser ut beskrivs i denna artikel.

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    fulltext
  • 10.
    Sveider, Cecilia
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Joakim
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thorsten, Anja
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    How pre-service teachers teach fraction comparisons in mathematics pedagogy2023In: Journal of Innovative Research in Teacher Education, ISSN 2757-6116, Vol. 4, no 2, p. 167-183Article in journal (Refereed)
    Abstract [en]

    The present study aimed to investigate pre-service teachers’ mathematics teaching when responding to virtual pupils’ unexpected mathematical questions concerning how to sort fractions. The research was conducted with 102 pre-service teachers participating in a teacher education program specializing in upper elementary school mathematics. The main data collection strategy took the form of video recordings of teaching sessions involving semi-virtual simulations. The recordings were analyzed through a qualitative explorative analysis process involving three phases, focusing on the object of learning and how the pre-service teachers handled the mathematics content pertaining to comparing fractions. The simulated teaching activity, together with the large sample, allowed us to discover patterns concerning how PSTs teach when they are asked unexpected questions related to fractions. The results show qualitatively different ways of teaching. PSTs draw pupils’ attention to different learning objects by using different representations and more or less correct mathematics. This study offers teacher educators knowledge about how PSTs teach when confronted by students with unexpected questions concerning fractions and can therefore support teacher educators in interpreting students’ mathematics instruction and help them decide how best to support PSTs’ teaching instruction.

  • 11.
    Thorsten, Anja
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Att undervisa om berättelseskrivande i årskurs 3 och 4 – med variationsteorin som redskap2019In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 5, no 3, p. 82-101Article in journal (Refereed)
    Abstract [en]

    This article addresses how teaching can enable 9–10-year-old students to write stories with awell-developed plot. The data consists of interviews, video-recorded lessons and stories written bystudents, collected during a Learning study. In a Learning study teachers and researchers jointlyinvestigate an object of learning through an iterative process. The study used the theoretical toolVariation Theory, in which learning is considered as the discerning of new aspects. In this theory,the concept critical aspects is used to describe what students need to discern in order to develop acertain ability. The results show that the students need to discern critical aspects in three areas: Theperspective of a reader, the structure of a story and the internal logic of the story. One example of a criticalaspect is To discern that a story is a product of imagination and that a reader should be able to understandit. The results show that the use of text contrasts and dramatization are powerful tools for supporting 

    the students’ discern about both the above-mentioned aspects and other aspects. To make these twomethods work, the teacher needs to be guided by the critical aspects and create tasks and interactionthat are oriented towards these specific aspects. This study is relevant for teachers’ planning ofhow to teach story-writing.

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    Att undervisa om berättelseskrivande
  • 12.
    Thorsten, Anja
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Berättelseskrivande i skolan: Att studera, beskriva och utveckla ett kunnande2018Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The purpose of this thesis is to add knowledge about how the knowing of storywriting can be made teachable. This question will be addressed from two points of view: a subject-knowledge perspective and a methodological perspective. The data consists of student interviews, student stories, video-recorded lessons, field notes, meeting minutes and reflective notes collected during a Learning Study about story-writing with 9- and 10-year-old students. In a Learning Study a research group, made up of teacher researchers, investigated iteratively how the teaching can help students to develop a particular knowing. Students’ knowing, students’ learning and the instruction was analyzed using narratology, phenomenography and Variation Theory. The results show that in order to make the knowing of storywriting teachable, students need to be able to discern two main aspects: (a) seeing the story from the reader’s perspective and (b) discerning that a story is built up by problems and solutions. These two aspects consist of some other aspects, such as duration and connections between different parts of the story. The methodological issue is addressed by analyzing how teachers’ practice-based knowledge interacts with Variation Theory in a Learning Study. Polanyi’s concept of ”tacit knowledge” and other theoretical concepts of practice-based knowledge were used in the analysis. The results show that combining teachers’ experiences and Variation Theory in an iterative research model creates good conditions for a knowledge-generating process. Teachers’ practice-based knowledge affects the choice of research questions, and puts the focus on relevant parts of the data. Variation Theory brings theoretical tools to the analysis, and ensures there is a focus on the object of learning throughout the process.

    List of papers
    1. Perspektiv och problemlösning i berättelseskrivande: Vad elever behöver lära sig och hur det kan synliggöras i undervisningen
    Open this publication in new window or tab >>Perspektiv och problemlösning i berättelseskrivande: Vad elever behöver lära sig och hur det kan synliggöras i undervisningen
    2014 (Swedish)Licentiate thesis, monograph (Other academic)
    Alternative title[en]
    Perspectives and Problem Solving in Story Writing. : What pupils need to learn and how teaching can make it visible.
    Abstract [en]

    The aim of the study at hand is to generate knowledge about what pupils aged nine to ten years old need to discern in order to develop the ability to write stories with a well-developed, exciting and coherent plot, and how teaching can make it possible for the pupils to develop this ability. The theoretical framework has been Variation Theory. It is a theory of learning that focuses on how discernment of aspects affects the way we perceive our world and how variation can be used to promote learning. A basic assumption is that we learn by seeing differences, not by seeing sameness. Learning Study was used to answer the research questions. It is an interventionist approach, where the focus is on an object of learning, in this case the ability to write stories with a well-developed, exciting and coherent plot. In the research process the aim was to find out which aspects were critical for the pupils to discern in order to develop the ability, and how these could be made visible in the teaching. Together with a group of teachers, lessons were planned, implemented, evaluated and refined in an iterative process. Interview data, pupils’ texts written before and after the lessons and video recordings from the lessons were the basis of the analysis. It was found that in order for these learners to handle the object of learning, they needed to discern eight critical aspects that can be related to two different areas: (a) discerning the perspective of a reader and (b) seeing that a plot consists of several problems and solutions. The aspects were made discernible by using contrast as a pedagogical tool. The result of the study contributes to previous research by identifying and specifying what the pupils need to discern, what it means in a classroom setting and how it can be taught in a powerful way. 

    Place, publisher, year, edition, pages
    Jönköping: Högskolan för lärande och kommunikation, 2014. p. 174
    Series
    Research Reports. School of Education and Communication ; 2
    Keywords
    Story writing, writing instruction, creative writing, Variation Theory, Learning Study, primary school, berättelseskrivande, skrivundervisning, kreativt skrivande, variationsteorin, learning study, grundskolan
    National Category
    Didactics
    Identifiers
    urn:nbn:se:liu:diva-149808 (URN)9789163760297 (ISBN)
    Available from: 2018-07-25 Created: 2018-07-25 Last updated: 2018-08-01Bibliographically approved
    2. How teachers’ practice knowledge is used and challenged in a Learning Study using Variation Theory as a tool
    Open this publication in new window or tab >>How teachers’ practice knowledge is used and challenged in a Learning Study using Variation Theory as a tool
    2015 (English)In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 4, no 3, p. 274-287Article in journal (Refereed) Published
    Abstract [en]

    Purpose– The purpose of this paper is to discuss how teachers’ practice knowledge is used as a tool in a Learning Study and how teachers’ practice knowledge is challenged by using Variation Theory as a tool in the process?Design/methodology/approach– The analysis is based on data from the research process in a Learning Study. The data consists of meeting notes of ten research meetings, field notes of the research meetings and from the enactment of the lessons, video recordings of the lessons and reflective notes after and between the meetings. The analysis is qualitative and the findings are described in themes.Findings– Teachers’ practice knowledge was used and challenged in different ways in the process. This is described in five themes. Teachers’ practice knowledge was visible in the process since it enabled relevant questions to be addressed and subtle signals from students to be taken into account. It also ensured that the activities used were suitable for the students. The theory provided a focus on the object of learning and a language to talk about teaching and learning. It also challenged teachers’ assumptions about teaching and learning and allowed them to be discussed.Originality/value– The paper addresses both teachers’ practice knowledge and Variation Theory in relation to a Learning Study. It focusses on how practice knowledge of teachers can be used and challenged in the same process. The perspective is from the inside, from a teacher researcher’s point of view.

    Place, publisher, year, edition, pages
    Emerald Group Publishing Limited, 2015
    Keywords
    Teaching, Tacit knowledge, Variation Theory, Learning study, Practice knowledge
    National Category
    Didactics
    Identifiers
    urn:nbn:se:liu:diva-139951 (URN)10.1108/IJLLS-08-2014-0030 (DOI)2-s2.0-84958948456 (Scopus ID)
    Available from: 2017-08-22 Created: 2017-08-22 Last updated: 2018-07-26Bibliographically approved
    3. Generating knowledge in a Learning Study: from the perspective of a teacher researcher
    Open this publication in new window or tab >>Generating knowledge in a Learning Study: from the perspective of a teacher researcher
    2017 (English)In: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074, Vol. 25, no 1, p. 140-154Article in journal (Refereed) Published
    Abstract [en]

    The purpose of this article is to discuss and describe how a clinical research method can be used to generate knowledge about teaching and learning. This will be addressed from a teacher researcher’s perspective, taking a conducted Learning Study as the departure. Learning Study is an interventionist, iterative and collaborative research approach, focusing on the teaching of an object of learning. The actual study was conducted by a teacher researcher leading a teacher research team in a study about story-writing in primary school. The research process and the results are discussed using four areas that are described as dichotomies by Labaree (Labaree, D.F. 2003. “The Peculiar Problems of Preparing Educational Researchers.” Educational Researcher 32 (4): 13–22). Labaree states that teacher researchers need to go from being normative, experimental, personal and particular to being analytical, theoretical, intellectual and universal. By using examples from the Learning Study, I argue that these areas do not have to be seen as dichotomies; instead they can be combined and intertwined. Thus, in a Learning Study, elements from both the teaching practice and the academic practice matter, thus enhancing the possibility that results are useful for practitioners.

    Place, publisher, year, edition, pages
    Routledge, 2017
    Keywords
    Learning Study, teacher research, clinical research, Variation Theory, writing instruction
    National Category
    Didactics
    Identifiers
    urn:nbn:se:liu:diva-139952 (URN)10.1080/09650792.2016.1141108 (DOI)2-s2.0-85011932347 (Scopus ID)
    Available from: 2017-08-22 Created: 2017-08-22 Last updated: 2019-01-09Bibliographically approved
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    Berättelseskrivande i skolan: Att studera, beskriva och utveckla ett kunnande
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  • 13.
    Thorsten, Anja
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Generating knowledge in a Learning Study: from the perspective of a teacher researcher2017In: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074, Vol. 25, no 1, p. 140-154Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to discuss and describe how a clinical research method can be used to generate knowledge about teaching and learning. This will be addressed from a teacher researcher’s perspective, taking a conducted Learning Study as the departure. Learning Study is an interventionist, iterative and collaborative research approach, focusing on the teaching of an object of learning. The actual study was conducted by a teacher researcher leading a teacher research team in a study about story-writing in primary school. The research process and the results are discussed using four areas that are described as dichotomies by Labaree (Labaree, D.F. 2003. “The Peculiar Problems of Preparing Educational Researchers.” Educational Researcher 32 (4): 13–22). Labaree states that teacher researchers need to go from being normative, experimental, personal and particular to being analytical, theoretical, intellectual and universal. By using examples from the Learning Study, I argue that these areas do not have to be seen as dichotomies; instead they can be combined and intertwined. Thus, in a Learning Study, elements from both the teaching practice and the academic practice matter, thus enhancing the possibility that results are useful for practitioners.

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    fulltext
  • 14.
    Thorsten, Anja
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    How teachers’ practice knowledge is used and challenged in a Learning Study using Variation Theory as a tool2015In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 4, no 3, p. 274-287Article in journal (Refereed)
    Abstract [en]

    Purpose– The purpose of this paper is to discuss how teachers’ practice knowledge is used as a tool in a Learning Study and how teachers’ practice knowledge is challenged by using Variation Theory as a tool in the process?Design/methodology/approach– The analysis is based on data from the research process in a Learning Study. The data consists of meeting notes of ten research meetings, field notes of the research meetings and from the enactment of the lessons, video recordings of the lessons and reflective notes after and between the meetings. The analysis is qualitative and the findings are described in themes.Findings– Teachers’ practice knowledge was used and challenged in different ways in the process. This is described in five themes. Teachers’ practice knowledge was visible in the process since it enabled relevant questions to be addressed and subtle signals from students to be taken into account. It also ensured that the activities used were suitable for the students. The theory provided a focus on the object of learning and a language to talk about teaching and learning. It also challenged teachers’ assumptions about teaching and learning and allowed them to be discussed.Originality/value– The paper addresses both teachers’ practice knowledge and Variation Theory in relation to a Learning Study. It focusses on how practice knowledge of teachers can be used and challenged in the same process. The perspective is from the inside, from a teacher researcher’s point of view.

  • 15.
    Thorsten, Anja
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    How to compose a narrative: Students approaches and pedagogical implications2019In: Writing & Pedagogy, ISSN 1756-5839, E-ISSN 1756-5847, Vol. 11, no 1, p. 23-47Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to contribute knowledge on childrens narrative writing from a pedagogical perspective. Through analyses of nine-to ten-year-old students narrative writing, aspects that are critical to discern in order to write narratives with a well-developed plot are formulated. The theoretical framework is narratology theories and Variation Theory. Narratology provides a conceptual framework for describing narrative writing, while Variation Theory offers a pedagogical perspective. A total of 80 narratives written by students have been analyzed, and five qualitatively different approaches to writing were seen. Narrative writing can be approached as describing events, solving a problem, creating action, making jokes and composing a narrative. A comparison between these approaches revealed five aspects that are critical for children to discern in order to develop the ability to write narratives: the discernment of a reader, the function of a narrative, the narrative structure, coherence, and duration. These aspects can be discerned in a more or less powerful way. The study contributes to the field by offering teachers guidance in what aspects are critical to address when teaching narrative writing in school.

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  • 16.
    Thorsten, Anja
    Läs & skriv, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Högskolan i Jönköping.
    Perspektiv och problemlösning i berättelseskrivande: Vad elever behöver lära sig och hur det kan synliggöras i undervisningen2014Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The aim of the study at hand is to generate knowledge about what pupils aged nine to ten years old need to discern in order to develop the ability to write stories with a well-developed, exciting and coherent plot, and how teaching can make it possible for the pupils to develop this ability. The theoretical framework has been Variation Theory. It is a theory of learning that focuses on how discernment of aspects affects the way we perceive our world and how variation can be used to promote learning. A basic assumption is that we learn by seeing differences, not by seeing sameness. Learning Study was used to answer the research questions. It is an interventionist approach, where the focus is on an object of learning, in this case the ability to write stories with a well-developed, exciting and coherent plot. In the research process the aim was to find out which aspects were critical for the pupils to discern in order to develop the ability, and how these could be made visible in the teaching. Together with a group of teachers, lessons were planned, implemented, evaluated and refined in an iterative process. Interview data, pupils’ texts written before and after the lessons and video recordings from the lessons were the basis of the analysis. It was found that in order for these learners to handle the object of learning, they needed to discern eight critical aspects that can be related to two different areas: (a) discerning the perspective of a reader and (b) seeing that a plot consists of several problems and solutions. The aspects were made discernible by using contrast as a pedagogical tool. The result of the study contributes to previous research by identifying and specifying what the pupils need to discern, what it means in a classroom setting and how it can be taught in a powerful way. 

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  • 17.
    Thorsten, Anja
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences. Linköpings universitet.
    Praktiknära forskning i ett ULF-projekt2022In: Ledarskap för lärande / [ed] Marcus Samuelsson, Anja Thorsten, Linköping: Linköping University Electronic Press, 2022, Vol. Sidorna 17-23, p. 17-23Chapter in book (Other academic)
    Abstract [sv]

    Projektet ledarskap för lärande är ett praktiknära forskningsprojekt där deltagare från universitetet och skolan skapar en forskargrupp som har ett gemensamt forskningsintresse. Vad som är kännetecknande för praktiknära forskning och hur de olika rollerna har hanterats i detta forskningsprojekt beskrivs och diskuteras nedan. Kapitlet avslutas med ett resonemang runt hur forskare och medforskande lärare har arbetat för att generera ny kunskap inom området ledarskap för lärande.

  • 18.
    Thorsten, Anja
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Slutrapport ULF: Försöksperioden 2019-2021 vid Linköping universitet2022Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Linköpings universitet har deltagit i ULF, en nationell försöksverksamhet om praktiknära skolforskning. ULF står för utveckling, lärande och forskning och inleddes med en nationell försöksperiod från 2017 till 2021.  Under försöksperioden har landets 25 deltagande lärosäten varit indelade i fyra noder. De olika noderna har letts av Karlstad, Göteborg. Umeå och Malmö universitet. Linköpings universitet (LiU) har, tillsammans med Högskolan i Halmstad, Högskolan väst och Karlstad universitet (KaU), ingått i Karlstad-noden. De två första åren (2017-2018) fördelades inte ULF-medlen ut till de ingående universiteten i noden, utan enbart Karlstad utprovade då olika modeller för praktiknära forskning. Från och med 2019 har medlen fördelats till alla lärosäten i noden. Det innebär att arbetet med ULF vid Linköpings universitet har på gått mellan 2019 och 2021, det vill säga i tre år. Mellan 2022 och 2024 kommer en ny försöksperiod att genomföras. Den kommer att ha samma organisatoriska uppdelning i noder som tidigare. Därefter genomförs förändringar avseende nodindelningen och även avseende andra aspekter av ULF. Dessa baseras på de erfarenheter som görs under de båda försöksperioderna. I denna rapport redovisas samlade erfarenheter av den första försöksperioden. Dessutom ges projektspecifika beskrivningar av de praktiknära forskningsprojekt som har genomförts eller håller på att genomföras inom ramen för ULF under åren 2019-2021. Rapporten är skriven av projektledare Anja Thorsten.

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  • 19.
    Thorsten, Anja
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Dott, Margareta
    Norrköpings kommun.
    Kenndal, Rickard
    Norrköpings kommun.
    Från att ”tjata, tjata, tjata” till att leda för lärande2022In: Ledarskap för lärande / [ed] Marcus Samuelsson, Anja Thorsten, Linköping: Linköping University Electronic Press, 2022, Vol. Sidorna 80-92, p. 80-92Chapter in book (Other academic)
    Abstract [sv]

    Varje dag genomförs mängder av lektioner inom en mängd olika ämnen. Att leda för lärande är ett stort och komplext uppdrag, vilket gör att även erfarna lärare ständigt?behöver utvecklas för att kunna hantera de utmaningar de möter i klassrummet. I det här kapitlet beskrivs hur lärare har påverkats av deltagande i en intervention om ledarskap för lärande som beskrivs i kapitel 7. Interventionen bestod av ett kompetensutvecklingsprogram som fokuserade på planering, genomförande och uppföljning av undervisning i relation till ledarskap för lärande. Programmet var uppdelat i tre tillfällen och innehöll även uppgifter som lärarna skulle göra mellan?dessa tillfällen. Innehållet i kompetensutvecklingsprogrammet och dess teoretiska grund beskrivs dels i forskningsöversikten (kap 2), dels i kapitlet om kompetensutvecklingsprogrammet (kap 7). Syftet med det här kapitlet är att beskriva de områden där lärares sätt att reflektera kring och beskriva sin egen undervisningspraktik har förändrats efter deltagande i ett kompetensutvecklingsprogram om ledarskap för lärande.

  • 20.
    Thorsten, Anja
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Hellman, Josefin
    Stockholms universitet, Stockholm, Sverige.
    Plagiera eller referera vetenskapligt?: En studie om vad studenter behöver lära sig för att bli bättre på referathantering2021In: Högre Utbildning, E-ISSN 2000-7558, Vol. 11, no 1, p. 41-55Article in journal (Refereed)
    Abstract [en]

    This study investigates students’ ability to cite and reference in their higher education coursework, and more particularly what needs to be made visible for students to develop this ability. The data consists of interviews and student texts. The results are based on two types of analyses. Through a phenomenographical analysis, four qualitatively different approaches to referencing were identified. Using the variation theory, an analysis of the differences between the approaches then identified four critical aspects for learning how to reference. Students need to see that a) the content in a text can be separated from its form, b) there are some main ideas present in the whole source text and in longer sections of the text, c) the ideas from the source text have to be relevant to the student’s own text, and d) referencing places a text in an academic context. The critical aspects identified in this study can be used for planning the teaching of academic writing in higher education.

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  • 21.
    Thorsten, Anja
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Johansson, Patrik
    Stockholms universitet, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, Department of Humanities and Social Sciences Education.
    Att vara lärare och forskare i Learning study2017In: Undervisningsutvecklande forskning: exemplet Learning study / [ed] Ingrid Carlgren, Malmö: Gleerups Utbildning AB, 2017, p. 31-42Chapter in book (Other academic)
    Abstract [sv]

     Komptensutveckling för lärare är viktigt och Learning study används ibland för detta syfte, men det är också viktigt att lärare blir delaktiga i undervisningsforskningen. I det här kapitlet diskuteras vad det innebär att vara forskande lärare i Learning study.

  • 22.
    Thorsten, Anja
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Johansson, Patrik
    Department of Humanities and Social Sciences Education, Stockholm University, Stockholm, Sweden.
    Experiences from the teacher-researcher’s perspectiveon learning study: Challenges and opportunities2017In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 6, no 1, p. 45-55Article in journal (Refereed)
    Abstract [en]

    Purpose

    The purpose of this paper is to analyze and discuss experiences, in terms of challenges and opportunities, of teacher-researchers who engage in research on the learning study approach. The following two questions will be addressed: how can the teaching experience influence, and become an asset, in the research process and what challenges do teachers face when they enter the research practice?

    Design/methodology/approach

    Each question will be explored through some empirically grounded themes. The analysis is based on experiences from participation in a PhD program, where learning study was used as a method and variation theory was the main theoretical framework. One learning study was focusing on creative writing in primary school and the other was focusing on historical primary source analysis in upper secondary school.

    Findings

    The first question is addressed through the following themes: choosing and identifying research problems; planning and conducting research lessons; analyzing research lessons and students’ learning; and process of self-reflection, and the second question through: teaching as an object of research; to use and develop theories; and communication and review in research. The findings indicate that learning study is a practice-based research approach where teaching experience and academic skills are intertwined in many ways. Both approaches bring opportunities as well as challenges.

    Originality/value

    The paper is expected to contribute insights and knowledge about the advantages, as well as hindrances to overcome, for teacher-researchers who use learning study as a research method. The results can also be related to the performing of action research in teachers’ classroom practice.

  • 23.
    Thorsten, Anja
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Mechback, Johan
    Norrköpings kommun.
    Mohlin, Anneli
    Mjölby kommun.
    Kompetensutveckling som väcker tankar2022In: Ledarskap för lärande / [ed] Marcus Samuelsson, Anja Thorsten, Linköping: Linköping University Electronic Press, 2022, Vol. Sidorna 93-105, p. 93-105Chapter in book (Other academic)
    Abstract [sv]

    Lärare deltar ofta i olika typer av kompetensutvecklingsinsatser. Ofta följs dock inte dessa insatser upp, vilket gör att det då blir oklart hur lärarna uppfattade kompetensutvecklingen och vad de kan ha lärt sig. Därför har det i projektet Ledarskap för lärande varit viktigt att använda sig av olika typer av uppföljningar. I detta kapitel redogörs för resultatet av den utvärdering de deltagande lärarna gjorde efter varje kompetensutvecklingstillfälle. Kapitlet bidrar tillsammans med kapitel 8, 9 och 10 med att ge en bild av vad lärarna fick ut av att delta i kompetensutveck-lingsprogrammet

  • 24.
    Thorsten, Anja
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Joakim
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Grundläggande principer för undervisning2023 (ed. 1)Book (Other academic)
  • 25.
    Thorsten, Anja
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Joakim
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Lärarstudenters undervisning av virtuella elever2023In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 17, no 3, article id 15Article in journal (Refereed)
    Abstract [en]

    This study contributes to our understanding of how pre-service teachers (PSTs), studying to become middle school teachers, teach virtual pupils in a simulation setting. Such settings provide an opportunity for PSTs to practice teaching skills in a safe environment with the support of their teacher educators. It also enables researchers to study in detail how PSTs handle classroom interaction and teach content. The data comprises 102 recordings from teaching sessions, analyzed using qualitative analysis. The results show that the PSTs handle content and interact with virtual pupils in different ways. Four teaching styles were identified: (a) a confusing way of teaching, distinguished by misleading explanations in an IRE (Initiation-Response-Evaluation) structure; (b) an improvising way of teaching, distinguished by messy explanations following pupils’ questions; (c) a lecturing way of teaching, distinguished by consistent explanations in an IRE structure; and (d) an orchestrating way of teaching, distinguished by consistent explanations and instances of exploratory talk. The results also identify areas where the PSTs need further support in their development. Teacher educators can use the results as a starting point when they organize and plan the content of their teacher education programs.

  • 26.
    Thorsten, Anja
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Joakim
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Simuleringsträning utvecklar lärarstudenters yrkesspecifika kunskaper2021In: Högre Utbildning, E-ISSN 2000-7558, Vol. 11, no 2, p. 21-36Article in journal (Refereed)
    Abstract [sv]

    Syftet med denna artikel är att bidra med kunskap om hur lärarstudenters tilltro till den egna undervisningsförmågan kan utvecklas genom träning av undervisning med virtuella elever i en semivirtuell miljö som en del av en campusförlagd utbildning. Studien fokuserar på olika former av undervisning och vilken inverkan de kan ha för att utveckla studenters yrkesspecifika kunskaper. Utifrån Banduras teori om självtillit studerades två grupper av studenter som fick olika slags undervisning. Resultaten visar att studenterna som utöver ordinarie undervisning också fick coachad simuleringsträning ökade tilltron till sin förmåga att leda undervisningen i matematik signifikant mer än studenterna som enbart fick del av kursens teoridelar. En förklaring till skillnaden kan vara att träningen i sig erbjöd den ena gruppen studenter möjlighet till iscensättande upplevelser i anslutning till den campusförlagda utbildningen. Detta utöver den verksamhetsförlagda utbildningen som bägge grupperna fick del av. De studenterna fick på så sätt utöver att prata om undervisning också agera och vara i undervisning. På så sätt sammankopplades den coachade simuleringsträningen till såväl yrkeskunnandets handlingsorienterade sida som dess analysorienterade sida. En annan förklaring kan ha att göra med att kombinationen av simuleringsträning och coachning också gav viktiga erfarenheter för de studenter som gjorde ställföreträdande erfarenheter genom att observera andras träning i simuleringsträningen.

  • 27.
    Thorsten, Anja
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences. Linköpings universitet.
    Ledarskap för lärande – en forskningsöversikt2022In: Ledarskap för lärande, Linköping: Linköpings universitet , 2022, p. 10-16Chapter in book (Other academic)
    Abstract [sv]

    Detta kapitel är tänkt som och läses med fördel som en inledning, eller en inflygning till de bägge områden som detta ULF-projekt fokuserat på, ledarskap för lärande. Dessa två områden, ledarskap och lärande, är traditionellt skilda åt inom forskningen, men eftersom båda sammanvävs i lärares praktik så lyfter vi här fram områden som är centrala när lärare leder medan de undervisar eller undervisar medan de leder, såsom Samuelsson, Kilman, Lindqvist, Prytz, Sveider, Thorsten, We- din, Karlberg, Andersson, Johansson och Tväråna (2020) definierat området didaktiskt ledarskap. De två forskningsfälten som didaktiskt ledarskap vilar på är båda väldigt stora. Det här kapitalet gör inte på något sätt anspråk på att täcka in hela fälten. Tvärtom har vi avgränsat oss till en ansats inom ledarskap och ett perspektiv inom didaktik. Ansatsen och perspektivet har det gemensamt att de springer ur forskning om lärare, lärares sätt att leda undervisning och lärares sätt att få elever att lära sig av undervisning. Ansatsen och perspektivet bidrar också med essentiella och generiskt användbara begrepp för all undervisning, oavsett elevers ålder eller skolämne.

  • 28.
    Thorsten, Anja
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Dott, Margareta
    Norrköpings kommun.
    Enwall, Frida
    Söderköpings kommun.
    Heiskanen, Camilla
    Mjölby kommun.
    Kenndal, Rickard
    Norrköpings kommun.
    Meckbach, Johan
    Norrköpings kommun.
    Mohlin, Anneli
    Mjölby kommun.
    Månsson, Karin
    Söderköpings kommun.
    Skoglund, Caisa
    Norrköpings kommun.
    Ledarskap för lärande – en inramning2022In: Ledarskap för lärande / [ed] Marcus Samuelsson, Anja Thorsten, Linköping: Linköping University Electronic Press, 2022, Vol. Sidorna 7-9, p. 7-9Chapter in book (Other academic)
  • 29.
    Thorsten, Anja
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Dott, Margareta
    Norrköpings kommun.
    Enwall, Frida
    Söderköpings kommun.
    Heiskanen, Camilla
    Mjölby kommun.
    Kenndal, Rickard
    Norrköpings kommun.
    Meckbach, Johan
    Norrköpings kommun.
    Mohlin, Anneli
    Mjölby kommun.
    Månsson, Karin
    Söderköpings kommun.
    Skoglund, Caisa
    Norrköpings kommun.
    Modell 1-projektets faser2022In: Ledarskap för lärande / [ed] Marcus Samuelsson, Anja Thorsten, Linköping: Linköping University Electronic Press, 2022, Vol. Sidorna 24-26, p. 24-26Chapter in book (Other academic)
    Abstract [sv]

    Detta projekt har varit det som benämns som ett modell 1-projekt inom ramen för regionens arbete med ULF (utveckling, lärande och forskning). Modell 1 är ett praktiknära forskningsprojekt som sker i samverkan mellan Linköpings universitet och kommunerna i regionen. Det är tvååriga projekt som initieras av regionens skolchefsnätverk (Thorsten, 2021). Tanken är att modell 1-projekt ska resultera i forskning som ba-seras på de behov som identifieras i regionen och att även om alla?kommuner inte deltar aktivt i processen ska resultaten komma hela regionen till del. I detta kapitel beskrivs projektets övergripande process. Mer detaljerade beskrivningar av de metoder som har använts ges i respektive resultatkapitel.?

  • 30.
    Thorsten, Anja
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Dott, Margareta
    Norrköpings kommun.
    Enwall, Frida
    Söderköpings kommun.
    Heiskanen, Camilla
    Mjölby kommun.
    Kenndal, Rickard
    Norrköpings kommun.
    Meckbach, Johan
    Norrköpings kommun.
    Mohlin, Anneli
    Mjölby kommun.
    Månsson, Karin
    Söderköpings kommun.
    Skoglund, Caisa
    Norrköpings kommun.
    Till nytta för vem och på vilket sätt?2022In: Ledarskap för lärande / [ed] Marcus Samuelsson, Anja Thorsten, Linköping: Linköping University Electronic Press, 2022, Vol. Sidorna 111-113, p. 111-113Chapter in book (Other academic)
    Abstract [sv]

    I detta sista kapitel diskuterar vi den tänkbara nyttan av det vi kommit fram till i ULF-projektet?Ledarskap för lärande. Att vi kommit fram till att lärares sätt att leda undervisning kan påverkas,?utvecklas och förändras med stöd av ett kompetensutvecklingsprogram visas i resultatet. Där framkommer också likheter, skillnader och kvaliteter utifrån olika skattningar av ledarskap för lärande. Vidare visas att kompetensutvecklingen givit lärarna begrepp, modeller och teorier som tillskott i deras yrkesspråkliga verktygslåda. Så med detta sagt, åter till frågan om hur resultat som de ovan?nämnda kan bli användbara för olika läsare och målgrupper. Användbara i betydelsen att lära eller påminna om hur lärare på ett bättre sätt ska kunna leda undervisning (Samuelsson, Kilman, Lindqvist, Prytz, Sveider, Thorsten, Wedin, Karlberg, Andersson, Johansson & Tväråna, 2020) och bedriva ledarskap för lärande, så att alla elever får bättre förutsättningar för att lära sig. Vi resonerar fortsatt om fyra olika målgrupper (a) lärare, (b) skolledare, (c) forskare och (d) en undervisningsintresserad allmänhet.

  • 31.
    Thorsten, Anja
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Meckbach, Johan
    Norrköpings kommun, Sweden.
    Heiskanen, Camilla
    Mjölby kommun, Sweden.
    Mohlin, Anneli
    Mjölby kommun, Sweden.
    Lärares överväganden kring att leda undervisning2021In: Educare - vetenskapliga skrifter, E-ISSN 1653-1868, no 4, p. 213-241Article in journal (Refereed)
    Abstract [en]

    Previous research describes classroom management as both complex and demanding. Therefore, teachers as leaders need to make many choices about how to handle situations and students. The aim of this study is to describe teachers’ considerations when they are managing the classroom. The study was conducted by a teacher-research team.  The data consist of 12 focus-group interviews with 46 Swedish teachers, spanning from primary to upper secondary school. Through thematic analysis, the following four themes of consideration emerged: (a) control – how much control teachers as leaders should have and how much co-decision that should be given to the students, (b) role – if teachers should be strict or personal, (c) focus – if teachers should focus on the subject or relations to students, and (d) differentiation – if teachers should focus on each individual or on the entire group. This result is an important contribution to understanding the challenges teachers face when managing the classroom and trying to provide learning and development to all students.

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  • 32.
    Thorsten, Anja
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Tvarana, Malin
    Uppsala Univ, Sweden.
    Focal points for teaching the notion of critical aspects2023In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    Educational theories offer teachers useful conceptual tools for developing teaching. However, such theoretical concepts are often hard to learn, and to teach. Phenomenography and Variation Theory (PVT), and especially the concept critical aspect, is an example of a powerful tool for teachers when designing teaching. When teaching this concept, educators could benefit from knowing what learners need to discern to understand and use the notion of critical aspects. In this study, this is explored by using PVT to analyse written material from teachers undergoing an introduction to Variation Theory. The study identifies five qualitatively different conceptions of the notion of critical aspects. By comparing the differences between these conceptions, four aspects were identified that address what the teachers need to discern in order to perceive the notion of "critical aspects" in the targeted way. The results have potential for developing in-service training and teacher education on theoretical concepts.

    The full text will be freely available from 2024-12-27 00:00
  • 33.
    Thorsten, Anja
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Tväråna, Malin
    Stockholms Universitet, Stockholm, Sweden.
    Framgångsrik undervisning: fokus på elevers tankesätt, snarare än på matriser2015In: Venue, Linköpings universitet, ISSN 2001-788XArticle in journal (Other academic)
  • 34.
    Thorsten, Anja
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Wickman, Martin
    Berzeliusskolan, Linköping, Sverige.
    Tunek, Therese
    Utbildningsförvaltningen i Linköpings kommun, Linköping, Sverige.
    Scheibel-Sahlin, Mikael
    Berzeliusskolan, Linköping, Sverige.
    “Det skulle kunna vara fakta, men det vet vi inte”: en studie om kritiskt förhållningssätt i gymnasieskolan2019In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 7, no 2, p. 6-25Article in journal (Other academic)
    Abstract [en]

    This paper focuses on the ability of critical thinking for students in upper secondary school regarding opinion-forming texts and which factors in the education need to be made visible in order to aid students in developing that ability. Our data consists of focus interviews, student texts and filmed lessons within the subject social studies. The result is formed from two types of analyses. Through a phenomenographical analysis, four separate views appear which describe different approaches to the opinion-forming text. Through the Variation Theory, which is constructed on a comparison between the different opinions, five critical aspects are detected. Two of these aspects describe that students in upper secondary school need to a) be able to identify the difference between fact and opinion and b) be able to understand that value systems are complex and inconstant, in order to achieve a critical approach to opinion-forming texts. Teachers can use the critical aspects that appear in the study as basis for planning their teaching.

1 - 34 of 34
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