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  • 1.
    Ahlstrand, Elisabeth
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Andersson, Ingrid
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Eriksson Gustavsson, Anna-Lena
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Persson, Ulla-Britt
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Erfarna lärares engagemang: livsberättelser som retrospektiv reflektion2008In: Läraren i blickpunkten : olika perspektiv på lärares liv och arbete / [ed] Carola Aili, Ulf Blossing, Ulrika Tornberg, Stockholm: Lärarförbundets Förlag , 2008, 1, p. 189-205Chapter in book (Other academic)
    Abstract [sv]

    Lärares arbete är komplext och kan beskrivas på olika sätt beroende på vilken utgångspunkt man väljer. I takt med att det ställs allt högre krav på lärare att utgå från en vetenskaplig bas i arbetet, behövs också fler redskap och begrepp för att förstå och förklara läraryrket. Hur ser arbetsprocesserna ut? Vad formar yrket? Vilka insatser kan göras för att förbättra verksamheten? Den här antologin presenterar femton sätt att se på lärares liv och arbete med hjälp av olika teoretiska perspektiv.Boken vänder sig till lärare och blivande lärare samt till alla som är intresserade av kunskapsutvecklingen kring lärares arbete.

  • 2.
    Andersson, Ingrid
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Analyses of newly qualified teachers' perspectives on learning in social practice2005In: The 1st International Congress of the International Society for Cultural and Activity Research, ISCAR, Acting in changing worlds: learning, communication and minds in intercultural activities,2005, 2005Conference paper (Other academic)
  • 3.
    Andersson, Ingrid
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Bilingual and Monolingual Children's Narration: Discourse Strategies and Narrative Styles1997Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis investigates twenty bilingual and twenty monolingual 6-year-old preschool children's discourse strategies and narrative styles. It is theoretically based on an interdiciplinary framework combining theories of narration with discourse theories. Methodologically, the study draws on micro-analyses of children's spontaneous sharing time narrations, on the one hand, and elicited retellings of a fable, on the other. A new method was developed for analysing Labovian story points from a collaborative perspective: differentiating between child contributions, teacher contributions, and joint contributions. Moreover, all children were interviewed about their literary repertoires and about narrative practices at home. It was found that children's vocabulary was closely linked to their literary repertoires and cultural habits. By calculating the repair:error ratio, the present study shows that there is a linear development in children's repair work, instead of an inverted U-curve as previously suggested. Language repairs were rare in both groups. The children primarily focused on meaning, not on linguistic form. However, there were more language errors in the bilingual group. Moreover, the bilingual group had a more restricted vocabulary. Yet, the findings reveal that narrative coherence was comparable in the monolingual and bilingual groups. In an analysis of participation during sharing time sessions, it was found that peer comments and child initiatives were more frequent in the monolingual group, and in specific preschool settings. Collaboration was investigated both in terms of teacher support, co-narration, and in  terms of indirect ways of collaborating, like the employment of communication strategies and self-repairs. It was found that bilingual children received  more collaborative support and employed more communication strategies than their monolingual peers.

  • 4. Andersson, Ingrid
     Den gode modersmålsläraren – konstruktion, dekonstruktion och rekonstruktion2006In: Goda lärare” : Läraridentiteter och lärararbete i förändring., Linköping: LiU-Tryck , 2006, 1, p. 97-162Chapter in book (Refereed)
  • 5.
    Andersson, Ingrid
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Literacy development in a first, second or a foreign language?: A study of grade one children in Namibia.2000In: Perspectives on Language and Communication in Multilingual Education / [ed] Kaj Sjöholm & Anna Østern, Vaasa: Åbo Akademi University , 2000, 1, p. 91-104Chapter in book (Refereed)
  • 6.
    Andersson, Ingrid
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Lärares reflektioner över arbete och lärande2006In: Lärares arbete - Pedagogikforskare reflekterar utifrån olika perspektiv: en antologi från en konferens anordnad av Myndigheten för skolutveckling / [ed] Ann-Kristin Boström och Birgitta Lidholt, Stockholm: Myndigheten för skolutveckling , 2006, p. 69-78Chapter in book (Other academic)
    Abstract [sv]

    Lärares pedagogiska uppdrag är komplicerat i sig, men det innehåller också relationer mellan lärare, elever och andra aktörer inom utbildningsområdet. Beroende på vilken bakgrund och vilket intresse den betraktande har, går allt att se från en mängd olika perspektiv. Denna antologi om lärares arbete och roll är resultatet av en konferens anordnad av Myndigheten för skolutveckling. De medverkande forskarnas samlade erfarenheter sträcker sig över en stor del av utbildningssystemet och alla har skrivit sina texter utifrån sitt specialområde. Hur hanterar dagens lärare den uppsjö av förväntningar, begränsningar och orimligheter som omger deras yrkesgärningar? Vilka förändringar har skett beroende av omstrukturering och kvalitetskontroll? Antologin riktar sig till lärare, lärarstudenter, forskare och andra intressenter inom och utanför utbildningssystemet

  • 7.
    Andersson, Ingrid
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA).
     Modersmålsläraren – en brobyggare som söker sitt fäste?2006In: Goda lärare”: Läraridentiteter och lärararbete i förändring / [ed] Sjöberg Mats, 2006, 1, p. 243-298Chapter in book (Refereed)
  • 8.
    Andersson, Ingrid
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Newly qualified teachers' reflections on workplace socialization2005In: NERAs 33nd Congress A Nordic Dimension in Education and Research - Myth or Reality,2005, 2005Conference paper (Other academic)
  • 9.
    Andersson, Ingrid
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Arts and Sciences.
    Nyutbildade lärares yrkessocialisation i mötet mellan praktik och teori2005 (ed. 1)Book (Refereed)
  • 10.
    Andersson, Ingrid
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Pre-school children's story-making2009In: NERA Literacy as Worldmaking: NERA'S 37th Congress, Tronheim, 5-7 March, 2009, 2009, p. 163-Conference paper (Refereed)
  • 11.
    Andersson,, Ingrid
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Reflektioner över lärares lärande2006In: Lärares arbete- Pedagogikforskare reflekterar utifrån olika perspektiv: en antologi från en konferens anordnad av Myndigheten för skolutveckling / [ed] Ann-Kristin Boström och Birgitta Lidholt, Stockholm: Myndigheten för skolutveckling. , 2006, 1, p. 69-78Chapter in book (Other academic)
    Abstract [sv]

    Lärares pedagogiska uppdrag är komplicerat i sig, men det innehåller också relationer mellan lärare, elever och andra aktörer inom utbildningsområdet. Beroende på vilken bakgrund och vilket intresse den betraktande har, går allt att se från en mängd olika perspektiv. Denna antologi om lärares arbete och roll är resultatet av en konferens anordnad av Myndigheten för skolutveckling. De medverkande forskarnas samlade erfarenheter sträcker sig över en stor del av utbildningssystemet och alla har skrivit sina texter utifrån sitt specialområde. Hur hanterar dagens lärare den uppsjö av förväntningar, begränsningar och orimligheter som omger deras yrkesgärningar? Vilka förändringar har skett beroende av omstrukturering och kvalitetskontroll? Antologin riktar sig till lärare, lärarstudenter, forskare och andra intressenter inom och utanför utbildningssystemet.

  • 12.
    Andersson, Ingrid
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Social, academic and managerial dimensions of commitment: A Swedish perspective2002In: American Educational Research Association EARA,2002, 2002Conference paper (Other academic)
  • 13.
    Andersson, Ingrid
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Andersson, Sven
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Learning in Working Life and Educational Settings.
    A Sociocultural Analysis of Innovative Learning: Somali Refugees' Construction of Societal Knowledge2002In: American Educational Research Association AERA,2002, 2002Conference paper (Other academic)
  • 14.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Andersson, Sven
    Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, Faculty of Arts and Sciences.
    Aesthetic representations among Himba people in Namibia2007Conference paper (Other academic)
    Abstract [en]

      

  • 15.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Andersson, Sven
    Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, Faculty of Arts and Sciences.
    Aesthetic representations among Himba people in Namibia2009In: International Art in Early Childhood Research Journal, ISSN 1837-0020, Vol. 1, no 1, p. 1-14Article in journal (Refereed)
    Abstract [en]

    The research in the present study focuses on preliterate people’s ways of modelling and drawing. Our aim is to understand how the participants solve the problem of making three-dimensional sculptures and two-dimensional drawings of themselves or animals in their surroundings. Also, we compare the meanings of the participants’ first-ever drawings, based on one of two ways of starting the activity. The first group was asked to draw a human figure or an animal without first creating a sculpture. The second group was asked to create sculptures before drawing the same motives. We found that both children and adults drew tadpoles. However, single view representations were more common in the group who had only made drawings, while in the sculpture/drawing-group half of the drawings showed more than one view in their representations of human figures. There were examples of culture-specific features with significant recognizable social meanings in both sculptures and drawings. The findings are discussed in terms of socio-cultural theories on the development of imagination and creative combinations in settings where new tools and tasks are at hand

  • 16.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Andersson, sven
    Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, Faculty of Arts and Sciences.
    Conditions for Boundary Crossing: Social Practices of Newly Qualified Swedish Teachers2007Conference paper (Other academic)
    Abstract [en]

      

  • 17.
    Andersson, Ingrid
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Andersson, Sven
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Learning in Working Life and Educational Settings.
    Micropolitical Perspectives on Newly Qualified Teachers' Reflections2004In: The Positioning of Education in Contemporary Knowledge Society, NERA,2004, 2004Conference paper (Other academic)
  • 18.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Andersson, Sven
    Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, Faculty of Arts and Sciences.
    Uttrycksformer i skapande verksamhet hos himbafolket i Namibia2009In: Den väsentliga vardagen: Några diskursanalytiska perspektiv på tal, text och bild, Stockholm: Carlsson , 2009, 1, p. 185-207Chapter in book (Other academic)
    Abstract [sv]

    Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för bokens skribenter är att de är eller har varit doktorander för professor Karin Aronsson vid Institutionen Barn och tema Kommunikation, vid Linköpings universitet. Sedan mitten av 1980-talet har institutionen erbjudit en dynamisk forskningsmiljö för personer med intresse för samtal, kulturella uttryck och socialt liv i och utanför institutionella sammanhang. Boken vänder sig till studenter, lärare, forskare samt praktiker med intresse för samtal, kulturella utryck och andra vardagliga fenomen som t.ex. tolkade samtal, flerspråkighet, visuell kultur, kamratrelationer, läsning, bildanvändning, grupparbete, etc. Kapitlen i boken kan med fördel användas såväl inom utbildning, arbetsliv som på fritiden för att fördjupa förståelsen av igenkännbara vardagliga fenomen och öka kunskapen om dessa fenomens komplexitet och mångfacetterade betydelser.

  • 19.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Andersson, Sven B
    Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, Faculty of Arts and Sciences.
    Conditions for Boundary Crossing: Social Practices of Newly Qualified Swedish Teachers2008In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 52, no 6, p. 643-660Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to gain knowledge about conditions for boundary crossing between academic and vocational practices and to identify dimensions of social practice within workplaces. The data consist of 28 questionnaires and 14 in-depth interviews with newly qualified secondary school teachers in their first year of teaching. We use the lens of sociocultural theory to analyse qualitatively what we can learn from newcomers talk about their experiences and whether theories provided during their teacher education helped them to meet challenges in their new workplaces. Theoretically, notions of participation in social practices in terms of social space are in focus. In the findings, such space is identified as social adjustment, social distance, social inclusion and social expansion. Drawing on these concepts, we suggest that professional development depends strongly on the way new teachers boundary crossing is supported by collaboration and to what extent they belong to professional dialogues in settings with inclusive and expansive relationships.

  • 20.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Arts and Sciences.
    Andersson, Sven B.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
     Mikropolitiska perspektiv på nyutbildade lärares lärande2004In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 9, no 3, p. 161-188Article in journal (Refereed)
    Abstract [sv]

     

     

    Det övergripande syftet med denna studie är att synliggöra mikropolitiska aspekter som speglas i samtal mellan nyutbildade lärare. Arton delta-gare har givits utrymme att individuellt och i grupper reflektera över erfarenheter under sin första termin som nyutbildade. De forskningsfrågor som växte fram under arbetets gång rör: vems intressen blir synliga, vilka mikropolitiska aspekter framträ-der och hur hanterar dessa lärare mikropolitiska dilemman? Resultaten visar att en del av komplexiteten i de nyutbildade lärarnas arbete består av att deras intressen bryts mot andra aktörers intressen, vilket kan leda till en känsla av utsatthet. Majoriteten av deltagarna hanterar utsattheten genom att arbeta relationsorienterat. Detta väcker frågor rörande betydelsen av nyutbildade lärares medvetenhet om mikropolitiska perspektiv. En sådan medvetenhet kan utvecklas med syfte att tydliggöra den dolda styrning som nyutbildade lärare möter i vardagsarbetet och leda till potentiella handlingsstrategier.

     

  • 21.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Kagwesage, Anne Marie
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Rusanganwa, Joseph
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Language Diversity and Learning in Higher Education in Rwanda2008Conference paper (Other academic)
  • 22.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Kagwesage, Anne Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Rusanganwa, Joseph
    Arts Media and Social Sciences, English, Butare, Rwanda.
    Negotiating meaning in multilingual group work: A case study of higher education in Rwanda2013In: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522, Vol. 16, no 4, p. 436-450Article in journal (Refereed)
    Abstract [en]

    In this paper, we investigate how students handle the linguistic diversity they are exposed to during group-work sessions at a university in Rwanda. The data consist of five audio-recorded group-work sessions initiated by a lecturer in a management course. The data were analysed drawing on theories relating to code-switching and learning in multilingual settings. Our findings show that active use of multiple languages, although time consuming, has great potential to facilitate learning, thus emphasizing the complementarities rather than exclusion of languages used in Rwanda.

  • 23.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Rusanganwa, Joseph
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Language and space in a multilingual undergraduate physics classroom in Rwanda2011In: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522, Vol. 14, no 6, p. 751-764Article in journal (Refereed)
    Abstract [en]

    This case study examines how a lecturer and a group of students adjust to a request for English-only medium of instruction in tertiary education. The study draws on sociocultural theories considering context and language use as tools for meaning making. Goffman's theories of stage setting and footing are used to analyse how the lecturer positions himself in relation to language use. The findings show that in the observed session the lecturer used code-switching as a tool to extend students’ academic literacy. Further, we found that he in most cases assigned different classroom spaces to different languages. Hence, English as the targeted language of instruction was used when the lecturer was standing at the board, the official teaching space, whereas French, a previously accepted language, was used in a semi-official space closer to the students. Kinyarwanda, the lecturer's and students’ first language, is not permitted as a medium of instruction, but was used when the lecturer was close to the students. We label this a personal space, where the lecturer changed code in order to improve interaction and students’ understanding. Such code-switching has cultural and historical traditions and is viewed in this study as a strategy to avoid misunderstandings and allow more equitable learning opportunities.

  • 24.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Rusanganwa, Joseph
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Kagwesage, Anne Marie
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Learning within a multilingual context: The case of Higher Education in Rwanda2008Conference paper (Other academic)
    Abstract [en]

    In this paper, we investigate strategies employed by students, lecturers and academic administrators to facilitate learning within a university in Rwanda. On a political level, the potential of linguistic diversity is a tool for nation building and, in times of globalization, access to information, communication, technology and business with international communities. However, on a societal and individual level, using foreign media of instruction may hamper the implementation of targeted goals.

    The focus of this study is on how students handle the linguistic diversity they are exposed to. The research tools used to gather data are questionnaires, interviews and audio-recorded group work. The data were analysed drawing upon theories related to learning in multilingual settings. Findings show that language diversity has a great potential of facilitating learning, thus emphasizing the complementarities rather than the exclusion of languages used in Rwanda. However, what the participants described as “lack of background knowledge” might be a sign of an underlying language problem, where students memorise lecturers’ notes and reproduce them during any kind of evaluation, without questioning and reflecting on the material in order to convert information into knowledge.

  • 25.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Ruterana, Pierre Canisius
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Arts and Sciences.
    Child narration in a first and a second language2009In: NERA 2009 Literacy as Worldmaking: NERA’s 37th Congress, Trondheim, 5-7 March 2009, 2009, p. 164-Conference paper (Refereed)
    Abstract [en]

    The present study investigates three stories produced when a group of grade 6 children in a rural school in Rwanda are requested to tell a story of their own choice. The children speak Kinyarwanda, the first language of the majority of the people in Rwanda, but their medium of instruction at school is French. The findings show that all stories but one were told in Kinyarwanda. Here we want to explore similarities and differences between the story in French and two selected stories in Kinyarwanda. One of the Kinyarwandan stories is selected because it is of similar length as the one in French and the other story is selected because it is well elaborated. All stories are analysed in terms of content, narrative structure and language complexity. Our analysis is in progress but so far we have seen that all children have told stories with a clear high point (Labov, 1992). Moreover, all stories deal with gender issues of some kind. We have also seen that language choice seems to have an impact on where the story is situated.

  • 26.
    Andersson, Sven
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Learning in Working Life and Educational Settings.
    Andersson, Ingrid
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Deducing competent practice form theory: the social practices of newly qualified teachers2005In: The 1st International Congress of the International Society for Cultural and Activity Research, ISCAR, Acting in changing worlds: learning, communication and minds in intercultural activities,2005, 2005Conference paper (Other academic)
  • 27.
    Andersson,, Sven B.
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Andersson, Ingrid
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
      Authentic learnig in a socio-cultural framework2005In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 49, no 4, p. 419--436Article in journal (Refereed)
    Abstract [en]

    This paper reports a case study in which 53 adult refugees initiated their own forms of learning with the aim of strengthening their opportunities for integration into Swedish society. The overall research interest was to find out what theoretical implications can be drawn from a case study where two different forms of learning were implemented. One alternative was offered in a formal setting and another in a non-formal setting where the group members shaped forms of learning themselves. The findings show that many features of non-formal working procedures correspond with basic assumptions and key concepts of sociocultural theory. Furthermore, these features accord well with key concepts of authentic learning. In a similar way as theoretical aspects of “situated learning” can be seen as an integrated part of sociocultural theory, we discuss whether the notion “authentic learning” could be used as a dimension of supporting meaningful learning in contextualised inclusive learning environments.

  • 28.
    Gahamanyi, Marcel
    et al.
    National University of Rwanda.
    Andersson, Ingrid
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Arts and Sciences.
    Bergsten, Christer
    Linköping University, Department of Mathematics, Applied Mathematics. Linköping University, The Institute of Technology.
    Using mathematics as a tool in Rwandan workplace settings: the case of taxi drivers2010In: Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. January 28th - February 1st 2009, Lyon (France) / [ed] V. Durand-Guerrier, S. Soury-Lavergne, & F. Arzarello, Lyon: INSTITUT NATIONAL DE RECHERCHE PÉDAGOGIQUE , 2010, p. 1484-1493Conference paper (Refereed)
    Abstract [en]

    The present study is part of an ongoing study of which the aims are twofold; to provide knowledge about why and how mathematics is involved in specific workplace settings, and to provide student teachers with culturally relevant examples to contextualise school mathematics for secondary school students. Observations and semi-structured interviews were conducted in the workplaces of two taxi drivers, one house constructor and one restaurant manager. The focus here is on taxi-drivers. The analyses draw on ideas from socio-cultural theory and the anthropological theory of didactics. A common main concern was economic profit and risk of loss; level of justification, mathematical problems to solve and techniques used differed. Among the taxi drivers, silent and taken-for-granted cultural knowledge were used.

  • 29.
    Mutwarasibo, Faustin
    et al.
    National University of Rwanda, Rwanda.
    Canisius Ruterana, Pierre
    National University of Rwanda, Rwanda.
    Andersson, Ingrid
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Boundary crossing between higher education and the world of work: a case study in post-1994 Rwanda2014In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 33, no 5, p. 962-977Article in journal (Refereed)
    Abstract [en]

    Workplaces abound with knowledge that is different from the knowledge students gain at universities. Crossing the boundary from a university to a workplace can, therefore, be difficult for students. To compensate for the dearth of knowledge on how these issues play out in an African context, this study investigates how knowledge and experiences gained during academic studies were useful in the workplace by interviewing employers from sectors commonly open to university graduates and student representatives from all faculties at a Rwandan University. Open questionnaires were used to ascertain what kinds of changes might lead to more successful boundary crossing. The findings suggest that while domain-specific knowledge is an essential part of a university qualification, a stronger focus on generic skills is needed in order to help students cross the boundary and succeed in the workplace.

  • 30.
    Persson, Ulla-Britt
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Ahlstrand, Elisabeth
    Linköping University, Department of Behavioural Sciences.
    Eriksson-Gustavsson, Anna-Lena
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Andersson, Ingrid
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Experienced teachers' commitment - an interview study.2004In: Congress of Nordic Educational Research Association, NFPF/NERA,2004, 2004, p. 15-20Conference paper (Refereed)
  • 31.
    Sandlund, Monica
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Andersson, Ingrid
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Immigrant Teachers’ Struggle for Legitimacy at the Crossroads of Global Change2011Conference paper (Other academic)
1 - 31 of 31
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