Abstract

Within teacher education supervision of teacher students is a central and appreciated element. It is also witnessed as a dilemma when the academy meets supervisors in schools with different perspectives and expectations. The area of interest of the present study is to identify different perspectives on supervision roles among supervisors and teacher students in relation to expectation, power and influence. The question is how we can describe and understand the roles of teacher students from different supervision perspectives during work integrated learning activities at schools. A conceptual starting point has been taken from Foucault’s power perspective and empirical data is related to analysis of interviews and documents. The results from the study shows that the roles of teacher students can be understood on the basis of subordinated management and a lower degree of scientific approach and are referred to roles as assistants and apprentices. Secondly, the roles can be understood as equal management based on a higher degree of scientific approach and be referred to as colleagues and co-researchers. One conclusion is that the four ways of understanding the different roles of teacher students are something that should be understood over time and that the roles can vary from situation to situation.

In Sweden, as

No abstract

In this article, we focus on the teaching of mathematics in classrooms. The aim of the present study is to create, describe and test a model for teachers' decisions in action when teaching mathematics. We focused on the classroom as a very complex environment and videotaped three excellent teachers teaching mathematics.  An inductive iterative research process was selected to generate theory and conclusions directly rooted in data. The model was tested in different teacher groups, and the categories changed and analyses proceeded. The model relates to Jaworski´s (1992), theory the “teaching triad”.  By using the developed model “teaching in action” it is possible to analyze and describe teaching in mathematics classrooms and find examples of teachers’ decisions in action. The model “teaching in action” show the complexity of teachers’ work.

The article highlights the professional teachers' understanding of what they see as the most important contents in science education. The aim of the study is based on conversations with professional teachers and how they understand what are the most central contents in science education. It is related to scientific language and importance for society. Their understandings are related to the importance of science in the society and to the language's importance to students' learning opportunities. The result of the study's interviews are analyzed on the basis of Basil Bernstein's concept of the horizontal and vertical discourse, which demonstrates the opportunities for pupils to approach a scientific content based on a contextual understanding. How science is taught is an important question in the aspect of students coming from different socioeconomic conditions and with different conceptions of the outside world and the science school discourse. In the present study the professional teachers'  in particular stresses the importance of a holistic understanding of the content in science, the methodical aspects in science education and the consequences of science and technology development. To be science literate in a teaching context means that the students will get the capacity to use scientific knowledge, to identify questions and to draw evidence based conclusions in order to understand and help make decisions about the natural world and the changes made to it through human activity.

Since the end of the 1990s, students' right to participation has been enshrined in the Higher Education Act and the Higher Education Ordinance in Sweden. The work on the Bologna Process also means that matters of student participation are now of crucial interest and importance, and also that students are gaining participation both in the organisation and contents of the study programmes (Persson, 2003). However, research on student participation shows that students experience a lack of participation (

I detta nummer av Utbildning & Lärande återfinns olika perspektiv på pedagogiskt arbete från fritidshem, förskola, grund- och gymnasieskola. Inledningsvis presenteras en studie av hur lärare från grund- respektive gymnasieskolan påverkats av den ökade digitaliseringen under covid-19. Därefter behandlas i en studie förskolans förändrade uppdrag där bl.a. frågan om hur bedömning påverkar och kan förstås i förskolans kontext. I den tredje artikeln beskrivs gymnasielärares uppfattningar av kvalitet i gymnasiearbetet. Slutligen presenteras en studie om hur lärare på fritidshem beskriver den undervisning de bedriver på fritidshemmet. Alla artiklarna har beröringspunkter till praxisnära frågor rörande pedagogiskt arbete i olika skolformer. Artiklarna visar att olika skolformer påverkas av statlig ideologisk styrning och förändringsinitiativ som utmanar lärare i sin roll av att just vara lärare. Ett begrepp som används och som ger utmaningar för de olika skolformerna är digitalisering. Det visar sig också ha accentuerats av den pågående pandemin och har haft en betydande påverkan för undervisningen. Lärare utmanas att tänka på vilket sätt digitalisering kan ge elever möjligheter att utvecklas och inte bara utgöra ett förgivet-taget nutida inslag i undervisningen. Bedömning är ett annat begrepp som blivit påtagligt i styrdokumenten de senaste decennierna för förskola och skola. Begreppet har aktualiserats i en allt mer mätinfluerad förskola och skola. Ett tredje begrepp som också återfinns i detta nummer är kvalitetsbegreppet som fått allt större plats och diskuteras i olika skolverksamheter. Cirkeln sluts där begreppet undervisning som tidigare förbehållits grund- och gymnasieskola men som nu också införts och utmanar lärare som verkar i såväl förskole- som i fritidshemsverksamhet. Sammanfattningsvis berör tidskriftens alla artiklar specifika inslag som förs in i skolverksamheterna och på olika sätt påverkar och utmanar arbetet i förskola och skola.