Roger Säljö (2000): Lärande i praktiken. Ett sociokulturellt perspektiv.

Liljestrand, Johan

doi:10.48059/uod.v9i1.670

Cited by 3 publications

(1 citation statement)

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“…This paper is influenced by social theories of learning which view learning as participation in the social world [31]. The social theories of learning are based on sociocultural learning theory [32]- [33] and the theory of learning as social participation [7]. There are several different perspectives when viewing the construction of knowledge and understanding as a social activity [34, p. 24], but the most common ones' focuses on participation as a condition for learning [4].…”

Section: Participation As a Concept In The Educational Fieldmentioning

confidence: 99%

Pupils Participation in a Technology-Rich Environment: A Study of Pupil Perspective on Learners’ and Teachers’ Roles

Öberg

Nouri

2021

Int. J. Emerg. Technol. Learn.

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It has been argued that participation as involvement as well as taking part in decision making is a fundamental part of learning. The first large arena for experiencing this for many young people is the school. This paper investigates how 16 pupils at grade eight view their own and their teacher’s role when it comes to facilitating participation. The pupils are interviewed the semester after a long researcher led participation project and the interviews are analyzed using thematic analysis. The analysis identifies four different types of participation from the pupils’ responses. These four types can be connected to passive and active participation as well as participation as involvement and participation as influence.

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Section: Participation As a Concept In The Educational Fieldmentioning

confidence: 99%

Pupils Participation in a Technology-Rich Environment: A Study of Pupil Perspective on Learners’ and Teachers’ Roles

Öberg

Nouri

2021

Int. J. Emerg. Technol. Learn.

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Evidence-based teaching in Swedish compulsory schools for pupils with intellectual disabilities

Frostlund

Nordgren

2022

JIRCD

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Background: This study aims to identify the evidence-based teaching programs regarding communication and interaction that underpin Swedish compulsory schools for pupils with intellectual disabilities (ID). Method: This quantitative census survey fills a gap in the existing research literature, in that all qualified teachers in the schools report on the use of evidence-based teaching programs regarding communication and interaction for pupils with ID. Results: Only a small proportion of the teachers received any formal teacher training on evidence-based teaching programs or participated in any continuing professional development (CPD) on these programs. We also evidenced a teaching gap among Swedish special schools, as commonly used teaching programs differ within Swedish compulsory schools for pupils with ID. In addition, some commonly used teaching programs do not always promote interaction and learning for pupils. Discussion/conclusion: The teaching profession is in need of scientific guidance, in order to create evidence-based teaching practice for pupils with ID, which should be a focus of future studies.

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Hinder och frihet

Jers¹,

Wärnsby²

2022

Rhetorica Scandinavica

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The analysis of 45 written reflections on the rhetorical working process from a postgraduate course in research communication reveals the postgraduate students to reflect on actio and pronuntiatio in standardised ways and to a lesser extent than on the other canons. This applies both to the physical and the digital iterations of the course. The students often link actio and pronuntiatio to elocutio and memoria and view oral presentations from a speaker-centered rather than audience-centered perspective. Not surprisingly, the students note that their body language becomes limited in the digital classroom and that they, therefore, must utilise their voices more. Depending on the students’ understanding of actio and pronuntiatio, utilising these can become a barrier or a breakthrough for successful research communication. These results prompt further discussion of actio’s and pronuntiatio’s potential for teaching research communication in the physical and the digital spaces

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Roger Säljö (2000): Lärande i praktiken. Ett sociokulturellt perspektiv.

Cited by 3 publications

References 0 publications

Pupils Participation in a Technology-Rich Environment: A Study of Pupil Perspective on Learners’ and Teachers’ Roles

Pupils Participation in a Technology-Rich Environment: A Study of Pupil Perspective on Learners’ and Teachers’ Roles

Evidence-based teaching in Swedish compulsory schools for pupils with intellectual disabilities

Hinder och frihet

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