Nordisk Tidskrift för Allmän Didaktik https://publicera.kb.se/noad <p>Nordisk Tidskrift för Allmän Didaktik (NoAD) är en tidskrift med fokus på utbildning och undervisning. Ambitionen är att bidra med studier om undervisning, lärares arbete, lärarutbildning, skolan som social praktik, samt teoretiska studier om didaktik och bildning. Tidskriften vänder sig till de som är intresserade av skola, undervisning och lärarprofessionen.</p> sv-SE <p>Författare som bidrar till <em>NoAD</em> har givit sitt medgivande att publicera sina artiklar under en Creative Commons-licens (<a href="http://creativecommons.org/licenses/by/4.0/">Creative Commons CC-BY 4.0</a>), vilket ger tredje part rätt att kopiera och återdistribuera materialet i vilket medium eller format som helst. Det ger också tredje part rätt att bearbeta, förändra och vidareutveckla materialet för vilket syfte som helst, inklusive kommersiellt, på villkor att tydligt erkännande ges till verkets upphovsperson, att en länk till licensen tillhandahålls och att det tydliggörs om ändringar av verket har gjorts. Detta ska göras på skäligt vis, och får ej förespegla att licensgivaren godkänner tredje part eller vederbörandes användning av verket. Författaren/författarna behåller copyright till verket. </p> Noad@ped.gu.se (Mattias Börjesson) Noad@ped.gu.se (Editorial Office) Tue, 18 Oct 2022 12:35:57 +0200 OJS 3.3.0.13 http://blogs.law.harvard.edu/tech/rss 60 Sources and variation of self-efficacy in cases of student teaching practicum https://publicera.kb.se/noad/article/view/8683 <p>The purpose of the study was to determine student teachers’ personal self-efficacy beliefs and their views on what type of “sources” were behind self-efficacy in a lesson that they had just undertaken. Very little research-based understanding exists on how student teacher self-efficacy is formed, based on individual teaching situations. In this study, 10 student teachers’ interview data associated with the lesson, along with observation data with field notes, were collected. The interviews of four student teachers focusing on the lesson highlighted small (N=2) or somewhat larger (N=2) variations in levels of self-efficacy. Six student teachers had stable self-efficacy (N=6). The findings suggest that, in contrast to the expression of rather stable self-efficacy, a proportion of student teachers had feelings suggesting lower self-efficacy from time to time, although in general their thinking was dominated by average or high teaching efficacy.</p> Harri Pitkäniemi, Timo Martikainen Copyright (c) 2022 Harri Pitkäniemi, Timo Martikainen https://creativecommons.org/licenses/by/4.0 https://publicera.kb.se/noad/article/view/8683 Thu, 17 Nov 2022 00:00:00 +0100 Att motverka sexuella trakasserier - en didaktisk fråga https://publicera.kb.se/noad/article/view/6622 <p>The aim of the present study is to contribute with knowledge about pupils’ views upon teachers’ teaching regarding the work of counteracting sexual harassment. 28 girls and 22 boys in secondary and upper secondary school were interviewed. The theoretical framework is based on an educational perspective and directed towards teachers’ work against oppression. More specifically it deals with the relationships between teacher and pupil, teacher and the knowledge content as well as the teaching process. The concept ‘teaching’ is understood as ‘teaching acts’ that are carried out both in formal teaching situations within specific lessons as well as in informal teaching situations in between the lessons. According to the pupils, a trusting climate between teachers and pupils is an essential condition for counteracting sexual harassment successfully. The result also shows that the knowledge content usually is mediated, as in traditional school practice, from the teacher to the pupils in specific lessons. The pupils find these fact-based lessons both relevant and irrelevant. Some lessons are based on the pupils’ own experiences and on limiting gender norms in society and in school. These lessons have a dialogical approach, where the teachers and pupils learn together based on a good relationship.</p> Liselotte Eek-Karlsson, Ragnar Olsson, Gunilla Gunnarsson Copyright (c) 2022 https://creativecommons.org/licenses/by/4.0 https://publicera.kb.se/noad/article/view/6622 Wed, 01 Jun 2022 00:00:00 +0200 Perspektiv på handledning och den handleddes roller i lärarutbildningens verksamhetsförlagda delar https://publicera.kb.se/noad/article/view/6625 <p>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.</p> Eva Taflin, Jörgen Dimenäs Copyright (c) 2022 https://creativecommons.org/licenses/by/4.0 https://publicera.kb.se/noad/article/view/6625 Wed, 01 Jun 2022 00:00:00 +0200