Pedagogical expertise from a multilingual perspective - A qualitative interview study on some teachers' perceptions of their teaching of multilingual student groups in upper secondary education, 2022
This study based on in-depth interviews examines how seven experienced high school teachers legit... more This study based on in-depth interviews examines how seven experienced high school teachers legitimize, reflect and reason about how they teach multilingual students in high school education. The study describes the teachers´ work in meeting the students´ needs, the teachers´ didactical knowledge and changes in their teaching, as well as approaches in the work with multilingual student groups. The teachers seem to focus on understanding what the students need, but it's also possible to identify strategies that are less beneficial to learning. Based on this understanding, they work in a conscious way to create opportunities for language and knowledge development teaching. School and educational resources promote necessary changes through interplay and recurring cycles. The interpretation of the teachers´ actions is based on a phenomenological perspective with an analysis of the teachers´ statements and shows that all teachers seem to bring about changes. The interview results show pedagogical content knowledge development through relationships, conversations and perseverance in a teaching approach that undergoes constant changes. Furthermore, the results show that teachers´ education, experience and approach can play a role and can be influenced by resources, school management and school policy.
Key words: didactic choices, interplay and recurring cycles, language and knowledge development, multilingual students, pedagogical content knowledge development, upper secondary education
Mitt syfte med mitt arbete ar att dels ta reda pa larares metoder och synsatt gallande samtal och... more Mitt syfte med mitt arbete ar att dels ta reda pa larares metoder och synsatt gallande samtal och interaktion och dels undersoka hur de ser pa att arbeta sprakutvecklande i praktiken. Mot bakgrund ...
Kommunikation och samspel i språkutvecklande undervisning ur ett flerspråkigt perspektiv, 2020
The purpose of the present study is to find out how three high school teachers with different su... more The purpose of the present study is to find out how three high school teachers with different subject skills use interaction and interplay in their teaching. The main part of the study is based on observations of six different class sessions in history, religion, Swedish as a second language and regular Swedish. The study also includes interviews with the sessions’ corresponding teachers. The final analysis focuses on the forms of teaching, where the focus is on interaction and interplay, as well as multimodality in teaching contexts. The result is compared to the Läslyftet modules that relate to interaction and interplay, and also multimodality for the purpose of language development. The results show which interactive and multimodal strategies are used when interacting with students. Furthermore, the results show interest and commitment, as well as learning potential, potential support by applying explanations, clarifications, discussions, conversations, the Think-Pair-Share model part and the Initiate-Response-Feedback pattern (IRF) to enable students to reformulate to written language style and recontextualize their responses. In this way, knowledge and language development have been made visible in ongoing teaching.
Pedagogical expertise from a multilingual perspective - A qualitative interview study on some teachers' perceptions of their teaching of multilingual student groups in upper secondary education, 2022
This study based on in-depth interviews examines how seven experienced high school teachers legit... more This study based on in-depth interviews examines how seven experienced high school teachers legitimize, reflect and reason about how they teach multilingual students in high school education. The study describes the teachers´ work in meeting the students´ needs, the teachers´ didactical knowledge and changes in their teaching, as well as approaches in the work with multilingual student groups. The teachers seem to focus on understanding what the students need, but it's also possible to identify strategies that are less beneficial to learning. Based on this understanding, they work in a conscious way to create opportunities for language and knowledge development teaching. School and educational resources promote necessary changes through interplay and recurring cycles. The interpretation of the teachers´ actions is based on a phenomenological perspective with an analysis of the teachers´ statements and shows that all teachers seem to bring about changes. The interview results show pedagogical content knowledge development through relationships, conversations and perseverance in a teaching approach that undergoes constant changes. Furthermore, the results show that teachers´ education, experience and approach can play a role and can be influenced by resources, school management and school policy.
Key words: didactic choices, interplay and recurring cycles, language and knowledge development, multilingual students, pedagogical content knowledge development, upper secondary education
Mitt syfte med mitt arbete ar att dels ta reda pa larares metoder och synsatt gallande samtal och... more Mitt syfte med mitt arbete ar att dels ta reda pa larares metoder och synsatt gallande samtal och interaktion och dels undersoka hur de ser pa att arbeta sprakutvecklande i praktiken. Mot bakgrund ...
Kommunikation och samspel i språkutvecklande undervisning ur ett flerspråkigt perspektiv, 2020
The purpose of the present study is to find out how three high school teachers with different su... more The purpose of the present study is to find out how three high school teachers with different subject skills use interaction and interplay in their teaching. The main part of the study is based on observations of six different class sessions in history, religion, Swedish as a second language and regular Swedish. The study also includes interviews with the sessions’ corresponding teachers. The final analysis focuses on the forms of teaching, where the focus is on interaction and interplay, as well as multimodality in teaching contexts. The result is compared to the Läslyftet modules that relate to interaction and interplay, and also multimodality for the purpose of language development. The results show which interactive and multimodal strategies are used when interacting with students. Furthermore, the results show interest and commitment, as well as learning potential, potential support by applying explanations, clarifications, discussions, conversations, the Think-Pair-Share model part and the Initiate-Response-Feedback pattern (IRF) to enable students to reformulate to written language style and recontextualize their responses. In this way, knowledge and language development have been made visible in ongoing teaching.
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Key words: didactic choices, interplay and recurring cycles, language and knowledge development, multilingual students, pedagogical content knowledge development, upper secondary education
https://blogg.mah.se/sjalvstandiga-arbeten-i-pedagogik-specialpedagogik-och-amnesdidaktik/category/uncategorized/
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Key words: didactic choices, interplay and recurring cycles, language and knowledge development, multilingual students, pedagogical content knowledge development, upper secondary education
https://blogg.mah.se/sjalvstandiga-arbeten-i-pedagogik-specialpedagogik-och-amnesdidaktik/category/uncategorized/