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Niklasson, L. (2019). Understanding educational conditions in preschool: Preparing student teachers for social justice during practicum placements.. The Educational Review, USA, 3(8), 106-112
Open this publication in new window or tab >>Understanding educational conditions in preschool: Preparing student teachers for social justice during practicum placements.
2019 (English)In: The Educational Review, USA, ISSN 2575-7938, Vol. 3, no 8, p. 106-112Article in journal (Refereed) Published
Abstract [en]

The expectations placed on practice teaching in initial teacher education are high. During practice, student teachers should combine theory with practice, make themselves familiar with multicultural classrooms in general, and become aware of different factors that affect learning and teaching. The aim of this study is to increase our knowledge about how work is carried out within practicum placements to help student teachers to understand differing cultural and socioeconomic characteristics of educational settings as a basis for discussing social justice. Staff at practice schools, the practicum team at a university and student teachers were asked about their definitions of different factors that condition learning and teaching, and routines for visiting preschools characterized by different educational conditions. Staff at practice school and university gave examples of different factors, but there was a general lack of organized work with this issue, such as visiting different preschools and holding discussions afterwards. This was confirmed by student teachers, few of whom had visited other preschools and had subsequent discussions. Instead some had experienced variation in work routines, children with special needs and multilingual groups in different sections of their own unit. Experiencing educational environments with different cultural and socioeconomic conditions was considered valuable by the student teachers but was not always given priority. It is concluded that individual variations and needs are understood and formulated by staff and student teachers, but less attention is given to how group belongings and structural frameworks such as socioeconomics are affecting social justice.

Keywords
Teacher Education, practicum, educational factors, social justice
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-45021 (URN)10.26855/er.2019.08.003 (DOI)
Available from: 2019-08-16 Created: 2019-08-16 Last updated: 2019-08-19Bibliographically approved
Niklasson, L. (2018). Mentors in Initial Teacher Education: Initiatives for Professional Development. Journal of Arts & Humanities, 7(8), 11-22
Open this publication in new window or tab >>Mentors in Initial Teacher Education: Initiatives for Professional Development
2018 (English)In: Journal of Arts & Humanities, ISSN 2167-9045, Vol. 7, no 8, p. 11-22Article in journal (Refereed) Published
Abstract [en]

The background to the study is increased demands for skills in mentoring as one possibility to increase quality in ITE. A way to achieve the goal is professional development for mentors, but few studies are carried out to study such courses. As a case study, a formal course for mentors offered at university is presented and critically discussed. The central content in the course was theories about learning and mentoring and formulating an individual practical professional theory (PPT). The content aligns well with earlier research about mentoring and the mentors gave mainly positive comments about the content of the course and the form. What they questioned was the academic level approach when lectures were not relevant and academic writing became a problematic issue. In addition, the pre-requisites for participating in the course varied too much. A proposition is that design of course for mentors needs to have clarity about its aims, form and pre-requisites for participants, not to create expectations among stakeholders, which cannot be fulfilled.

Keywords
Course Design, Initial Teacher Education, Mentors, Professional Development.
National Category
Pedagogy
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-40942 (URN)
Available from: 2018-09-16 Created: 2018-09-16 Last updated: 2018-09-18Bibliographically approved
Niklasson, L. & Fröjdfeldt, L. (2018). Professional Development in Higher Education: Response to need for ICT skills in teaching and learning. In: Eva Ärlemalm-Hagsér & Marie Öhman (Ed.), Högskolepedagogisk utveckling i teori och praktik: (pp. 97-111). Västerås: Mälardalens högskola
Open this publication in new window or tab >>Professional Development in Higher Education: Response to need for ICT skills in teaching and learning
2018 (English)In: Högskolepedagogisk utveckling i teori och praktik / [ed] Eva Ärlemalm-Hagsér & Marie Öhman, Västerås: Mälardalens högskola , 2018, p. 97-111Chapter in book (Refereed)
Abstract [en]

When designing and working in an educational learning situation in higher education, the use of Information and Communications Technology (ICT) is often a basic requirement. The aim of this study is to increase our knowledge about responses to expectations of using ICT in higher education settings. Data collection was carried out to investigate responses on different levels at one university in Sweden. The result showed responses from different levels, from the central level to the internal workshop level. Based on the results, even though limited, the conclusion is that there is an active response, but workshops and courses offered were, until recently, more technology focused than learner focused. A shift in didactical approach has led to an increased teacher-driven and learner-centred approach. 

Place, publisher, year, edition, pages
Västerås: Mälardalens högskola, 2018
Series
Mälardalen Studies in Educational Sciences ; 35
Keywords
Higher Education, professional development, ICT skills, teaching, learning
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-40156 (URN)978-91-7485-341-4 (ISBN)
Available from: 2018-07-02 Created: 2018-07-02 Last updated: 2018-07-02Bibliographically approved
Niklasson, L. (2018). Rösträttsföreningen i Torshälla.. Eskilstunakällan (1), 10-11
Open this publication in new window or tab >>Rösträttsföreningen i Torshälla.
2018 (Swedish)In: Eskilstunakällan, ISSN 2000-9003, no 1, p. 10-11Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Eskilstuna: Eskilstuna kommun, 2018
Keywords
Demokrati, rösträtt
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-41092 (URN)
Available from: 2018-09-30 Created: 2018-09-30 Last updated: 2018-10-01Bibliographically approved
Insulander, E. & Niklasson, L. (2017). Border and Memory Studies and its Implications for Education: A Literature Review Concerning Sweden and the Nordic Countries. In: Angela Vaupel (Ed.), Borders, Memory and Transculturality: An Annotated Bibliography on the European Discourse (pp. 177-202). Zürich: LIT Verlag
Open this publication in new window or tab >>Border and Memory Studies and its Implications for Education: A Literature Review Concerning Sweden and the Nordic Countries
2017 (English)In: Borders, Memory and Transculturality: An Annotated Bibliography on the European Discourse / [ed] Angela Vaupel, Zürich: LIT Verlag, 2017, p. 177-202Chapter in book (Other academic)
Place, publisher, year, edition, pages
Zürich: LIT Verlag, 2017
Series
Europa Lernen
Keywords
Border, memory, education
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-36124 (URN)978-3-643-90908-4 (ISBN)
Available from: 2017-07-20 Created: 2017-07-20 Last updated: 2017-08-24Bibliographically approved
Musselbrook Öberg, H. & Niklasson, L. (2017). Creative course design course for teachers in Higher Education. In: : . Paper presented at 17th International Conference on Teaching, Education & Learning (ICTEL), 12-13 July 2017, Bali, Indonesia.
Open this publication in new window or tab >>Creative course design course for teachers in Higher Education
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-35692 (URN)
Conference
17th International Conference on Teaching, Education & Learning (ICTEL), 12-13 July 2017, Bali, Indonesia
Note

Awarded Best Paper Presentation

Available from: 2017-06-12 Created: 2017-06-12 Last updated: 2017-08-24Bibliographically approved
Niklasson, L. (2017). School leaders and Initial Teacher Education in Sweden: Response to restructuring partnership. Contemporary Educational Leadership, 4(1), 57-73
Open this publication in new window or tab >>School leaders and Initial Teacher Education in Sweden: Response to restructuring partnership
2017 (English)In: Contemporary Educational Leadership, ISSN 2391-4572, Vol. 4, no 1, p. 57-73Article in journal (Refereed) Published
Abstract [en]

This article present and discuss school leader´s perception of a trial with practices schools during Initial Teacher Education in Sweden. The change was initiated from a national level and resulted in fewer partnership schools, increased amount of student teachers at each school, and mentors with a mentor education. As school leaders are responsible for everyday activities in school, also changes in the practicum organization become a question.  The school leaders acknowledged the need of receiving student teachers from a recruitment point of view, but also because it created a possibility to have dialogues between schools and the University concerning Initial Teacher Education. The information from the University about the trial with practice schools was enough and in time, but there were also issues to be clarified.  Some old problems prevailed, like lack of information of students arriving and difference between practice courses and short field studies during subject courses. Problems related to the trial were new concepts, concern about too few mentors, large groups of student teachers at schools and unclear roles and responsibilities between school and university. A conclusion is that in comparison with national and local steering directives for school leaders concerning different school forms, steering directives for Initial Teacher Education has been less acknowledged and critically discussed. A whole school approach, where the school leader role and contribution is clarified is an issue to be further explored.

Keywords
school leaders, Initial Teacher Education, practicum, whole school approach
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-41239 (URN)
Available from: 2018-10-27 Created: 2018-10-27 Last updated: 2019-02-01
Niklasson, L. (2017). Social memories and identities: How staff in museum and Initial Teacher Education can create critical learning experience.. In: Olivier Mentz & Tracy McKay (Ed.), Unity in Diversity: European Perspectives on Borders and Memories. (pp. 150-168). Zürich: LIT Verlag
Open this publication in new window or tab >>Social memories and identities: How staff in museum and Initial Teacher Education can create critical learning experience.
2017 (English)In: Unity in Diversity: European Perspectives on Borders and Memories. / [ed] Olivier Mentz & Tracy McKay, Zürich: LIT Verlag, 2017, p. 150-168Chapter in book (Refereed)
Place, publisher, year, edition, pages
Zürich: LIT Verlag, 2017
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-37266 (URN)978-3-643-90962-6 (ISBN)
Available from: 2017-11-20 Created: 2017-11-20 Last updated: 2017-12-05Bibliographically approved
Pereira, D., Niklasson, L. & Assuncao Flores, M. (2017). Students' perceptions of assessment: A comparative analysis between Portugal and Sweden. Higher Education, 73(1), 153-173
Open this publication in new window or tab >>Students' perceptions of assessment: A comparative analysis between Portugal and Sweden
2017 (English)In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 73, no 1, p. 153-173Article in journal (Refereed) Published
Abstract [en]

This paper aims at investigating students’ perceptions about assessment, especially the ways in which it is put into practice. Data were collected through questionnaires in different programmes in Portugal and Sweden. In total, 173 students from Portugal and 72 from Sweden participated in the study. Findings showed that students had similar ideas about assessment, such as verification of knowledge and learning, tests and grades. Their experiences of assessment methods used varied in the two countries, which can partly be explained by differences in national education systems. A learner-oriented perspective is prominent in the use of assessment methods, but at the same time student influence on assessment is perceived as low in both countries. Implications of the findings are analysed, namely issues regarding a learner-oriented perspective and the effectiveness, influence, trust, times and methods of assessment.

Place, publisher, year, edition, pages
Springer Science+Business Media B.V., 2017
Keywords
Assessment, Higher education, Teaching, Learning
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-31370 (URN)10.1007/s10734-016-0005-0 (DOI)000394142400010 ()2-s2.0-85032069736 (Scopus ID)
Available from: 2016-04-04 Created: 2016-04-04 Last updated: 2017-11-02Bibliographically approved
Niklasson, L. (2017). Trust and control in implementing changes: A study of how principals handle changes in time allocated for math in primary schools. Studia Paedagogica, 22(2), 53-65
Open this publication in new window or tab >>Trust and control in implementing changes: A study of how principals handle changes in time allocated for math in primary schools
2017 (English)In: Studia Paedagogica, ISSN 1803-7437, E-ISSN 2336-4521, Vol. 22, no 2, p. 53-65Article in journal (Refereed) Published
Abstract [en]

Depending on the national context school principals are more or less used to continuous development. The initiative for development can come from different sectors such as professional organizations or research studies, or different levels such as national or local initiatives. In Sweden several initiatives for development of teaching have been initiated since 2010, due to lower test results in mathematics (PISA and TIMMS) and based on research. Therefore, an increase in teaching hours for mathematics in compulsory school was decided on a national level in 2012. The aim of the study is to present and discuss how principals coped with this change. As the change mostly concerned grades 1–3 (primary school pupils age 7–9), principals responsible for this level were interviewed and also answered an e-mail questionnaire. The findings show that the principals gave priority to organizational changes. All schedules for teachers, for pupils, sometimes for recreational instructors and even for school buses had to be revised. Continuing education in mathematics for the teachers was also promoted by the principals. All changes were accepted by principals, staff and parents. In contrast, few pedagogical issues were otherwise brought up and the follow-up to the change was not systematic. The different levels in a steering chain show that all levels trust that the next level, or the level above, should carry out their duty concerning organization. On the other hand, the entire national initiative with time allocation and continuing education can be perceived as distrust in how the local level and professionals have handled the development of teaching math.

Place, publisher, year, edition, pages
Brno: , 2017
Keywords
Educational change, principals, trust, organization
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-36123 (URN)10.5817/SP2017-2-4 (DOI)2-s2.0-85028023201 (Scopus ID)
Available from: 2017-07-20 Created: 2017-07-20 Last updated: 2017-09-07Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4500-1165

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