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  • 1.
    Catucci, Ester
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Ehrlin, Anna
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    A case study on the impact of preschool teachers' habits on children's opportunities for outdoor learning2018Inngår i: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 17, nr 3, s. 65-81Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purpose of this article is to explore, through John Dewey's concept of habit, the potentialities and limitations of outdoor activities for children's learning. Previous research has shown that being outdoors is beneficial for children's wellbeing and learning. It has also stressed teachers' attitudes and believes to be important for how beneficial outdoor activity can be. The study was designed as a case study and was conducted with a toddler group of 12 children and three preschool teachers. Data were collected through video filming and field notes. Episodes involving preschool teachers and children during sand play were chosen for in-depth analysis. The main finding shows that the preschool teachers express similar habits among children during sand play, approaching it mainly as baking. This result has implications for preschool teacher students and educators of young children, who are invited to reflect on how shared habits at the local preschool might affect children's learning outdoors, and thus the realisation of the curriculum. 

  • 2.
    Ehrlin, Anna
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    A Case Study on Pupils' Perceptions of Attending a Choral Class: You Get to Know One Another and Reach a Community2016Inngår i: International Journal of Education and the Arts, ISSN 1529-8094, E-ISSN 1529-8094, Vol. 17, nr 32, s. 1-17Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Music activities can have a positive impact on pupils' schooling. It is therefore interesting to obtain more knowledge about pupils' perceptions of different kinds of music activities in school and how these activities affect their schooling. The study was conducted in Sweden at a municipal elementary school where pupils are offered choral lessons three times a week in addition to regular teaching. The aim of the study was to obtain knowledge about pupils' perceptions of attending these choral classes. The results show that the choral singing creates a sense of togetherness. Pupils' learning becomes situated in a practice where everyone is expected to do their best and to contribute to a joint process. These circumstances make the attending pupils to describe their schooling as fun, developing, and instructive.

  • 3.
    Ehrlin, Anna
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Att lära av och med varandra: En etnografisk studie av musik i förskolan i en flerspråkig miljö2012Doktoravhandling, monografi (Annet vitenskapelig)
  • 4.
    Ehrlin, Anna
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Att starta musikprofil i förskolan2012Inngår i: Musikvetenskap för förskolan / [ed] Bim Riddersporre & Johan Söderman, Stockholm: Natur och kultur, 2012, 1, s. 139--152Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 5.
    Ehrlin, Anna
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    How music activities in a preschool setting can support language development2011Inngår i: Meryc2011. Proceedings of the 5th Conference of the European Network of music educatiors and researchers of Young children. / [ed] S. Young, Helsinki, 2011, s. 69-77Konferansepaper (Fagfellevurdert)
  • 6.
    Ehrlin, Anna
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Music as basis for teaching and learning in a multi-lingual preschool in Sweden.2009Inngår i: Meryc2009. Proceedings of the European Network of Music Education and Researchers of Young children / [ed] A.R. Addessi & S. Young, Bologna: Bolonia University Press , 2009, s. 243-251Konferansepaper (Fagfellevurdert)
  • 7.
    Ehrlin, Anna
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Music education for all pupils – implications from a case study at a primary and upper primary school in Sweden2015Inngår i: Children and young people in school and in society / [ed] Anette Sandberg & Anders Garpelin, New York: Nova Science Publishers, Inc., 2015, s. 43-58Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Many primary and upper primary school teachers have a sense of insecurity related to teaching music and that may compromise an equal and democratic education, and the opportunity for all pupils to learn about music. The research from a case study in Sweden shows that teachers’ thoughts on the subject of music and their competence in teaching music affect what they emphasize to be valuable about the subject. Music is legitimized through its contribution to a general level of education as a tool for social development and communicative skills in other subjects, but not through achieving learning to a specific level that can develop pupils’ practical and aesthetic knowledge of music. When legitimizing a school subject like music, it is important to capture all aspects of what music education provides to pupils. The opportunity to experience and develop musicality can not be limited by teachers’ perceptions of, or genuine lack of musical competence. A music education that capture all aspects is important for pupils’ musical development and also for the choices that are possible for them to make as individuals in the future.

     

  • 8.
    Ehrlin, Anna
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Musik i förskolan2015Inngår i: Musik och lärande i barnets värld / [ed] Ylva Hofvander Trulsson & Anna Houmann, Lund: Studentlitteratur AB, 2015Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 9.
    Ehrlin, Anna
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Swedish preschool leadership: Supportive of music or not?2015Inngår i: British Journal of Music Education, ISSN 0265-0517, E-ISSN 1469-2104, Vol. 32, nr 2, s. 163-175Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study uses observations and interviews to investigate how the leadership at three Swedish preschools in Sweden has impacted the didactic choices made. Two of these preschools use music as a tool for stimulating language and social development, while the third preschool serves as a comparison. The inspiration that the leadership has brought to each institution is of crucial importance to incorporating music and other activities into the everyday work. This influence has been both restrictive and supportive. Music is said to function as a teaching tool, while other functions remain in the background. This contradiction and its implications are discussed, and it is argued that further training should include developing the teachers' musical-didactic awareness. Principals are most certainly role models at preschools and need to be aware of it.

  • 10.
    Ehrlin, Anna
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    The attitudes of Swedish preschool leadership towards music - supportive or restrictive?2013Inngår i: Meryc 2013: Proceedings of the 6th conference of the European network of Music educators and researchers of young children / [ed] J.Pitt & J.Retra, Hague, 2013, s. 65-72Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This study concerns three preschools situated in a multi-ethnic area in Sweden in which almost all the preschool children are multilingual. Two of these preschools use music as a tool for stimulating language and social development, while the third preschool has no particular focus on music and serves as a comparison.

     

    The purpose of this paper is to discuss how the leadership at these preschools has impacted the didactic choices made.

     

    At these preschools a number of teachers formerly felt a lack of self-confidence and competence in teaching music. They used to be on the periphery, but are now competent actors in the heart of the community. This learning process is linked to the preschools in question being communities of practice led by the principals (Lave & Wenger, 1991; Wenger, 1998). The preschool teachers’ narratives show that they formerly thought music to be an activity reserved for people with a special gift or a talent. Now they see that they are competent enough to use music in their daily work as a tool for language development, social training, and, above all, to bring joy to the preschool. However, the preschool teachers avoid saying that the musical activities also have an impact on the ability to develop musical skills. The inspiration the leadership has brought to each institution is of crucial importance for music activities to be a part of the daily work. But in a way this influence also has been restrictive. The preschool teachers only describe music as a tool. Other functions of music remain in the background.  

     

    Didactic objectives are vital for the legitimization of all pedagogical intentions and pursuits. And since the Swedish preschools’ steering documents state that music should be a part of the preschool agenda it is important that the leadership at preschools encourage preschool teachers to see that musical activities also have an impact on the ability to develop musical skills.

     

     

  • 11.
    Ehrlin, Anna
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Sandberg, Anette
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    The transformation of creativity in entrepreneurial learning in teacher education: a critical reflection.2016Inngår i: Australian Journal of Teacher Education, ISSN 1835-517X, Vol. 41, nr 6, s. 35-51Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purpose of this study is to examine how students on a teacher education programme interpret entrepreneurial learning. The study was performed in Sweden, based on a design theoretical and multimodal perspective on learning and communication which provides the basis for how we understand learning processes in early teacher education. The sample consists of course literature, teachers' PowerPoint presentations and handouts, and narrative texts written by students. The meaning given to entrepreneurial learning is presented from the analysis of the setting, in the teaching materials and the transformation in the students' texts. We conclude that entrepreneurial learning seeks to challenge traditional, authoritarian ways of teaching. However, it appears to be necessary in order to develop entrepreneurial abilities. There is a difficulty in finding a balance between control and freedom.

  • 12.
    Ehrlin, Anna
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Eva, Insulander
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Sandberg, Anette
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Natural Science and Technology: Interpretations of Entrepreneurial Learning in Early Years of Education2015Inngår i: International Journal for Infonomics, ISSN 1742-4712, Vol. 1, nr 1, s. 2-5Artikkel i tidsskrift (Fagfellevurdert)
  • 13.
    Ehrlin, Anna
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Gustafsson, Hans-Olof
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    El sistema as an opportunity for collaboration between school and home: Parents' perspectives on an el sistema-inspired activity2018Inngår i: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 17, nr 8, s. 36-55Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of the study is to gain an insight into how the parents perceived their own and their children's participation in an El Sistema-inspired programme, and how the parents' participation and commitment should be understood in relation to their importance for their children's schooling. The study is a case study and is based on semi-structured, qualitative research interviews with three parents. The results show the parents do not promote the idea that El Sistema is a programme that creates opportunities for their children to develop their musicality or paves the way for a career as a musician. Instead, the parents are happy that their children have discovered an interest that engages the children and support their personal development. The programme also provide an opportunity for both children and parents to build a social network. In the light of our theoretical point of departure in communities of practice, the result shows that it is possible to understand the El Sistema-inspired programme as helping to reinforce the parents' involvement in school practice. The findings of the study suggest that El Sistema-inspired programmes do not simply promote the interest and commitment of parents in relation to their children's schooling but go further, in that they also promote the children's development and the well-being of the parents themselves. The results show that the El Sistema-inspired programme helps to bring children, parents and school together.

  • 14.
    Ehrlin, Anna
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Gustafsson, Hans-Olof
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    El Sistema i två svenska förskolor - Musikpedagogik2017Inngår i: Barn och unga i Skola och Samhälle / [ed] Anders Garpelin och Anette Sandberg, Västerås: MSES Mälardalen Studies in Educational Sciences nr 31 , 2017, 1, s. 158-177Kapittel i bok, del av antologi (Fagfellevurdert)
  • 15.
    Ehrlin, Anna
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Gustafsson, Hans-Olof
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    How do preschool student teachers think of themself according to their musical knowledge and interest?2016Inngår i: The Changing Face of Music and Art Education, ISSN 2228-0715, Vol. 8, s. 5-16Artikkel i tidsskrift (Fagfellevurdert)
  • 16.
    Ehrlin, Anna
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Gustavsson, Hans Olof
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    The importance of music in preschool teacher education2015Inngår i: Australian Journal of Teacher Education, ISSN 0313-5373, Vol. 40, nr 7, s. 32-42Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    At a few universities in Sweden students can chose a preschool teacher education programme with a music profile. At one of these universities, a study was undertaken that aimed to explore student teachers' understanding of self as musician, their future professional role as a preschool teacher and how the education equips for that. Sixteen students participated in focus group interviews, and thirty students answered a questionnaire. The study shows that almost three-quarters of the students did not choose the music profile for the sake of the specific profile in music. Instead, it happened that this was the programme they managed to get into or they found the location of the education suitable. How, then, to develop the design of a music profile that prepares preschool teacher students to become skilled leaders and a source of inspiration for music in preschools?.

  • 17.
    Ehrlin, Anna
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Gustavsson, Hans-Olof
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    El Sistema as an opportunity for collaboration between school and home - parents´perspective on El Sistema-inspired activity2018Inngår i: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 17, nr 8, s. 36-55Artikkel i tidsskrift (Fagfellevurdert)
  • 18.
    Ehrlin, Anna
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Gustavsson, Hans-Olof
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    How do preschool teacher students think of themselves according to knowledge and interest in music?2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    At a few universities in Sweden students can chose a preschool teacher education program with a music profile. At one of these universities a study is undertaken aimed to reach knowledge that can be useful in the developing process of such a profile, and also in the development of the regular preschool teacher program.

    Method

    In total 16 of 25 students in one course group have participated in focus group interviews and 30 of 32 in another course group have answered a questionnaire.

    Aim

    The purpose of the paper presentation is to, in light of the described study, discuss the extent to which the design of the current preschool teacher program with music profile contributes to affect students' perceptions of themselves in relation to knowledge and interest in music.

    Result

    Despite the fact that the majority of students studying preschool teacher education with music profile not have selected the education due it was a music profile most of them say that music is an important part in their lives. Using Smalls (1996) concept musicking our interpretation is that they see themselves as musicking humans. But in relation to their education most of them express that they lack knowledge and competence. One interpretation is that within the framework of the education it have been possible to create motivation and interest, but the students perception of themselves as holder of knowledge associated to music appears more difficult to change.

    Conclusions

    Learning based on experience from organized 'learning-by-doing-oriented' situations in course sessions do not automatically lead to that those experiences can be transformed into a future professional situation. So, how to support preschool teacher students in becoming musicking preschool teachers?

  • 19.
    Ehrlin, Anna
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Gustavsson, Hans-Olof
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Musik ska spela roll iförskolan: men rustar förskollärarutbildningen för uppdraget2014Konferansepaper (Fagfellevurdert)
    Abstract [sv]

    Inom det nya förskollärarprogram som startade hösten 2011 kan studenter på några av landets lärosäten välja musikprofil på sin utbildning. Vid ett av dessa lärosäten har en studie genomförts med målsättningen att nå ökad kunskap som kan ligga till grund för en fortgående kvalitetsutveckling av en sådan profil på utbildningen. Med fokus riktat mot studenters intresse och kunskaper kopplat till musik, bakgrunden till deras val av förskollärarutbildning med musikprofil, samt vad de anser att de behöver utveckla för att kunna bli inspiratörer i en musikande förskolemiljö har fyra fokusgruppintervjuer och en enkätundersökning genomförts med studenter i två kursgrupper som valt musikprofil på sin förskollärarutbildning.

     

    Studien visar att 3/4 av de studenter som har valt förskollärarutbildning med musikprofil inte har valt utbildningen p.g.a. att det var just musikprofil. Valet uppges istället vara en tillfällighet, att det var just denna utbildning de lyckades komma in på eller för att utbildningen låg bra till geografiskt. Nästan 3/5 uppger att de ser på sig själva som okunniga i förhållande till musik men uppger samtidigt att de har ett stort intresse. Det finns alltså en tydlig diskrepans mellan att vara intresserad av musik och att se sig som kunnig på området. Dessa inblickar skapar utmaningar för utbildningen både för undervisande lärare och för studenterna.

     

    Syfte och forskningsfrågor

    I mötet med studenter, planering av kurser och utbildningens progression har vi i denna utbildningsprofil, som kursansvariga och utbildare, upplevt ett ökat behov av fördjupad förståelse av studenters erfarenheter och uppfattningar relaterade till musik. Kunskapsintresset har en praxisnära aktionsforskningsinriktad ansats (Mattsson, 2004) kopplat till att studien kan bidra med värdefullt underlag till det systematiska kvalitetsarbetet att främja utvecklingen av programmet. Syftet med studien är att nå kunskap som ökar möjligheterna för en förskollärarutbildning med musikprofil att rusta blivande förskollärare till att bli ledare för och inspiratörer till en musikande förskolemiljö.

     

    Riktningsgivande frågeställningar som utgångspunkt är:

    -          Vad ligger bakom valet av förskollärarutbildning med musikprofil?

    -          Hur ser studenter på sig själva i förhållande till kunskap och intresse kopplat till musik?

    -          Vad anser studenter att de behöver utveckla för att kunna bli inspiratörer i en musikande förskolemiljö? 

  • 20.
    Ehrlin, Anna
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Insulander, Eva
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Sandberg, Anette
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Perspectives on entrepreneurial learning in the early years of education2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Questions regarding entrepreneurship have become a matter of great importance in Sweden as well as in the European Union at large. Since 2009, the government decided that entrepreneurial learning is to be conducted throughout the entire public school system in Sweden, from preschools to higher education. Because entrepreneurial learning is a fairly new concept to professionals in schools and preschools, our study contributes to the development of knowledge concerning how teachers perceive it and realize it in practice. Our questions are: What are the meanings that Swedish pre- and primary school teachers ascribe to the notion of ‘entrepreneurial learning’?, Within what areas do pre- and primary school teachers perceive that entrepreneurial learning happens? What are the possibilities and constraints in realizing entrepreneurial learning in schools and preschools?

    To study the meaning that the Swedish pre-and primary school teachers ascribe to the notion of entrepreneurial learning, a stimulated recall method was adopted. The study was conducted in Sweden in 2014 and involved preschools and primary schools. The sample consists of three preschools with children 3-5 years old and two primary schools, one represented by a mixed group of children from preschool-class to grade 3 and the other by a preschool-class group. The results show that teachers’ understanding of entrepreneurial learning is connected to entrepreneurial learning as entrepreneurship, entrepreneurial learning as science and technology, and entrepreneurial learning as personal development.

    The theoretical framework for the study is an understanding of learning and development informed by a sociocultural perspective (Vygotskij, 1978; Lave & Wenger, 1991; Rogoff, 2003). A basic point of departure is that learning and development are situated in and an inseparable aspect of social practices (Säljö, 2000). In the analysis we consider teachers’ thoughts, understandings, and expressions as socially constructed and situated in certain practices. As an analytical tool we also use the concept zone of proximal development, or ZPD (Vygotskij, 1978).

    In the study, we have highlighted both possibilities and constraints for entrepreneurial learning in schools and preschools. The meanings that Swedish pre- and primary school teachers ascribe to the notion of ’entrepreneurial learning’ are situated in the different communities of practice (Lave & Wenger, 1991). Each school and preschool have had to do its own interpretations of what this concept entails and the understanding and interpretation of what the concept entails become dependent upon single individuals. One strategy that occurs is to connect entrepreneurial learning to a philosophy or way of working that is already known. At the same time, we see this as a strategy to make the preschool or the school externally visible, for parents, principals, and responsible authorities. Our study also shows that the activities associated with entrepreneurial learning make possible learning within the zone of proximal development (Vygotskij, 1978). In the category entrepreneurial learning as entrepreneurship, we can see that teachers design activities where children can collaborate with peers and communities outside the school. In the category entrepreneurial learning as science and technology, the teachers offer situations that challenge children’s everyday scientific knowledge. The activities within the category entrepreneurial learning as personal development also make it possible for children to think originally and to pursue an idea in collaboration with others.

  • 21.
    Ehrlin, Anna
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Insulander, Eva
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Sandberg, Anette
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Perspectives on Entrepreneurial Learning in the Early Years of Education2015Inngår i: Journal of Education and Human Development, ISSN 2334-296X, E-ISSN 2334-2978, Vol. 4, nr 3Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Questions regarding entrepreneurship have become a matter of great importance in Sweden as well as in the European Union at large. Since 2009, the government decided that entrepreneurial learning is to be conducted throughout the entire public school system in Sweden, from preschools to higher education. Because entrepreneurial learning is a fairly new concept to professionals in schools and preschools, our study contributes to the development of knowledge concerning how teachers perceive and realize it in practice. To study the meaning that the Swedish pre-and primary school teachers ascribe to the notion of entrepreneurial learning, a stimulated recall method was adopted. The study was conducted in Sweden in 2014 and involved preschools and primary schools. The sample consists of three preschools with children 3-5 years old and two primary schools, one represented by a mixed group of children from preschool-class to grade 3 and the other by a preschool-class group. The results show that teachers’ understanding of entrepreneurial learning is connected to entrepreneurial learning as entrepreneurship, entrepreneurial learning as science and technology, and entrepreneurial learning as personal development.

     

  • 22.
    Ehrlin, Anna
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Jepson Wigg, Ulrika
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Being Moved to the Outer Edge: Experiences of Working with Newly Arrived Students in a Newly Diverse School2019Inngår i: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, Vol. 18, nr 7, s. 84-98Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purpose of the study is to examine and analyse teachers’ and their principal’s experiences of receiving a group of newly arrived students at a newly diverse school, in order to highlight how this impacts professional practice and what is important to take into account when receiving and teaching newly arrived students. The study is based on experiences from a research-and development program, with additional data gathered from semi-structured interviews with eight teachers and a principal at a rural school. The theoretical point of departure is Wenger’s (1998) theory on communities of practice and legitimate peripheral participation. The results show that the teachers were not prepared for the sudden change in the practice, and that the teachers’ were frustrated with being limited as professionals. The change wasn’t merely a change in student demographics but a significant change in the community or practice. Analytically, we understand this as being moved to the outer edge, from being central participants in the practice. The result shows that such a change requires focus on preparations and structures for reflection and support, so that teachers are able to again become competent actors and develop their teaching, in relation to newly arrived students.

  • 23.
    Ehrlin, Anna
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Lilliedahl, Jonathan
    Kartläggning och inkludering av nyanlända elevers kunskaper - exemplet musik2016Inngår i: Skolans möte med nyanlända / [ed] Lahdenperä, Pirjo & Sundgren, Eva, Stockholm: Liber, 2016, 1, s. 49-64Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 24.
    Ehrlin, Anna
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Tivenius, Olle
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Music in preschool class: A quantitative study of factors that determine the extent of music in daily work in Swedish preschool classes2018Inngår i: International Journal of Music Education, ISSN 0255-7614, E-ISSN 1744-795X, ISSN 0255-7614, Vol. 36, nr 1, s. 17-33Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this article is to highlight what opportunities a six year old in preschool class in Sweden might have for participating in and being inspired by music. We ask the following question: What factors determine how music teaching is conceived and carried out in preschool class? The present study is quantitative in character, and data were collected by means of a survey sent out to all teachers working with preschool classes in a Swedish city. We have brought a hermeneutic approach to bear on our comprehensive interpretations. Our conclusion, and the answer to the research question, is that the fundamental view of music education determines to what extent music teaching occurs, and how it is carried out, in preschool class.

  • 25.
    Ehrlin, Anna
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Wallerstedt, C.
    Department of Education, University of Gothenburg, Communication and Learning; Gothenburg, United Kingdom .
    Preschool teachers' skills in teaching music: two steps forward one step back2014Inngår i: Early Child Development and Care, ISSN 0300-4430, Vol. 184, nr 12, s. 1800-1811Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study investigates through observations and interviews what importance further education has for preschool teachers’ practice in two music-profiled preschool and their way of conceptualising it. A distinction between music as a method for teaching, on the one hand, and as a content of knowledge, on the other, is used in the analysis. The result shows that the teachers act confidently in dealing with music; both in spontaneous and planned activities, and that they show competence in teaching music to the children. In contradiction, when the teachers are interviewed about their work, they say that they have never been able to sing or play. They talk about music as a method for learning language, but they realise it in practice as the content of learning. This contradiction and its implications are discussed and it is argued that further education needs to take care of the fact that teachers need to develop a professional language.

  • 26.
    Eva, Insulander
    et al.
    Stockholm University, Sweden.
    Ehrlin, Anna
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Stranne, Staffan
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Assessment and recognition in the music and history classroom: A challenge for teacher Autonomy2017Inngår i: International Journal of Pedagogies and Learning, E-ISSN 1833-4105, E-ISSN 1833-4105, Vol. 12, nr 1, s. 63-74Artikkel i tidsskrift (Fagfellevurdert)
  • 27.
    Gustavsson, Hans-Olof
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Ehrlin, Anna
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    How do preschool teacher students think of themselves according to their musical knowledge ad interest?2016Inngår i: The Changing Face of Music and Art Education, ISSN 2228-0715, E-ISSN 2228-0723, Vol. 8Artikkel i tidsskrift (Fagfellevurdert)
  • 28.
    Gustavsson, Hans-Olof
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Ehrlin, Anna
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Musicpedagogy as an aid to integration? El Sistema-inspired music activity in two Swedish preschools.2018Inngår i: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 188, nr 2, s. 183-194Artikkel i tidsskrift (Fagfellevurdert)
  • 29.
    Insulander, Eva
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Ehrlin, Anna
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Sandberg, Anette
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Entrepreneurial learning in Swedish preschools: Possibilities for and constraints on children's active participation2015Inngår i: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 185, nr 10, s. 1545-1555Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The website of the Swedish National Agency for Education states that preschools are to promote entrepreneurial learning. Many Swedish preschools, therefore, have started to work consciously with entrepreneurial learning as a way of fostering pupils' creativity and ability to make their own decisions. This article investigates whether and how children in different preschool settings receive support and recognition in their efforts to make sense of the world around them. Nine preschool teachers and children from three preschools participated. Three video observations were conducted focusing on the work of each team of teachers. Our study challenges the assumption that an entrepreneurial learning design enhances pupils' learning, creativity, and decision-making. Even though the ambition is to encourage such abilities, our observations demonstrate that the learning design and setting do not always give children the opportunity to be creative. © 2015 Taylor & Francis.

  • 30.
    Jepson Wigg, Ulrika
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Mälardalens högskola.
    Ehrlin, Anna
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Systematic quality assurance: A demand at odds with the everyday complexity of teachers’ work?2018Konferansepaper (Fagfellevurdert)
    Abstract [en]

    1. Research topic

    In this paper, we present findings from an ongoing research and development program (FoU-program) concerning schools’ work with newly arrived students. The core of the project are three groups from two schools, made up mostly of teachers but also school counselors, study guides and principals, who work with us as researchers to identify areas in need of development. According to the Swedish national curriculum (Skolverket, 2011), it is the responsibility of all school staff to participate in systematic quality assurance as a means of school development. Projects like the one described above are one way of doing that. The topic of this paper is to examine and analyze the conditions for working with development within the everyday complexity of teachers’ work.

    2. Theoretical framework

    The theoretical framework consists of the concept communities of practice (Wenger, 1998). In everyday life, we take part in communities of practice, and within these communities we in turn affect the practice to a varying degree. Within a community of practice, an individual's participation can be understood as a shift from being a peripheral actor in the outer edge of a community to, over time, becoming an increasingly central actor who increasingly masters the community of practice. In the process, there is a dimension of being able to identify with and considering yourself as part of the community (Wenger, 1998).

    3. Methodological design

    The method consists of observations by us, discussions with teachers and other school staff during visits to their schools, as well as documentation by the participating staff themselves.

    4. Expected findings/conclusions

    Systematic quality assurance takes place in the midst of a virtual maelstrom of activities, conflicts and unforeseen events that pull on the attention of the staff. So far within this project, 5 teachers have left the schools, with new ones being employed. Three out four participating principals have been replaced. At every visit, at least one teacher or principal is called away to welcome an unexpected new student – or several. Several of the staff have had to leave meetings to deal with student related matters. It seems to us that working with systematic quality assurance presents a difficulty for teachers and other school staff. On one hand, it can be difficult to become a central actor in such ever-shifting communities of practice. On the other hand, working with such complex communities of practice leads to developing other skills – but those skills are not always recognized and are difficult to convert into strategies and plans.

    5. Relevance for Nordic educational research

    This paper is relevant to Nordic educational research in that it makes a contribution to the research field of newly arrived students, as well as contributes to analysis of conditions for teachers’ work.

    6. References

    Skolverket (2011). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. Stockholm: Skolverket.

    Wenger, Etienne (1998). Communities of practice. Learning, meaning and identity. Cambridge: Cambridge University Press.

  • 31.
    Jepson Wigg, Ulrika
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Ehrlin, Anna
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Systematic quality development: A demand at odds with the everyday complexity of teachers' work?2018Inngår i: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 17, nr 11, s. 194-206Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article aims to analyse the conditions experienced by teachers and other school staff members in their work with systematic quality development within the everyday complexity of work at school. The method consists of research circles, a form of researcher-led discussion, together with teachers, principals and other school staff, held at the schools. The research circles are part of a research- and development programme concerning newly arrived pupils, in collaboration with an institute and a municipality in Sweden. The focus of the research circles is to identify areas in need of development, make tacit knowledge visible and promote knowledge development. During the course of the programme, a number of obstacles to development work arose, which led us to an analysis of the recurring problems and demands of systematic quality development. The analysis points to the different rhythms of fast-paced everyday work on the one hand, and slow-paced development work on the other. In conclusion, we emphasise the need for time for reflection, organisational structures that support development, and finally the need to develop competence in reflective practices regarding development, an addition to the competence in reflective practice on teaching, in which the staff are already skilled.

1 - 31 of 31
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