Search for dissertations about: "pedagogical content knowledge"

Showing result 11 - 15 of 40 swedish dissertations containing the words pedagogical content knowledge.

  2. 11. Consolidating concepts of technology education : From rhetoric towards a potential reality

    Author : Andrew Doyle; Lena Gumaelius; Niall Seery; Donal Canty; Eva Hartell; Kay Stables; KTH; []
    Keywords : SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Technology education; enacted practice; Pedagogical Content Knowledge PCK ; teacher conceptions; and; Nature of Technology.; Teknikvetenskapens lärande och kommunikation; Education and Communication in the Technological Sciences;

    Abstract : The thesis focuses on the relationship between international rhetoric and classroom realities in technology education. For some time there has been widespread recognition that the intended goals for learning in the subject area have failed to manifest in enacted practices as envisioned. READ MORE

  4. 12. English-medium instruction for young learners in Sweden : A longitudinal case study of a primary school class in a bilingual English-Swedish school

    Author : Jeanette Toth; Monica Axelsson; Christina Hedman; Angel Lin; Stockholms universitet; []
    Keywords : HUMANIORA; HUMANITIES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; HUMANIORA; HUMANITIES; English-medium instruction EMI ; content and language integrated learning CLIL ; bilingual compulsory school; English in Sweden; young learners; native speaker teachers; language ideologies; translanguaging; språkdidaktik; Language Education;

    Abstract : This thesis aims to highlight the policies, perspectives, and practices of language use in a bilingual English-Swedish primary class during Grades 4–6, where English was the medium of instruction in several subjects. A rapidly increasing number of Swedish compulsory schools offer these programs, which are often associated with high status and academic achievement (Skolverket, 2010). READ MORE

  5. 13. Teachers as designers : Analyses of pedagogical patterns and their use

    Author : Elisabeth Rolf; Ola Knutsson; Stefan Hrastinski; Stockholms universitet; []
    Keywords : NATURVETENSKAP; NATURAL SCIENCES; pedagogical patterns; learning design; pedagogy; digital competence; design; Information Society; informationssamhället;

    Abstract : Recent research has claimed that learning designs can strengthen the teaching profession by acknowledging teachers’ role as designers as they use these to disseminate good teaching ideas about digital technology to colleagues in schools and universities. However, the promises attributed to learning designs are based in particular on teachers producing learning designs, rather than on analyses of them or their use. READ MORE

  6. 14. Coteaching chemical bonding with Upper secondary senior students : A way to refine teachers PCK

    Author : Felix Schultze; Pernilla Nilsson; Zimmerman Nilsson Marie-Helene; Anna Vikström; Linköpings universitet; []
    Keywords : SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Coteaching; pedagogical content knowledge; pck; chemical bonding; representations; chemistry education; chemistry didactic;

    Abstract : The aim of this study was to investigate how an experienced chemistry teacher gains and refines her pedagogical content knowledge (PCK) by cooperating with two grade 12 students (age 18) as coteachers while teaching chemical bonding in a grade 10 Upper secondary class. The study has been conducted from a sociocultural perspective, especially Vygotsky’s zone of proximal development (ZPD) (Vygotsky, 1978). READ MORE

  7. 15. The professional preschool teacher under conditions of change – Competence and intentions in pedagogical practices

    Author : Panagiota Nasiopoulou; Göteborgs universitet; []
    Keywords : SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; early childhood education; preschool teachers; professional competence; pedagogical practices; group organizing;

    Abstract : This thesis explores the relationship between preschool teachers’ professional competence and their pedagogical practices. Specifically, preschool teachers’ considerations on two pedagogical practices are studied: (i) organizing children into subgroups and (ii) working with curriculum content areas. READ MORE