scholarly journals Prövad eller beprövad?

2021 ◽  
pp. 1-31
Author(s):  
Pia Åman ◽  
Ylva Lindberg ◽  
Stephan Rapp
Keyword(s):  
Research Council ◽  
Teacher Practice ◽  
Educational Context ◽  
Group Discussions ◽  
Professional Experiences ◽  
Everyday Practices ◽  
Stimulated Recall ◽  
Teachers Experiences ◽  
Phenomenographic Method ◽  
Shed Light

The rationale for this study stems from the Swedish educational context, where teacher practice is subject to policies stating that education must be built on research foundation and proven experience. In a previous article (Åman & Kroksmark, 2018), we demonstrated that the research foundation is operating in concurrence of teachers’ practices and experiences. This study in turn aims to explore how teachers understand proven experience and practices of proving professional experiences. The data was collected in 2014 in the project Modellskolan [The Model School], financed by the Swedish Research Council, through a stimulated recall method. We filmed 14 interviews with teachers focusing on group discussions about teachers’ practical dilemmas. The interviews were analyzed with a phenomenographic method, and the result revealed five categories with which the teachers evaluated collegial and individual experiences. The categories were analysed through praxis theory and linked to the phenomenological concepts of time and space to elucidate how fluid situated and unspoken professional experiences become systematic, general and partly transferable through proving practices. The results shed light on how teachers’ experiences and everyday practices challenge and encourage revisions of the definitions of research foundation and proven experiencea in Swedish national policies.

scholarly journals Exploration of undergraduate preservice teachers' experiences learning advocacy: A mixed-methods study

2014 ◽  
pp. 75-93 ◽  
Author(s):  
Kelley Erin Carpenter Massengale ◽  
Cherese Childers-McKee ◽  
Aerin Benavides
Keyword(s):  
Preservice Teachers ◽  
Mixed Methods ◽  
Mixed Methods Study ◽  
Letter Writing ◽  
College Instruction ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Meaningful Activity ◽  
Teachers Experiences ◽  
The Impact

Abstract: Applying transformational critical advocacy research in college instruction can be a powerful way to engage students in challenging inequity in society and promoting positive changes. Few studies systematically measure the impact of such pedagogy on the development of college students’ beliefs about advocacy. In this mixed methods study, we worked with 21 preservice teachers through advocacy letter writing activities and collected data from pre/post surveys and focus group discussions to explore the impact of such pedagogy. The findings indicated that advocacy letter writing was a meaningful activity for preservice teachers, allowing them a professional opportunity to voice their concerns about personally meaningful issues to entities in power. A significant correlation was found between baseline advocacy experiences and baseline advocacy beliefs, suggesting that the teaching of advocacy, when combined with opportunities for meaningful practice, can contribute to shifts in belief about the importance of advocating. 

scholarly journals Gendered Perceptions of Sexual Behaviour in Rural South Africa

2011 ◽  
Vol 2011 ◽  
pp. 1-9 ◽  
Author(s):  
C. Ndinda ◽  
U. O. Uzodike ◽  
C. Chimbwete ◽  
M. T. M. Mgeyane
Keyword(s):  
South Africa ◽  
Sexual Behaviour ◽  
Rural Areas ◽  
Cultural Practices ◽  
Group Discussions ◽  
Rural South ◽  
Rural People ◽  
Kwazulu Natal ◽  
Shed Light ◽  
Rural South Africa

This paper discusses sexual behaviour findings collected through eleven homogenous focus group discussions conducted among women and men in a predominantly Zulu population in rural KwaZulu-Natal, South Africa. The objective of this paper is to shed light on sexual behaviour in a rural community. The findings suggest that sex is a taboo subject and the discussion around it is concealed in the use of polite language, euphemisms, and gestures. There are gender and generational dimensions to the discussion of sex. The contribution of this paper lies in the identification of what rural people discuss about sex and the influence of cultural practices and urban or global forces on sexual behaviour in rural areas. The paper adds to the growing body of literature on the use of focus groups in understanding sexual behaviour in rural contexts.

scholarly journals “Trapped in the reform”: Kindergarten teachers’ experiences of teacher professionalisation in Buleleng, Indonesia

2017 ◽  
Vol 16 (1) ◽  
pp. 66-79 ◽  
Author(s):  
Hani Yulindrasari ◽  
Putu Rahayu Ujianti
Keyword(s):  
Group Discussion ◽  
General Information ◽  
Kindergarten Teachers ◽  
Childhood Education ◽  
Playing Field ◽  
Professional Experiences ◽  
Teacher Reform ◽  
Teachers Experiences ◽  
Personal Experiences ◽  
Depth Interviews

Indonesia has been conducting a teacher reform program since 2005. Teachers’ low status and the crisis of student achievement are the rationales of this reform. This paper investigates the implications of Indonesian neo-liberal teacher reform on kindergarten teachers’ professional experiences and practices. The research was conducted in Buleleng regency, the northern part of Bali Province, Indonesia. This research used focus group discussion to obtain general information about teacher reform/professionalisation in the Buleleng regency. In-depth interviews were conducted to gather richer information about teachers’ personal experiences of professionalisation. Drawing from Osgood’s deconstruction of professionalism in early childhood education (ECE), this paper argues that the teacher reform policies have failed to recognise the uniqueness of ECE teaching practices, which are centred on emotion and care. The reform has also overlooked the disadvantaged conditions and unequal playing field of kindergarten teachers in the professionalisation process. Thus, despite the improvement of teachers’ individual welfare, the “regulatory gaze” of teacher reform policies poses a subtle threat to kindergarten teachers’ professional identities.

scholarly journals E-textiles: An interdisciplinary approach

2020 ◽  
Vol 13 (6) ◽  
Author(s):  
Kari Saasen Strand ◽  
Peter Haakonsen ◽  
Laila Belinda Fauske
Keyword(s):  
Problem Solving ◽  
Continuing Education ◽  
Computational Thinking ◽  
Interdisciplinary Approach ◽  
Educational Context ◽  
Art And Design ◽  
Starting Point ◽  
Shed Light

This article aims to shed light on e-textiles as a fusion of different skills. The empirical starting point is a workshop on e-textiles offered to a group of teachers attending a continuing education course in art and design. The study adopts self-ethnography. Using anonymous reflection notes from the workshop, the article discusses e-textiles as an arena to enhance problem solving through practical explorational work. This involves interdisciplinarity, crafting skills and computational thinking. Focusing on two categories, namely I) material knowledge and sustainability and II) electronics knowledge and interdisciplinarity, this study shows that time is an important factor when exploring e-textiles in an educational context. In e-textiles, crafting, circuitry, programming and sustainable thinking can be combined in an interdisciplinary and productive mash-up encouraging problem solving.

Struggling for professional identity

Babel ◽  
2020 ◽  
Vol 66 (4-5) ◽  
pp. 674-688
Author(s):  
Sulyoung Hong ◽  
Eunah Choi
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Cultural Context ◽  
Job Insecurity ◽  
Professional Identity Formation ◽  
Professional Experiences ◽  
Personal Experiences ◽  
Male Experience ◽  
Predominantly Female ◽  
Shed Light

Abstract Despite growing academic interest in the personal experiences of translators and interpreters with a focus on status, identity, role and ethics, and job satisfaction, there have been few academic attempts to inquire into the experiences of respective genders in the profession. Also, outside of T&I studies, most occupational research has examined the experience of women in male-dominated fields. Thus, the current study aims to shed light on the professional experiences and challenges of male interpreters working in a predominantly female profession in Korea. Taking a qualitative approach to interpret the male experience from a temporal, spatial, and cultural context, a narrative inquiry was conducted with male conference interpreters currently working in Korea to closely examine the struggles they experience in the process of their professional identity formation. Data analysis reveals that male interpreters face extreme gender bias and stereotypes at work, and struggle with issues such as emotional remoteness with colleagues, job insecurity, and crisis of identity stemming from an unstable social status for male interpreters.

Experiences and Employability of Nigerien Migrants in Algeria and Libya

2021 ◽  
pp. 261-278
Author(s):  
Moussa Tankari ◽  
Arifa Moussa Ado-Salifou
Keyword(s):  
Production Systems ◽  
Methodological Approach ◽  
Border Crossing ◽  
Local Production ◽  
Host Countries ◽  
Group Discussions ◽  
Research Survey ◽  
Rural Niger ◽  
Job Searching ◽  
Shed Light

There is a growing number of people from the rural Niger to migrate to some North Africa countries such as Libya and Algeria due to the economic opportunities those countries provide for migrants. In this chapter, the researchers attempts not only to shed light on the real motives behind these young men and women's rush to mainly Algeria and Libya, but also to report on their job searching activities, and the challenges migration candidates face on their way to and from host countries. A three-axis methodological approach (bibliographic research, survey questionnaire, and focus group discussions) was used to find the answers to three coarse questions about this border crossing activity. The results revealed the existence of various causes of migration such as failure of local production systems, poverty, search for better living conditions, and insecurity.

Interactive Whiteboards and the Normalization of CALL

2011 ◽  
pp. 69-83
Author(s):  
Euline Cutrim Schmid
Keyword(s):  
English Language ◽  
Interactive Whiteboards ◽  
Interactive Whiteboard ◽  
Educational Context ◽  
Research Project ◽  
Everyday Practices ◽  
Language Classroom ◽  
The Everyday ◽  
The Impact

This chapter discusses the concept of integrated CALL by drawing upon data collected for a PhD research project that investigated the impact of interactive whiteboard (IWB) technology in the English language classroom. In the first part, the chapter presents and discusses data which indicate that the IWB technology represents a further step towards the integrated phase in the development of CALL envisioned by Bax (2003). According to Bax, this refers to the stage when the computer becomes invisible, embedded in the everyday practices of the educational context in which it is used—that is, the computer becomes normalized. In the second part, the chapter discusses one factor that inhibited the complete normalization of IWB technology in the context investigated. The chapter concludes by making suggestions for further research.

Who are “the” Salafis?

2017 ◽  
Vol 6 (1) ◽  
pp. 22-51 ◽  
Author(s):  
Sabine Damir-Geilsdorf ◽  
Mira Menzfeld
Keyword(s):  
Case Studies ◽  
Role Model ◽  
Participant Observation ◽  
Religious Practices ◽  
Three Generations ◽  
Everyday Practices ◽  
Definition Of ◽  
Depth Interviews ◽  
Ways Of Life ◽  
Shed Light

This article explores the lifeworlds of so-called Salafi(st)s in North Rhine-Westphalia, Germany, by examining the ways their beliefs impact upon their everyday lives, identities, and religious practices. Based on participant observation, informal talks, and in-depth interviews conducted with persons visiting mosques ascribed to apolitical “puristic Salafism” (salafiyya ʿilmiyya), the article is intended to shed light on their ways of life, convictions, and everyday practices by presenting four case studies. The subjects of our case studies show a highly heterogeneous and individual synthesis of personal guidelines for conducting what they call a “good Muslim life”, according to their translation of the role model of thesalaf ṣāliḥ(“the pious ancestors”, i.e. the first three generations of Muslims) as well as a heterogeneity in their emic identity ascription and definition of what Salafism means to them.

Understanding Teacher Identity as an International Teacher: An Autoethnographic Approach to (Developing) Reflective Practice

2021 ◽  
Vol 20 (1) ◽  
pp. 33-49
Author(s):  
Julia Sahling ◽  
Roussel De Carvalho
Keyword(s):  
Reflective Practice ◽  
Teacher Identity ◽  
International Schools ◽  
Sense Of Self ◽  
Teaching Profession ◽  
Institutional Pressures ◽  
International Teachers ◽  
Teaching Abroad ◽  
Professional Experiences ◽  
Teachers Experiences

The teaching profession in England and Wales has been experiencing a steady decline in its workforce, with a significant number of teachers making the decision to move abroad and teach in international schools. Teachers cite working conditions, institutional pressures and pay and conditions at home as reasons to seek employment elsewhere. Meanwhile, exploring teachers’ experiences of teaching abroad is a relatively new area of research. The growth of international schools from 1964, when there were only around 50 such schools, to 2017, with over 8,000 international schools and some 420,000 teachers, indicates a need to understand teachers’ personal and professional experiences as they navigate these different contexts. This research presents a small case study of how autoethnography can be used as a methodological tool to support international teachers in revealing changes in their teacher identity, as well as promoting the development of their sense of self-efficacy within different sociocultural school contexts. Through Julia Sahling’s autoethnographic study, this paper explores how teachers may be able to actively engage in critical reflective practice in order better to understand these dynamic transitions, as well as the implications of teaching in multiple international contexts.

“It’d Just Be Banter”: Sectarianism in a Northern Irish Rugby Club

2019 ◽  
Vol 20 (5) ◽  
pp. 485-495
Author(s):  
Thomas Kavanagh
Keyword(s):  
Participant Observation ◽  
Irish Society ◽  
Focus Group Discussions ◽  
Northern Irish ◽  
Group Discussions ◽  
Good Friday ◽  
High Profile ◽  
Sectarian Violence ◽  
Everyday Practices ◽  
Semistructured Interviews

Nearly two decades after the Good Friday Agreement, sectarianism still functions to structure much of the Northern Irish society. While this is often considered in terms of high-profile cases of sectarian violence, most sectarian behavior occurs in everyday practices. This article explores how sectarianism is expressed and understood within the context of a Northern Irish rugby club. I conducted a season-long ethnography using participant observation, focus group discussions, and semistructured interviews to gain an understanding of the particular context which framed the sectarian discourses at the club. Rather than a purely oppressive model, Ballycross RFC showcased how the sectarian climate of the Northern Irish society can be used and experienced in a multitude of ways.

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