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Danielsson, Anna, Professor
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Publications (10 of 104) Show all publications
Larsson, J., Airey, J., Danielsson, A. & Lundqvist, E. (2018). A Fragmented Training Environment: Discourse Models in the Talk of Physics Teacher Educators. Research in science education
Open this publication in new window or tab >>A Fragmented Training Environment: Discourse Models in the Talk of Physics Teacher Educators
2018 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article reports the results of an empirical study exploring the discourses of physics teacher educators. We ask how the expressed understandings of a physics teacher education programme in the talk of teacher educators potentially support the identity construction of new teachers. Nine teacher educators from different sections of a physics teacher programme in Sweden were interviewed. The concept of discourse models was used to operationalise how the discourses of the teacher education programme potentially enable the performance of different physics teacher identities. The analysis resulted in the construction of four discourse models that could be seen to be both enabling and limiting the kinds of identity performances trainee physics teachers can enact. Knowledge of the models thus potentially empowers trainee physics teachers to understand the different goals of their educational programme and from there make informed choices about their own particular approach to becoming a professional physics teacher. We also suggest that for teacher educators, knowledge of the discourse models could facilitate making conscious, informed decisions about their own teaching practice.

Keywords
Teacher education, Physics, Discourse, Identity
National Category
Educational Sciences Physical Sciences Gender Studies
Research subject
Physics with specialization in Physics Education
Identifiers
urn:nbn:se:uu:diva-370078 (URN)10.1007/s11165-018-9793-9 (DOI)
Available from: 2018-12-18 Created: 2018-12-18 Last updated: 2018-12-19Bibliographically approved
Günther-Hanssen, A., Danielsson, A. & Anderssson, K. (2018). Emergent Science, ’Neutral’ Environments and Gendering Processes in Preschool. In: : . Paper presented at ECER,3-7 September, 2018 Bolzano, Italy.
Open this publication in new window or tab >>Emergent Science, ’Neutral’ Environments and Gendering Processes in Preschool
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-360263 (URN)
Conference
ECER,3-7 September, 2018 Bolzano, Italy
Available from: 2018-09-11 Created: 2018-09-11 Last updated: 2019-01-03Bibliographically approved
Danielsson, A., Silfver, E. & Berge, M. (2018). Engineering Identities: Affordances and Constraints of Different Methods for Exploring Engineering Students’ Identity Work. In: : . Paper presented at ECER,3-7 september, 2018 Bolzano, Italy.
Open this publication in new window or tab >>Engineering Identities: Affordances and Constraints of Different Methods for Exploring Engineering Students’ Identity Work
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-360258 (URN)
Conference
ECER,3-7 september, 2018 Bolzano, Italy
Available from: 2018-09-11 Created: 2018-09-11 Last updated: 2019-01-03Bibliographically approved
Danielsson, A., Berge, M. & Lidar, M. (2018). Knowledge and power in the technology classroom:: a framework for studying teachers and students in action. Cultural Studies of Science Education, 13(1), 163-184
Open this publication in new window or tab >>Knowledge and power in the technology classroom:: a framework for studying teachers and students in action
2018 (English)In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 13, no 1, p. 163-184Article in journal (Refereed) Published
Abstract [en]

The purpose of this paper is to develop and illustrate an analytical framework for exploring how relations between knowledge and power are constituted in science and technology classrooms. In addition, the empirical purpose of this paper is to explore how disciplinary knowledge and knowledge-making are constituted in teacher–student interactions. In our analysis we focus on how instances of teacher–student interaction can be understood as simultaneously contributing to meaning-making and producing power relations. The analytical framework we have developed makes use of practical epistemological analysis in combination with a Foucauldian conceptualisation of power, assuming that privileging of educational content needs to be understood as integral to the execution of power in the classroom. The empirical data consists of video-recorded teaching episodes, taken from a teaching sequence of three 1-h lessons in one Swedish technology classroom with sixteen 13–14 years old students. In the analysis we have identified how different epistemological moves contribute to the normalisation and exclusion of knowledge as well as ways of knowledge-making. Further, by looking at how the teacher communicates what counts as (ir)relevant knowledge or (ir)relevant ways of acquiring knowledge we are able to describe what kind of technology student is made desirable in the analysed classroom.

National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-286870 (URN)10.1007/s11422-016-9782-0 (DOI)000429417900010 ()
Funder
Swedish Research Council, dnr 2012-5472
Available from: 2016-04-22 Created: 2016-04-22 Last updated: 2018-07-18Bibliographically approved
Lidar, M., Berge, M. & Danielsson, A. (2018). Methodological considerations in the analysis of the co-production of knowledge and power in secondary school physics classrooms. In: : . Paper presented at ECER, 3-4 September, Bolzano, Italien.
Open this publication in new window or tab >>Methodological considerations in the analysis of the co-production of knowledge and power in secondary school physics classrooms
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-360256 (URN)
Conference
ECER, 3-4 September, Bolzano, Italien
Available from: 2018-09-11 Created: 2018-09-11 Last updated: 2019-01-04Bibliographically approved
Gullberg, A., Anderssson, K., Danielsson, A., Scantlebury, K. & Hussenius, A. (2018). Pre-service teachers' views of the child: Reproducing or challenging gender stereotypes in science in preschool. Research in science education, 48(4), 691-715
Open this publication in new window or tab >>Pre-service teachers' views of the child: Reproducing or challenging gender stereotypes in science in preschool
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2018 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 48, no 4, p. 691-715Article in journal (Refereed) Published
Abstract [en]

We report how 47 pre-service teachers during their preschool placement in Sweden identify events related to gender and emerging science. We analysed their reflections on the situations with Gee’s Discourse analysis. Two dominant discourse models were identified: the Discourse Construare, where pre-service teachers assumed that children have potential interests in a variety of subjects, and the Discourse Essentia, where children were regarded to have a stable core identity. In the latter discourse, the pre-service teachers’ task would be to encourage the children to be who they are. The analysis found a connection between pre-service teachers’ views of the child and whether gender stereotypes were reproduced or counteracted. The Discourse Essentia is in conflict with the goal in the Swedish national curriculum that all children should learn science.  We discuss how the different discourses affect whether children are stimulated or inhibited in their emerging science activities and interests. Based on the results from an analysis of answers reflecting the Discourse Construare, we have designed a model illustrating a process for gender-aware teaching.

Place, publisher, year, edition, pages
Springer, 2018
Keywords
Gender; gender stereotyping; pre-service teachers; science education; teacher education; views of children
National Category
Didactics Gender Studies
Identifiers
urn:nbn:se:uu:diva-312432 (URN)10.1007/s11165-016-9593-z (DOI)000440114000002 ()
Projects
Challenging science teacher education: gender awareness in constructing knowledge of science and science teaching
Funder
Swedish Research Council, 721-2010-5156
Available from: 2017-01-09 Created: 2017-01-09 Last updated: 2018-10-18Bibliographically approved
Mickelsson, M. & Danielsson, A. (2018). Scaling and subjectification in an ESD educational project. In: : . Paper presented at ECER,3-7 September, 2018, Bolzano, Italy.
Open this publication in new window or tab >>Scaling and subjectification in an ESD educational project
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-360262 (URN)
Conference
ECER,3-7 September, 2018, Bolzano, Italy
Available from: 2018-09-11 Created: 2018-09-11 Last updated: 2019-01-09Bibliographically approved
Silfver, E., Gonsalves, A., Berge, M. & Danielsson, A. (2018). Snuff and IKEA candles:: ‘material moments’ in female students’ narratives about entering engineering workplaces.. In: : . Paper presented at ECER,3-4 September, 2018, Bolzano, Italy.
Open this publication in new window or tab >>Snuff and IKEA candles:: ‘material moments’ in female students’ narratives about entering engineering workplaces.
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-360257 (URN)
Conference
ECER,3-4 September, 2018, Bolzano, Italy
Available from: 2018-09-11 Created: 2018-09-11 Last updated: 2019-01-09Bibliographically approved
Adams, J., Avraamidou, L., Bayram-Jacobs, D., Boujaoude, S., Bryan, L., Christodoulou, A., . . . Zembal-Saul, C. (2018). The Role of Science Education in a Changing World. Leiden: NIAS Press
Open this publication in new window or tab >>The Role of Science Education in a Changing World
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2018 (English)Report (Other academic)
Place, publisher, year, edition, pages
Leiden: NIAS Press, 2018. p. 48
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-361331 (URN)
Note

Report produced by the participants of the workshop The Role of Science Education in a Changing world, 8-12/1 2018

Available from: 2018-09-22 Created: 2018-09-22 Last updated: 2018-09-24Bibliographically approved
Scantlebury, K., Danielsson, A., Hussénius, A., Gullberg, A. & Andersson, K. (2016). Apparatus from a Baradian perspective: Implications for practice. In: : . Paper presented at National Association for Research in Science Teaching (NARST) Annual Meeting, Baltimore, MD.
Open this publication in new window or tab >>Apparatus from a Baradian perspective: Implications for practice
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2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics Gender Studies
Identifiers
urn:nbn:se:uu:diva-283698 (URN)
Conference
National Association for Research in Science Teaching (NARST) Annual Meeting, Baltimore, MD
Funder
Swedish Research Council, 721-2014-939
Available from: 2016-04-14 Created: 2016-04-14 Last updated: 2016-04-25
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