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  • 1.
    Andreasen, Katarina
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Magnusson, MariaUppsala University, University Administration, Division for Quality Enhancement.
    För pedagogisk utveckling tillsammans: Lärare och studenter som medskapare av utbildningen. Universitetspedagogisk utvecklingskonferens 14 oktober 20152016Conference proceedings (editor) (Other (popular science, discussion, etc.))
  • 2.
    Axelsson, Svante
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Lundkvist, Emma
    Uppsala University, University Administration, Division for Quality Enhancement.
    Reinholdsson, Peter
    Uppsala University, University Administration, Division for Quality Enhancement.
    Swartling, Maria
    Uppsala University, University Administration, Division for Quality Enhancement.
    Öst, Thomas
    Uppsala University, University Administration, Division for Quality Enhancement.
    Konsten att examinera: Några exempel och förslag2015Report (Other (popular science, discussion, etc.))
  • 3.
    Barrineau, Sanna
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    Engström, Alexis
    Uppsala University, Disciplinary Domain of Science and Technology, Earth Sciences, Department of Earth Sciences, Uppsala Centre for Sustainable Development, CSD Uppsala, Centre for Environment and Development Studies.
    Schnaas, Ulrike
    Uppsala University, University Administration, Division for Quality Enhancement.
    An Active Student Participation Companion2019Book (Other academic)
    Abstract [en]

    Active Student Participation imagines learning as a shared venture between educators and students. It invites students to support, empower, and challenge each other’s learning, as well as helping them to be co-creators in planning, facilitating, and evaluating courses within higher education.

    This companion aims to inspire those who want to approach new ways of learning in order to create a better course, as well as those who are out to challenge conventional forms of teaching and learning norms. It summarises a range of experiences in Swedish higher education and provides concrete examples of how students and educators can learn together. By reading this companion, you will meet a variety of voices and perspectives - from students and educators - both via text and through links to a rich collection of media.

    Together, these voices tell us about a significant shift in roles within higher education that creates teaching and learning spaces with the opportunity to do things differently. In essence, Active Student Participation is about transformative learning, succinctly exemplified by one of the student contributors to this companion: “To experience any other form of education now would feel like nothing less than a fundamental step into the past.”

  • 4.
    Barrineau, Susanna
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Schnaas, Ulrike
    Uppsala University, University Administration, Division for Quality Enhancement.
    Engström, Alexis
    Uppsala University, University Administration, Division for Quality Enhancement.
    Härlin, Fredrik
    Uppsala University, University Administration, Division for Quality Enhancement.
    Breaking ground and building bridges: a critical reflection on student-faculty partnerships in academic development2016In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 21, no 1, p. 79-83Article in journal (Refereed)
    Abstract [en]

    The ‘Continuous Development of Active Student Participation’ at Uppsala University is a co-led project between students and academic developers. The group has forged a new kind of student–faculty partnership within academic development. Teaming academic developers with students to work together on improving higher education pedagogy is a critical aspect in this work as both perspectives are valuable and necessary in creating a learning practice that is valid for students and teachers alike. There is significant potential for this model to be implemented by universities elsewhere.

  • 5.
    Björnermark, Maria
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Ljunghammar Ekberg, Therese
    Uppsala University, University Administration, Division for Quality Enhancement.
    Forskarutbildningen vid Uppsala universitet ur tre perspektiv: Doktorander, handledare och alumner vid Historisk-filosofiska fakulteten2016Report (Other (popular science, discussion, etc.))
  • 6.
    Cajander, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Schnaas, Ulrike
    Uppsala University, University Administration, Division for Quality Enhancement.
    Peer reflection on inclusive supervision: A study circle as a space for collegial learning2016In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, no 1, p. 54-69Article in journal (Refereed)
  • 7.
    Elmgren, Maja
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry. Uppsala University, University Administration, Division for Quality Enhancement.
    Folke-Fichtelius, MariaUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.Hallsén, StinaUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.Román, HenrikUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.Wermke, WielandUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Att ta utbildningens komplexitet på allvar: En vänskrift till Eva Forsberg2016Collection (editor) (Other academic)
  • 8.
    Hössjer, Amelie
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Magnusson, MariaUppsala University, University Administration, Division for Quality Enhancement.Reinholdsson, PeterUppsala University, University Administration, Division for Quality Enhancement.
    Pedagogiska utmaningar i en dynamisk samtid: Universitetspedagogisk utvecklingskonferens 12 oktober 20172018Conference proceedings (editor) (Other (popular science, discussion, etc.))
    Abstract [sv]

    Hösten  2017  organiserades  den  femte  universitetsgemensamma  konferensen  i  pedagogisk  utveckling  vid  Uppsala  universitet.  Deltagare  från  hela  universitet samlades under en dag för att inspireras och utbyta erfarenheter rörande pedagogiska utmaningar i en dynamisk samtid.

  • 9.
    Jansson, Johan
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Social and Economic Geography.
    Waxell, Anders
    Uppsala University, University Administration, Division for Quality Enhancement.
    Quality and space: a framework for quality-based regional competitiveness2017In: Regions and competitiveness: Contemporary theories and perspectives on economic development / [ed] Robert Huggins and Piers Thompson, Cheltenham: Edward Elgar Publishing, 2017, p. 332-Chapter in book (Refereed)
  • 10.
    Lindeborg, Anna-Klara
    Uppsala University, University Administration, Division for Quality Enhancement.
    Forskarutbildningen vid Uppsala universitet ur tre perspektiv: Doktorander, handledare och alumner vid Språkvetenskapliga fakulteten2016Report (Other (popular science, discussion, etc.))
  • 11.
    Ljunghammar Ekberg, Therese
    Uppsala University, University Administration, Division for Quality Enhancement.
    Forskarutbildningen vid Uppsala universitet ur tre perspektiv: Doktorander, handledare och alumner vid Farmaceutiska fakulteten2016Report (Other (popular science, discussion, etc.))
  • 12.
    Ljunghammar Ekberg, Therese
    Uppsala University, University Administration, Division for Quality Enhancement.
    Forskarutbildningen vid Uppsala universitet ur tre perspektiv: Doktorander, handledare och alumner vid Juridiska fakulteten2016Report (Other (popular science, discussion, etc.))
  • 13.
    Ljunghammar Ekberg, Therese
    Uppsala University, University Administration, Division for Quality Enhancement.
    Forskarutbildningen vid Uppsala universitet ur tre perspektiv: Doktorander, handledare och alumner vid Medicinska fakulteten2016Report (Other (popular science, discussion, etc.))
  • 14.
    Lundkvist, Emma
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Swartling, Maria
    Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Pharmacy, Department of Pharmaceutical Biosciences.
    Betygskriterier i undervisning och examination2015In: Konsten att examinera: Några exempel och förslag, Uppsala universitet, 2015, p. 13-22Chapter in book (Other academic)
  • 15.
    Lundmark, Annika
    Uppsala University, University Administration, Division for Quality Enhancement.
    Forskarutbildningen vid Uppsala universitet ur tre perspektiv: Doktorander, handledare och alumner vid Teologiska fakulteten2016Report (Other (popular science, discussion, etc.))
  • 16.
    Lundmark, Annika
    Uppsala University, University Administration, Division for Quality Enhancement.
    Forskarutbildningen vid Uppsala universitet ur tre perspektiv: Doktorander, handledare och alumner vid Utbildningsvetenskapliga fakulteten2016Report (Other (popular science, discussion, etc.))
  • 17.
    Lundmark, Annika
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Maandi, Camilla
    Uppsala University, University Administration, Division for Quality Enhancement.
    Forskarutbildningen vid Uppsala universitet ur tre perspektiv: Doktorander, handledare och alumner vid Samhällsvetenskapliga fakulteten2016Report (Other (popular science, discussion, etc.))
  • 18.
    Malmberg, Anders
    et al.
    Uppsala University, University Board and Chief Officers.
    Kettis, ÅsaUppsala University, University Administration, Division for Quality Enhancement.Maandi, CamillaUppsala University, University Administration, Division for Quality Enhancement.
    Quality and Renewal 2017 (Kvalitet och förnyelse 2017): Research Environment Evaluation at Uppsala University2017Collection (editor) (Other (popular science, discussion, etc.))
    Abstract [en]

    This is the final report of the enhancement-led research evaluation Quality and Renewal 2017, Q&R17 (in Swedish, Kvalitet och förnyelse, KoF17), carried out at Uppsala University between February 2016 and October 2017. The project has been a major undertaking, aiming to strengthen research at Uppsala University through a broad analysis of the functioning of its various research environments, with particular focus on the preconditions and processes that underpin research quality and renewal. 

    To this end, an internet-based survey was carried out, in which around 3,700 active researchers at Uppsala University shared their perceptions of and opinions on their local research environments at the University. Together with some bibliometric analyses, the survey results served as background material for departmental self-evaluations, which in turn were subjected to external peer review. In this process, almost 130 ‘critical friends’, most of them from outside Sweden, evaluated 54 evaluation units to assess strengths and weaknesses and make recommendations.

    Q&R17 is the third major research evaluation at Uppsala University. The two previous evaluations, Q&R07 and Q&R11, primarily aimed to identify strong research activities and research initiatives with potential to develop into strong future areas of research, thereby aiding the university management in its continuous strategic decision-making process. In contrast to those two evaluations, Q&R17 has not resulted in any sort of grading of the research carried out at Uppsala University, either in its totality or in its parts. Nevertheless, the panel reports include numerous testimonies of the perceived strength and excellence of research at Uppsala University. 

    More importantly, given the purpose of Q&R17, a number of areas have been identified where action is needed if Uppsala University is to take steps towards reaching its full potential. These relate to: leadership and strategic renewal; talent attraction and retention; quality culture and control; inter-national milieu; external collaboration and outreach; and research-teaching linkages. The conclusions and recommendations coming out of Q&R17 will form the basis for a number of actions throughout the University aiming to further strengthen the international standing of Uppsala University.

  • 19.
    Princis, Kim
    Uppsala University, University Administration, Division for Quality Enhancement.
    Att arbeta med hög servicekvalitet inom säsongsproblematik2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The research has studied a middle-sized organisation running hospitality services in a Nordic winterseason town. The purpose has been to study how high quality of service can be attained within seasonality problematics. Seasonality problematics generally include high turn-over of employees, the need to frequently adapt labor to demand and an instability in revenue. In total 21 interviews has been conducted with management, employees and customers, and combined with a survey of 50 respondents the conclusion has been that the organisation suffers from seasonality problematics. The results have been analysed with theory in seasonality, quality improvement, Herzberg’s two-factor theory of workplace motivation and group developement. The study has found that the organisation today works qualitatively but genereally not high qualitatively. What service quality is has repetedly been defined as the employees personal service towards customers. The employees are according to the study the part of the organisation with the largest impact on service quality. The organisation is percieved by the employees to have internal problems in communicating. 52% of the employees phrase that management does not clearly present what they see as qualitative work. A large majority of the employees also phrase that they today does not experience any qualitywise influcence from their leaders. To reach higher quality of service the study has showed that the organisation needs to increase the employees motivation to work with high quality. This has shown to be possible through Herzbergs’ theorys’ growing factors, such as responsibility and affirmance. Further the study has shown that the organisation needs to improve clarity in defining and/or presenting their views on high quality work to the employees. 

  • 20.
    Samuelsson, Robin
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, University Administration, Division for Quality Enhancement.
    Haglund, Jesper
    Karlstads universitet.
    Going Through a Phase2018Conference paper (Refereed)
    Abstract [en]

    Students have difficulties understanding energy transformations involved in phase changes in physics and chemistry education. For example, with a predict-observe-explain set-up, we have found that students tend to intuit that when table salt is poured onto ice, the ice will melt and the temperature increase. They are surprised to see that although the ice melts (due to freezing-point depression), the temperature actually decreases. In this study, we explore how infrared cameras as a visualization technology can help students come to terms with such challenges.

    We have designed a teaching sequence for in-service science teachers on the topic of phase changes, with a focus on the central idea that it requires energy to break bonds between particles. In group discussions, students are encouraged to use this idea to explain how the temperature of water can be constant during phase change from solid to liquid, and from liquid to gas, and draw on their experiences that it feels cold when they walk out of the shower but hot when water is poured onto the stove in a sauna. With the help of an infrared camera, students can see how the temperature decreases as water evaporates from their body. With this technology, they can also see that the temperature of a piece of paper increases as moist air condenses on its surface, and that the temperature decreases when the water evaporates away in dry air. Through video analysis, we study students’ interactions with each other and the types of talk they engage in during the exercises. Early findings in a pilot study with secondary school students indicate that they tend to interpret condensation as release of energy due to particles colliding with a surface, rather than bond formation.

  • 21.
    Waxell, Anders
    Uppsala University, University Administration, Division for Quality Enhancement.
    Forskarutbildningen vid Uppsala universitet ur tre perspektiv: Doktorander, handledare och alumner vid Teknisk-naturvetenskapliga fakulteten2016Report (Other (popular science, discussion, etc.))
  • 22.
    Waxell, Anders
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Björnermark, Maria
    Uppsala University, University Administration, Division for Quality Enhancement.
    Maandi, Camilla
    Uppsala University, University Administration, Division for Quality Enhancement.
    Conditions for Conducting High‐Quality Research: Results from a Research Evaluation Survey at Uppsala University2018Conference paper (Refereed)
    Abstract [en]

    In light of a recently undertaken research evaluation exercise carried out at Uppsala University in2016 and 2017 (Q&R17), this study aims to investigate the preconditions and processes perceived tocontribute to an enhanced embedded research quality culture. The study draws on the results from asurvey answered by nearly 3,700 research active staff, including doctoral students. A mixed‐methodsapproach is used based on logistic regressions and text analyses of open‐ended questions. The resultsshow that constructive feedback, access to good support and infrastructure, a good socialenvironment, and a reliable funding situation are important for conducting high‐quality research.

  • 23.
    Waxell, Anders
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Björnermark, Maria
    Uppsala University, University Administration, Division for Quality Enhancement.
    Maandi, Camilla
    Uppsala University, University Administration, Division for Quality Enhancement.
    Conditions for conducting high-quality research: Results from a research evaluation survey at Uppsala University2019Report (Other academic)
    Abstract [en]

    In light of a recent research evaluation exercise carried out at Uppsala Universityin 2016 and 2017 (Quality and Renewal 2017), this study investigates the preconditionsand processes perceived to contribute to an enhanced embedded researchquality culture. The study draws on the results from a survey answered bynearly 3 700 research-active staff, including doctoral students. A mixed-methodsapproach is adopted based on both a quantitative binary logistic regression modelcombining significant factors from three survey-related themes and a qualitativeanalysis based on answers to open-ended questions. The results from the binarylogistic regression show that respondents who receive constructive feedback, haveaccess to good support and infrastructure, have a good social environment at thedepartment, and have a reliable funding situation have the highest odds ratios forperceiving the conditions for conducting high-quality research as good or verygood. These results are also supported by the analysis of the open-ended questions,lending validity to the conclusions.

  • 24.
    Waxell, Anders
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Björnermark, Maria
    Uppsala University, University Administration, Division for Quality Enhancement.
    Maandi, Camilla
    Uppsala University, University Administration, Division for Quality Enhancement.
    Results from the Q&R17 research environment survey2017In: Quality andRenewal 2017 (Kvalitet och förnyelse 2017): Research Environment Evaluation at Uppsala University / [ed] Malmberg, Anders et al., Uppsala: Uppsala University, 2017, p. 39-63, 651-662Chapter in book (Other academic)
  • 25.
    Wennerström Wohrne, Maria
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Wickström, Johan
    Uppsala University, University Administration, Division for Quality Enhancement.
    Fiction and Professional Development among University Faculty2017Conference paper (Refereed)
  • 26.
    Wickström, Johan
    Uppsala University, University Administration, Division for Quality Enhancement.
    Dekonstruerad länkning: En kritisk läsning av Constructive Alignment inom svensk högskolepedagogik och pedagogisk utveckling2015In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Utbildning och Demokrati - Tidskrift för didaktik och utbildningspolitik, Vol. 24, no 3Article in journal (Refereed)
    Abstract [en]

    ALIGNMENT  DECONSTRUCTED: A CRITICAL READING OF CONSTRUCTIVE ALIGNMENT IN SWEDISH

    HIGHER EDUCATION AND EDUCATIONAL DEVELOPMENT. A limited number of theoretical concepts are used in educational development to conceptualize educational processes. One of these is Constructive Alignment (CA). CA is about aligning learning outcomes to teaching/ learning activities and assessment tasks. It is anchored in constructivist and phenomenological theory.  CA has had a major impact on Swedish educational development and academic teacher training.  This article aims at critically deconstructing and challenging the concept in terms of its ability and relevance to conceptualizing educational processes. CA does not address epistemological and disciplinary differences. It tends to reduce the agency of teachers and students.  It also reduces the complexity of education to something technical and bureaucratic. This article identifies some alternative pathways. These alternatives are inspired by the Humboldt tradition and the study circle tradition. New ways of defining educational processes would most likely challenge the bureaucratic and neoliberal dimensions of CA. 

  • 27.
    Wickström, Johan
    Uppsala University, University Administration, Division for Quality Enhancement.
    I väntan på utbildningsrevolutionen2017In: Skola och Samhälle (S.O.S), ISSN ISSN 2001-6727Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Vad gör evidens, diagnoser, checklistor och tvärsäkra sanningar med undervisningen och mötet med elever och studenter?

  • 28.
    Wickström, Johan
    Uppsala University, University Administration, Division for Quality Enhancement.
    Låt inte evidensjakten avgöra allt2017In: Clarté: tidskrift för socialistisk kultur, ISSN 0345-2085, no 4, p. 43-47Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Kampen mot alternativa fakta och fejknyheterär politiskt viktig. Men en tendens kan dölja en annan: Ska forskarna alltid ha sista ordet? I artikeln problematiseras fakta- och evidensrörelsen genom ett inlägg som försvarar teoriernas, tolkningarnas och värdefrågornas betydelse och plats inom vetenskapande och forskning med marxistisk grundförståelse.

  • 29.
    Wickström, Johan
    Uppsala University, University Administration, Division for Quality Enhancement.
    Patriarken Sigge Fridulfsson: Euhemeristiska och patriarkala dimensioner i den pedagogiska receptionen av Oden i 1800-talets skolkontext2018Conference paper (Other academic)
    Abstract [sv]

    Under tiden strax före folkskoleskolestadgan fram till 1860-talet skildrade folkskolans läroböcker Oden och asarna som människor som invandrade till Sverige och etablerade ett ordnat samhälle. Presentationen bygger på ett motiv som analyseras i avhandlingen Wickström (2008) utifrån ideologisk mytteori.  

  • 30.
    Wickström, Johan
    Uppsala University, University Administration, Division for Quality Enhancement.
    Reflektioner utifrån en sydafrikansk resa2016In: Clarté:Partipolitiskt obunden socialistisk tidskriftArticle in journal (Other (popular science, discussion, etc.))
  • 31.
    Wickström, Johan
    Uppsala University, University Administration, Division for Quality Enhancement.
    Till demokratins försvar och utveckling2016Other (Other (popular science, discussion, etc.))
  • 32.
    Wickström, Johan
    Uppsala University, University Administration, Division for Quality Enhancement.
    Vetenskaps- och forskningssyn bland tredje ytans akademiker: En studie av synen på produktion, reproduktion och distribution av pedagogisk forskning och vetenskap hos pedagogiska utvecklare i relation till frågor om fakta, evidens och tolkning2018In: Forskning om högre utbildning. 15-16 maj Lunds universitet. Arrangörer Högre Utbildning, Institutionen för utbildningsvetenskap och Forskarutbildningsnätverket Syd., 2018Conference paper (Refereed)
  • 33.
    Wickström, Johan
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Hartman, Thérèse
    Uppsala University, University Administration, Division for Quality Enhancement.
    Att cirkla runt inkludering: Erfarenheter från högskolepedagogiska forskningscirklar2016Conference paper (Refereed)
    Abstract [sv]

    Högskolepedagogiska kurser som innefattar området inkluderande undervisning står inför en rad utmaningar. Utöver frågan om området bör behandlas integrerat i samband med lärprocessens samtliga moment (från rekrytering till examination) eller om det bör utgör en fördjupning på varje kurs, är balansen mellan teori och praktik ett dilemma.  Spänningen mellan områdets förankring i avancerad (och inte sällan motsägande) teori från kritisk pedagogik, normkritik, genus- och queerteori, postkolonialism och postkoloniala studier, och kursdeltagarnas varierande kunskap om denna teori är en utmaning för pedagogiska utvecklare i deras roll som kursledare. Det betyder att området riskerar att behandlas alltför teoretiskt eller ytligt, vilket knappast gynnar syftet att främja inkludering.

    Vid Uppsala universitet behandlas inkluderande undervisning som en fördjupning inom högskolepedagogiska kurser och handledarutbildningar. Sedan hösten 2014 erbjuds dock universitetslärarna även en forskningscirkel på temat ”Inkluderande undervisning”. Forskningscirklar är en demokratisk undersökande metod som tidigare använts främst inom pedagogisk forskning. Den teoretiska inspirationen kommer både från den svenska studiecirkeln och från den humboldtska idén att lärare och studenter tillsammans ”vetenskapar”, dvs undersöker världen och skapar ny kunskap. Den innebär att cirkelledare och deltagare tillsammans förutsättningslöst undersöker ett givet område, bestämmer frågeställningar/problem, metoder, litteratur och sätt att redovisa sitt lärande och sin nyvunna kunskap (Holmstrand & Härnsten 2003; Persson 2009).  

    Den aktuella forskningscirkeln leds av två pedagogiska utvecklare med inriktning mot inkluderande undervisning. Till skillnad från högskolepedagogiska kurser med ett fast schema, fast litteratur och fastslagna moment, erbjuder forskningscirkeln ett mer öppet forum för dialoger mellan deltagarna.  Inga frågor är uteslutna. Deltagarnas högst olika ingångar, förkunskaper, förhållningssätt till teori och praktik och erfarenheter inom området är inte problematiska – utan utgör förutsättning för diskussioner och bearbetning. Heterogenitet är en förutsättning för samtalen.  Cirkeln arbetar med metoder för att låta deltagarna komma till tals på lika villkor. Cirkeln har temat ”Inkluderande undervisning” men sedan bestämmer deltagarna i dialog med cirkelledarna alla moment. Vid senaste omgången formulerades frågan ”Vad är inkluderande undervisning?” varefter cirkeldeltagarna, utifrån olika perspektiv undersökte frågans teoretiska och praktiska dimensioner genom att läsa såväl klassiska pedagogiska texter som Pablo Freires ”Pedagogik för förtryckta” (Freire 1972) som nypublicerade handböcker inom området (Wickström 2011; Kalonaityté 2014). Deltagarna skrev sedan reflekterande texter som enheten kommer att publicera i en antologi. 

    I det här rundabordssamtalet vill vi problematisera forskningscirkelns möjligheter och utmaningar inom det pedagogiska utvecklingsområdet i allmänhet, och för temat inkluderande undervisning i synnerhet. Vilka för- och nackdelar finns med detta arbetssätt? Vad händer med kollegialitet och normativitet när samtal ersätter traditionell kursstruktur? Hur skapas demokratiska samtal om högskolepedagogik? Vad händer när pedagogiska utvecklare transformeras från kursledare till cirkelledare? Vi inbjuder att tillsammans med oss diskutera dessa frågor.

     

    Litteratur

    Freire, P. (1972) Pedagogik för förtryckta. Stockholm.

    Holmstrand, L. & Härnsten, G. (2003) Förutsättningar för forskningscirklar i skolan: En kritisk granskning. Forskning i fokus 10. Myndigheten för skolutveckling. Stockholm.

    Kalonaityté, V. (2014) Normkritisk pedagogik – för den högre utbildningen. Studentlitteratur. Lund.

    Persson, S. (2009) Forskningscirklar – en vägledning: en metodbok. Resurscentrum för mångfaldens skola. Malmö.

    Wickström, J. (2011) Mångfaldsmedveten pedagogik för universitetslärare. Rapport 10. Avd. för universitetspedagogisk utveckling. Uppsala universitet. Uppsala universitet

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