Åke Ingerman

Lärarutbildning, makt och politik är en forskningsantologi som synliggör hur lärarutbildningar formas i ett spänningsfält mellan högskola, skolpolitik, profession, media och överstatliga aktörer som OECD. Boken skiljer mellan politiken, det vill säga statliga beslut och reformer, och ”det politiska”, det vill säga hur gränser, hierarkier och kunskap ordnas inom och kring lärarutbildning. Genom kritiska analyser visar forskarna hur lärarutbildning organiseras och styrs och hur detta inverkar på lärarprofessionen. Boken behandlar också historiska rörelser – från seminarie­traditioner till akademisering och övernationell styrning – och beskriver hur forskningsfältet har utvecklats i Sverige och internationellt. Sammantaget visas att lärarutbildning är mer än en utbildning – den är en arena där frågor om kunskap, politik och profession stöts, blöts och omförhandlas. För att hitta hållbara vägar framåt pekar forskarna på behovet av långsiktig styrning, starka forskningsmiljöer och en genomtänkt koppling mellan vetenskap och praktik. Boken vänder sig till lärarutbildare, lärarstudenter och lärare samt till skolhuvudmän och politiker.

Using illustrative teaching case studies, this book demonstrates how teaching informed by a learning theory, specifically Variation theory, can equip teachers to facilitate possibilities for students’ learning in effective and powerful ways.For a long period of time teaching has been “black-boxed”, in favour of other explanations of why students learn or not, such as motivation and social interaction. A large amount of research on teaching and learning, not the least made using Variation theory, has shown that students often need to experience the same aspects of the focused content or capability in order to learn, indicating that relationships between teaching and learning are not unique or even qualitatively different for every individual and every situation. This perspective on the relationship between teaching and learning emphasizes content-specific aspects and in that sense structural components of teaching, while other aspects of schooling such as social interaction and general well-being recede into the background. The authors argue for the importance of this in the direct development of teachers' independent collective professional knowledge about teaching, and the leverage this gives for developing student learning. They introduce theoretical tools to help teachers to increase the probability that teaching focusing a specific content or capability is predictive of students learning of that specific content or capability, while decreasing contextual dependency without assuming that teaching and learning have a one-to-one relationship.Intended for teachers, graduate students in education, teacher educators, student teachers, and researchers, this book shows that while there is no simple equation between teaching and learning, there are general, though content specific, aspects of teaching that can be systematically planned and analyzed and used to improve the quality of student learning.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Using illustrative teaching case studies, this book demonstrates how teaching informed by a learning theory, specifically Variation theory, can equip teachers to facilitate possibilities for students’ learning in effective and powerful ways.For a long period of time teaching has been “black-boxed”, in favour of other explanations of why students learn or not, such as motivation and social interaction. A large amount of research on teaching and learning, not the least made using Variation theory, has shown that students often need to experience the same aspects of the focused content or capability in order to learn, indicating that relationships between teaching and learning are not unique or even qualitatively different for every individual and every situation. This perspective on the relationship between teaching and learning emphasizes content-specific aspects and in that sense structural components of teaching, while other aspects of schooling such as social interaction and general well-being recede into the background. The authors argue for the importance of this in the direct development of teachers' independent collective professional knowledge about teaching, and the leverage this gives for developing student learning. They introduce theoretical tools to help teachers to increase the probability that teaching focusing a specific content or capability is predictive of students learning of that specific content or capability, while decreasing contextual dependency without assuming that teaching and learning have a one-to-one relationship.Intended for teachers, graduate students in education, teacher educators, student teachers, and researchers, this book shows that while there is no simple equation between teaching and learning, there are general, though content specific, aspects of teaching that can be systematically planned and analyzed and used to improve the quality of student learning.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Kvalitativa metoder helt enkelt! är en antologi skriven av kvalitativa forskare som var och en har lång och gedigen erfarenhet av just kvalitativ metod. I boken beskrivs exempelvis olika typer av intervjuer, fenomenologi, grundad teori, innehållsanalys och kvalitet i kvalitativ metod.Boken innehåller, steg för steg, handledning i olika kvalitativa metoder och vänder sig till dig som står inför ett uppsatsarbete. Boken handleder dig i allt från vilka frågeställningar som lämpar sig för vilka kvalitativa riktningar, hur man steg för steg samlar in och analyserar data samt hur man skriver en kvalitativ uppsats.Kvalitativa metoder helt enkelt! vänder sig till studerande och doktorander i socialt arbete, sociologi, psykologi, pedagogik, lärarutbildningar samt utbildningar på alla nivåer inom medicin, vård och odontologi.