sh.sePublications
Change search
Refine search result
1 - 24 of 24
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Gullö, Jan-Olof
    et al.
    Södertörn University, School of Social Sciences, Journalism.
    Holgersson, Per-Henrik
    Kungl. musikhögskolan.
    Sveen, Hanna
    Södertörn University, School of Culture and Education, English language.
    Magnusson, Jenny
    Södertörn University, School of Culture and Education, Swedish Language.
    Undergraduate Students' Learning During Supervision of Independent Projects2013In: Creativity and Innovation in Educational Research: Network 22. Research in Higher Education, Istanbul: European Educational Research Association (EERA) , 2013Conference paper (Refereed)
  • 2.
    Gullö, Jan-Olof
    et al.
    Södertörn University, School of Social Sciences, Journalism.
    Magnusson, Jenny
    Södertörn University, School of Culture and Education, Swedish Language.
    Goldenzwaig, Gregory
    Södertörn University, School of Social Sciences, Journalism.
    Hur självständiga är studenter när de genomför sina självständiga arbeten?: En jämförelse mellan journalist- och lärarutbildning i Ryssland och Sverige2016In: NU2016 Högskolan i samhället - samhället i högskolan, Malmö, 2016Conference paper (Refereed)
    Abstract [sv]

    Syftet med denna konferenspresentation är att redovisa erfarenheter från ett pågående forskningsprojekt som undersöker hur begreppet självständighet förstås och användas på olika nivåer, i olika utbildningsprogram i högre utbildning. Undersökningen är fokuserad till två utbildningsprogram: journalist- och lärarutbildning, i två olika länder: Ryssland och Sverige. Sedan Bolognadeklarationen 1999 har begreppet självständighet fått stor betydelse inom den högre utbildningen. Detta inte minst när det gäller det självständiga arbete som alla studenter på kandidat- och masterutbildningar måste genomföra för att kunna ta ut in examen. Självständighet är dock ett begrepp som kan tolkas på olika sätt i olika sammanhang. Eftersom självständighet är ett centralt begrepp i många styrdokument på olika nivåer är det rimligt att utbildningens praxis, alltså hur undervisningen genomförs, påverkas av hur självständighet som begrepp förstås och används. Tveksamheter i hur självständighet kan förstås och används i praktiken kan leda till osäkerhet och kan till och med vara ett hinder för studentutbyte och även försvåra internationell jämförbarhet i enlighet med intentionerna i Bolognadeklarationen. I projekts studeras hur studenters självständighet kommer till uttryck när de genomför sina självständiga arbeten. Projektet genomförs i tre delstudier: för det första genom att studera lokala styrdokument, för det andra genom att undersöka interaktionen mellan lärare och studenter i samband med handledning och för det tredje genom att undersöka tillsynsmyndigheters och studenter åsikter och uppfattningar om självständighet. Den teoretiska ramen för studien är sociokulturell, där sammanhanget för att skriva ett självständigt arbete är av särskild betydelse. Projektet studerar både makroperspektiv genom analys av styrdokument, och mikroperspektiv genom analys av interaktionen vid faktisk handledning. Dessutom har projektet en jämförande ansats, med fokus på skillnader i ideologiska eller värdebaserade perspektiv mellan de två länderna. En uttalad målsättning är att projektet ska bidra till att fylla kunskapsluckor och utveckla teoretiska ramar om just studenters självständighet i samband med handledning av självständiga arbeten. En annan målsättning är att projektet också ska bidra till att ge verksamma lärare i högre utbildning en teoretisk grund och ett meta-språk för att diskutera och lyfta iakttagelser från sin egen praxis i samband med handledning av självständiga arbeten, vilket i sin tur bör leda till pedagogisk utveckling. Ytterligare en målsättning är att projektet ska bidra med ny kunskap till forskningsområdet högre utbildning och internationalisering. Projektet är beräknat att pågå fram till 2018. 

  • 3.
    Gullö, Jan-Olof
    et al.
    Södertörn University, School of Social Sciences, Journalism.
    Magnusson, Jenny
    Södertörn University, School of Culture and Education, Swedish Language.
    Goldenzwaig, Gregory
    Södertörn University, School of Social Sciences, Journalism.
    Independence: Different Understandings and Meanings in Steering Documents in Higher Education in Sweden and Russia2016In: ECER 2016 Leading Education: The Distinct Contributions of Educational Research and Researchers, 2016Conference paper (Refereed)
    Abstract [en]

    Since the Bologna Declaration in 1999, independence is a concept that has gained much importance in higher education. Within the Bologna cooperation, an overall European framework has been developed with general learning outcomes and competences for different examination levels. In this framework, independence is a central concept to describe progression. Concerning independence, the independent project on the undergraduate level, also called bachelor essay or degree project, has a special role in ensuring and maintaining the relevant learning outcomes (e.g. Prop. 2004/05, Prosser & Webb 1994), partly due to its pre-dominance as a means of assessing student performance (cf. Lillis 1999, Scott 1999, Turner 1999), and is therefore of special relevance here.

    Consequently, independence has become increasingly important in higher education in Europe, in steering documents as well as assessment criteria. Due to different epistemologies in, as well as between, countries (e.g. Fox 1994, Cadman 1997), the different understandings of independence are both varying and complex and needs to be further examined. The complexities and variations also stem from a general problem of implicitness rather than explicitness in higher education (e.g. Lillis 1999, Scott 1999, Turner 1999), for instance regarding independence.

    Independence is however a concept which could be understood in different ways in different contexts. Since independence appears to be a central concept in many steering documents on different levels it is reasonable that the higher education practice is influenced by how independence, as a concept, is understood and used. Ambiguities in how independence is understood and used in practice can lead to uncertainty and may even be a barrier to student exchange and hamper international comparability in accordance with the intentions of the Bologna Declaration. The aim of this paper is therefore to explore how the concept of independence is used in steering documents in different countries, Sweden and Russia more specifically, and by that capture different perspectives and meanings of the concept of independence.

    In this study, a substudy of a three-year research project, we focus on steering documents since the national and local steering documents form the legal basis for the practice of producing independent projects. The steering documents consist of learning outcomes, assessment criteria, instructions and descriptions concerning the independent project. All national and local steering documents relating to the independent project are collected in a corpus, and then analyzed and compared.

    The framework for our study is based on a socio-cultural and dialogical perspective (Bachtin 1981; Vygotskij 2001, Lea & Stierer 2000; Lillis 1997; 2003, Linell 2011), which proposes that learning and understanding develop in context, and that the role of language is important when it comes to constructing epistemologies and academic knowledge.

    Bachtin, M. (1981). The dialogic imagination: four essays. Austin: Univ. of Texas P.

    Cadman, K. (1997). Thesis writing for international students: A question of identity?. English for Specific Purposes, 16(1), 3-14.

    Fox, H. (1994). Listening to the World: Cultural Issues in Academic Writing. National Council of Teachers of English: Urbana, IL.

    Lea, M. R., & Stierer, B. (2000). Student writing in higher education: New contexts. Open University Press/Society for Research into Higher Education.

    Lillis, T. (1997). New Voices in Academia? The Regulative Nature of Academic Writing Conventions. Language and Education, 11(3), 192-207.

    Lillis, T. (1999). Whose common sense. I C. Jones, J. Turner. & BV Street (Eds.), Students writing in the university: Cultural and epistemological issues, 127-47.

    Lillis, T. (2003). Student Writing as 'Academic Literacies': Drawing on Bakhtin to Move from Critique to Design. Language and Education, 17(3), 182–199. 

    Lillis, T. (1999). Whose common sense. I C. Jones, J. Turner. & BV Street (Eds.), Students writing in the university: Cultural and epistemological issues, 127-47. Linell, P. (2011). Samtalskulturer: Kommunikativa verksamhetstyper i samhället. Institutionen för kultur och kommunikation, Linköpings universitet.

    Prosser, M., & Webb, C. (1994). Relating the process of undergraduate essay writing to the finished product. Studies in Higher Education, 19(2), 125-138.

    Regeringens proposition 2004/05:162 (2005). Ny värld – ny högskola. Prop. 2004/05:162.

    Scott, M. (1999). Agency and subjectivity in student writing. In: Jones, Carys, Turner, Joan & Street, (Eds.). Students writing in the university: Cultural and epistemological issues (Vol. 8). John Benjamins Publishing.

    Turner, J. (1999). Academic literacy and the discourse of transparency. Students writing in the university: Cultural and epistemological issues. Amsterdam: John Benjamins, 149-160.

    Vygotskij, L. S. (2001). Tänkande och språk. Göteborg: Daidalos.

     

     

     

     

     

  • 4.
    Gullö, Jan-Olof
    et al.
    Södertörn University, School of Communication, Media and it, Journalism.
    Magnusson, Jenny
    Södertörn University, School of Communication, Media and it, Swedish language.
    Sveen, Hanna
    Södertörn University, School of Culture and Communication, English language.
    Muntlig och skriftlig respons: möjligheter och begränsningar i handledning av självständiga arbeten2012In: NU2012 Gränstlöst lärande: Göteborg 17-19 oktober 2012 : konferenskatalog, Göteborg, 2012, p. 43-44Conference paper (Refereed)
  • 5.
    Magnusson, Jenny
    Södertörn University, School of Communication, Media and it, Swedish language.
    Att undervisa om analys: modeller och effekter2011In: Svenskans beskrivning: [SvB.] 32, Förhandlingar vid trettioandra sammankomsten för svenskans beskrivning, Karlstad den 13-14 oktober 2011 / [ed] Bihl, Björn; Andersson, Peter; Lötmarker, Lena, Karlstad: Institutionen för språk, litteratur och interkultur, Karlstads universitet , 2011, p. 180-192Conference paper (Refereed)
  • 6.
    Magnusson, Jenny
    Södertörn University, School of Culture and Education, Swedish Language.
    Det diskursiva skrivandets funktion - en läromedelsanalys2018In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 4, no 1Article in journal (Refereed)
    Abstract [en]

    Several researchers have shown that teachers in schools do not teach discursive writing enough and early enough; a type of writing that students need to master to succeed in society. As a result, discursive writing has in recent years gotten more and more attention in new policy documents and educational materials. The premise of this article is to examine what support teachers receive to cope with this new attention.

    Discursive writing is here examined in writing-assignments in some 20 educational materials for primary school, on the Swedish language. The main focus is function, the important role that function has when it comes to school writing, e.g. in the form of a clear context or clearly defined recipients. Ivaničs discourses of writing is the analytical tool that has been used.

    The analysis shows a little variation in the writing assignments examined. The students get to practice form of genre and process, but not much in relation with a social context outside of the schools. In addition, the results show that clear contexts or specified recipients are rare in the writing assignments, and in relation to previous research this can be seen as problematic, as these aspects have proven to be essential for successful writing.

  • 7.
    Magnusson, Jenny
    Södertörn University, School of Communication, Media and it, Swedish language.
    Effekt av skrivstöd: ett pilotprojekt2011In: Svenskans beskrivning: [SvB.] 31, Förhandlingar vid Trettioförsta sammankomsten för svenskans beskrivning, Umeå den 20-21 maj 2010 / [ed] Edlund, Anne-Catrine; Mellenius, Ingmarie, Umeå: Institutionen för språkstudier, Umeå universitet , 2011, p. 242-251Conference paper (Refereed)
  • 8.
    Magnusson, Jenny
    Södertörn University, School of Culture and Education, Swedish Language.
    Flicka och tjej: Språk och samhälle i förändring?2013In: Tidskrift för Genusvetenskap, ISSN 1654-5443, E-ISSN 2001-1377, no 2-3, p. 23-44Article in journal (Refereed)
    Abstract [en]

    Different concepts often evoke various emotions, positive or negative. The emotions can be related to the understanding and the meaning of the concepts. Two such concepts dealing with femininity are girl (‘flicka’) and chick (‘tjej’) and the aim of this study is to linguistically investigate the meaning of these concepts in order to understand the emotions they evoke. The emotions relating to these concepts may have to do with changes over time and therefore I will also study how these concepts have changed over five decades. Theoretically I employ a socio-cultural perspective where language and society are seen as related, and how we use language is seen as a way of constructing society. Methodologically my study is in the field of corpus linguistics, since I use large computerized text-collections for the study of meaning. Meaning in this context is defined as something that is revealed in language use, more specifically, in frequency-based language patterns such as collocations, adjective attributes and lexical relations in relation to the two concepts. My conclusions are that the two concepts flicka and tjej are used very differently through the years. Flicka has decreased in importance – both quantitatively (less used) and qualitatively (in fewer different contexts/about fewer topics). Flicka is also related to more negative attributes, and is used in passive roles. At the same time tjej has increased in importance quantitatively (used more) and qualitatively (more contexts/subjects). Tjej is also at the same time used in relation to positive attributes and in active roles. The changes in usage of flicka and tjej can be seen as interrelated in that there seems to be a matter of a division of labour between the two concepts. Flicka and tjej are used in different contexts and with different functions, which could explain the different emotions towards the concepts.

  • 9. Magnusson, Jenny
    Fokus ålder: betydelserelationer och betydelseförändring2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this thesis is to study how words denoting age are used in newspaper texts. I have chosen mainly to study the following Swedish focus words for females and males of different ages (flicka, kvinna, tjej, dam; pojke, man, kille and herre) as they relate to age. Furthermore, age lexemes – different variations of Swedish expressions of age – are investigated and finally also a number of new Swedish expressions that are used to describe age – kids, förtis, grups, tweenie, mappie, senior and what I call “plus gradings” – e.g. 50 +.

    The study is particularly concerned with where and how age is referred to and how the chosen focus words relate in different ways to age and sex – and finally also with how these things have changed over time. I have examined newspaper corpora from three separate years – 1965, 1987 and 2000. My theoretical perspective is social constructivist, age being understood as something that is constructed and negotiated in language use. As for method, I adopt a corpus linguistic approach – large corpora and quantitative language patterns in frequencies and lexical content. Thus, my investigation is aimed at the focus words, the age lexemes and the terms in their linguistic contexts, primarily as regards adjective attributes, lexical relations and collocations.

    My conclusion is that the examined expressions occur in different contexts and are used in different ways, but are not always related to age or age differentiation. I have noticed a couple of tendencies; one relates to vagueness when it comes to age and one relates to a semantic division of labour. The focus words are both used as synonyms and as oppositions, and they refer to referents belonging to different age groups. At the same time there is a clear division of labour between them in that variation in many contexts relates more to subject and contextual pattern than to different chronological ages. Ihave also noticed that chronological age is generally used when something is unusual, deviant or when the context has to do with crime, sports, (change of or debut in) a profession, birthday announcements etc.

  • 10.
    Magnusson, Jenny
    Södertörn University, School of Culture and Education, Swedish Language.
    Läroboken och det diskursiva skrivandet: genrer, textaktiviteter och medierande redskap i läromedel för årskurs 1 till 32019In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 7, no 2, p. 67-94Article in journal (Refereed)
    Abstract [en]

    Discursive writing has received more attention in the most recent policy documents from 2011, than it previously has. The premise of this article is to examine what support teachers receive to cope with the new requirements in the policy documents regarding discursive writing, through the educational materials at hand. Discursive writing is here examined in writing-assignments in some 20 textbooks on the Swedish language. The article explores how discursive writing is described in terms of genres and text activities and which mediational means are used in the writing assignments. The analysis shows lack of systematical descriptions of the discursive genres and acts of writing. The analysis also shows that there are three kinds of mediational means, related to language, structure and the subject in the writing-assignments. Mediational means related to language are rare, though. This is discussed as both monotony and reasonable, and some potential for development is discussed.

  • 11.
    Magnusson, Jenny
    Södertörn University, School of Culture and Education, Swedish Language.
    Samarbete och rollfördelning i smågruppsarbete med flerspråkiga elever2018In: Flerspråkiga elever smågruppsarbetar / [ed] Stina Hållsten & Anna Malmbjer, Stockholm: Södertörns högskola, 2018, p. 49-88Chapter in book (Refereed)
  • 12. Magnusson, Jenny
    Semantiska relationer i användning: Betydelse och betydelseförändring hos personbetecknande lexem2006In: Svenskans beskrivning: 28, Förhandlingar vid Tjugoåttonde sammankomsten för svenskans beskrivning, Örebro den 14-15 oktober 2005 / [ed] Per Ledin, Lena Lind Palicki, Christina Melin, Gunvor Nilsson, Karolina Wirdenäs, Håkan Åbrink, Örebro: Örebro universitet , 2006, p. 191-200Conference paper (Refereed)
  • 13.
    Magnusson, Jenny
    Södertörn University, School of Culture and Education, Swedish Language.
    Självständighetens praktik: uppfattning och användning av begreppet självständighet i relation till det självständiga arbetet2015In: Språk och identitet: Rapport från ASLA:s symposium, Södertörns högskola 8–9 maj 2014 / [ed] Kahlin, L.; Landqvist, M.; Tykesson, I., Huddinge: Södertörns högskola / Association Suédoise de Linguistique Appliquée (ASLA) , 2015, p. 91-105Conference paper (Other academic)
  • 14.
    Magnusson, Jenny
    Södertörn University, School of Culture and Education, Swedish Language.
    Skrivande och autenticitet inom högskolan: lärarstudenters skrivande av veckobrev2017In: Studenters skrivande i humaniora och samhällsvetenskap / [ed] Anna Malmbjer, Huddinge: Södertörns högskola, 2017, p. 187-213Chapter in book (Refereed)
  • 15.
    Magnusson, Jenny
    Södertörn University, School of Culture and Education, Swedish Language.
    Text i samtal: Hur text används som resurser i handledningssamtal2016In: Svenskans beskrivning 34: Förhandlingar vid trettiofjärde sammankomsten för svenskans beskrivning, Lund den 22-24 oktober 2014, Lund: Lunds universitet , 2016, p. 343-355Conference paper (Refereed)
  • 16.
    Magnusson, Jenny
    et al.
    Södertörn University, School of Communication, Media and it, Swedish language.
    Malmbjer, AnnaSödertörn University, School of Communication, Media and it, Swedish language.Wojahn, DanielSödertörn University, School of Communication, Media and it, Swedish language.
    Åttonde nationella konferensen i svenska med didaktisk inriktning: Språket, kroppen och rummet - multimodala och digitala perspektiv på lärande2011Conference proceedings (editor) (Other academic)
  • 17.
    Magnusson, Jenny
    et al.
    Södertörn University, School of Culture and Education, Swedish Language.
    Milles, KarinSödertörn University, School of Culture and Education, Swedish Language.Nikolaidou, ZoeSödertörn University, School of Culture and Education, Swedish Language.
    Könskonstruktioner och språkförändringar: Rapport från den åttonde nordiska konferensen om språk och kön2015Collection (editor) (Refereed)
    Abstract [sv]

    Hur har den nordiska forskningen om språk och kön växt fram och hur ser fältet ut idag? Vilka är de teoretiska och metodiska utmaningar vi har att tackla i framtiden? Den åttonde nordiska konferensen om språk och kön ägde rum på Södertörns högskola den 10 och 11 oktober 2013 och ägnades åt dessa frågor.

    I Könskonstruktioner och språkförändringar publiceras tio artiklar från konferensen. Volymen visar på den bredd som finns inom ämnet, men också på trender och tendenser som dagens forskare särskilt intresserar sig för. Ett starkt tema i konferensvolymen är feministisk språkpolitik, och fler artiklar rör det nya pronomenet hen. Men det finns också artiklar som berör forskningsfältets framväxt i Norden och mer framåtblickande bidrag om hur forskningen kan bli en del av den antidiskriminerande politiska aktivismen av idag.

  • 18.
    Magnusson, Jenny
    et al.
    Södertörn University, School of Culture and Education, Swedish Language.
    Sveen, Hanna
    Södertörn University, School of Culture and Education, English language.
    Handledningens effektivitet: En studie av remediering i självständiga arbeten2014In: Svenskans beskrivning 33 : Förhandlingar vid trettiotredje sammankomsten för svenskans beskrivning, Helsingfors den 15-17 maj 2013 / [ed] Lindström, Jan, Henricson, Sofie, Huhtala, Anne, Kukkonen, Pirjo, Lehti-Eklund, Hanna & Lindholm, Camilla (red.), Helsingfors: Helsingfors universitet, 2014, p. 290-299Conference paper (Refereed)
  • 19.
    Magnusson, Jenny
    et al.
    Södertörn University, School of Culture and Education, Swedish Language.
    Sveen, Hanna
    Södertörn University, School of Culture and Education, English language.
    Topikalitet i handledning2013In: Språk i undervisning: rapport från ASLA:s vårsymposium, Linköping, 11-12 maj, 2012 = papers from the ASLA symposium in Linköping, 11-12- May, 2012 / [ed] Christina Rosén, Per Simfors, Ann-Kari Sundberg, Linköping: Svenska föreningen för tillämpad språkvetenskap , 2013, p. 173-182Conference paper (Refereed)
  • 20.
    Magnusson, Jenny
    et al.
    Södertörn University, School of Culture and Education, Swedish Language. Södertörn University, Teacher Education.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Student independence in undergraduate projects: different understandings in different academic contexts2018In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326Article in journal (Refereed)
    Abstract [en]

    Independence is a concept of scholarly interest in relation to higher education, especially when it comes to undergraduate projects. At the same time independence is characterised by a certain conceptual ambiguity, and, consequently, tends to be understood differently in different academic contexts, both nationally, internationally and interdisciplinary. Based on the existing research in the field, we see a need for more studies on how supervisors of undergraduate projects handle this conceptual ambiguity. The aim of this article is, thus, to examine how supervisors from two different education programmes, teacher education and journalism, in two different countries, Sweden and Russia, understand the concept of independence within higher education in connection with the supervision of undergraduate projects. The analysis is based on 12 focus-group interviews with supervisors at different universities in the two countries. In our results, we highlight and discuss seven different understandings of independence that were recurrent in our material and in which phases of the undergraduate project they were seen as most significant. Using Wittgenstein’s ideas on family resemblances, we conclude with a discussion of how the concept independence may be understood in relation to some associated concepts that are also significant within higher education.

  • 21.
    Magnusson, Jenny
    et al.
    Södertörn University, School of Culture and Education, Swedish Language. Södertörn University, Teacher Education.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Student independence in undergraduate projects: Supervisors’ understandings and attitudes2018Conference paper (Refereed)
  • 22.
    Sveen, Hanna
    et al.
    Södertörn University, School of Culture and Education, English language.
    Magnusson, Jenny
    Södertörn University, School of Culture and Education, Swedish Language.
    Handledningens vad, hur och varför: interaktionella mönster med fokus på röst2013In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, no 2, p. 87-102Article in journal (Refereed)
    Abstract [sv]

    Självständiga arbeten har fått en allt mer central roll i svensk högre utbildning, och därför får även handledning av dessa av större betydelse. Trots att det finns viss forskning som rör handledning av självständiga arbeten är det ovanligt med empirisk forskning av själva handledningspraktiken, d v s vad som görs, hur det görs och varför. Vi vill koppla dessa frågor till pedagogiska aspekter som stöttning, perspektivprövning och studentens självständighet. Vi undersöker därför det vi kallar handledningspraktiken vilken utgörs av all interaktion mellan handledare och student. Fokus för den här artikeln ligger dock på handledningssamtal. Genom att använda språkvetenskapliga angreppsätt vill vi belysa ett av de interaktionella mönster som vi har identifierat i handledningssamtalen, nämligen samma persons användning av olika röster. Vi utgår från Bahktins röstbegrepp för att studera hur röst operationaliseras i samtalen och ger dem dialogisk karaktär.

  • 23.
    Zackariasson, Maria
    et al.
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Magnusson, Jenny
    Södertörn University, School of Culture and Education, Swedish Language. Södertörn University, Teacher Education.
    Känslors och värderingars betydelse i handledning av självständiga arbeten – två perspektiv2018In: NU2018 - Det akademiska lärarskapet: Abstrakt, 2018, p. 118-119, article id 738Conference paper (Refereed)
    Abstract [sv]

    En central del i det akademiska lärarskapet är att handleda studenter som befinner sig på olika nivåer i sin utbildning. Det kan handla om doktorander på forskarutbildningsnivå, men i och med att en så stor andel studenter skriver ett, eller två, självständiga arbeten under sin utbildning, handlar det oftare om handledning av studenter på grundläggande eller avancerad nivå. Det finns ett antal studier, både nationellt och internationellt, som behandlar olika aspekter av handledning av studenters uppsatser, som exempelvis handledningsprocessen, handledarstilar, och handledares erfarenheter och behov (t.ex. Augustsson & Jaldemark, 2014; Baker, Cluett, Ireland, Reading, & Rourke, 2014; Berg, 2016; Carlson, Svensson, Johannson, & Montin, 2016; Eriksson & Gustavsson, 2016; Kamler & Thomson, 2014; Scholefield & Cox, 2016; Sveen & Magnusson, 2013; Todd, Smith, & Bannister, 2006; Wiggins, Gordon-Finlayson, Becker, & Sullivan, 2016).

    En aspekt av handledningsprocessen, som dock framför allt har diskuterats inom den forskning som finns om handledning på forskarutbildningsnivå, är att känslor och känslomässiga aspekter kan spela en viktig roll i handledning och för doktoranders skrivande (Cotterall, 2013; Doloriert, Sambrook, & Stewart, 2012; Sambrook, Stewart, & Roberts, 2008). En utgångspunkt i denna forskning är som regel att handledaren och doktoranden hinner etablera känslomässiga relationer i och med att en forskarutbildning pågår under flera år, och att det kan påverka skrivprocessen. Även inom forskning om skolelevers skrivande har betydelsen av känslor och värderingar framhållits, till exempel inom det forskningsfält där olika språkliga resurser för att värdera och uttrycka känslor analyseras utifrån ramverket appraisal (Martin & White, 2003). Denna forskning har till exempel visat att skolelevers texter värderas högre när språkliga resurser för att uttrycka värderingar och känslor används (Folkeryd, 2006).

    Men hur är det i handledning av studenter på grundutbildningsnivå? Vilka resurser och strategier knutna till känslor och värderingar används av studenter och handledare i handledningssamtal om självständiga arbeten? Med utgångspunkt i den befintliga forskningen är detta frågor som bör belysas närmare, och i denna presentation ämnar vi göra det ur två olika perspektiv. Det första perspektivet utgår från de bedömningsprocesser som hela tiden pågår i handledningsinteraktionen, och vi analyserar dessa utifrån begrepp som knyts till ramverket appraisal (Martin & White, 2003). Det andra perspektivet utgår från hur handledare och studenter kan använda känslor och känslomässiga uttryck som en typ av handledningsstrategi. Här utgör begreppen anticipated emotions och anticipatory emotions de huvudsakliga analysredskapen (Barsics, Van der Linden, & D'Argembeau, 2016, 219).

    Vårt paper har sin grund i ett pågående, tvärvetenskapligt projekt om självständighet i högre utbildning, där handledning har en central roll (http://www.sh.se/p3/ext/content.nsf/aget? openagent&key=projekt_page_1446544810333 ). Det empiriska material presentationen bygger på, består av inspelad handledningsinteraktion, med handledare och studenter från lärarutbildning och journalistik, vid två svenska lärosäten.

     

    Referenser

    Augustsson, G., & Jaldemark, J. (2014). Online supervision: a theory of supervisors’ strategic communicative influence on student dissertations. Higher Education, 67(1), 19-33.

    Baker, M.-J., Cluett, E., Ireland, L., Reading, S., & Rourke, S. (2014). Supervising undergraduate research: A collective approach utilising groupwork and peer support. Nurse Education Today, 34(4), 637-642.

    Barsics, C., Van der Linden, M., & D'Argembeau, A. (2016). Frequency, characteristics, and perceived functions of emotional future thinking in daily life. The Quarterly Journal of Experimental Psychology, 69(2), 217-233.

    Berg, D. (2016). Det självständiga arbetet - en plats för emancipation eller automation. Utbildning och lärande, 10(1), 94-108.

    Carlson, V., Svensson, P., Johannson, V., & Montin, S. (2016). Handledare, vägledare eller kontrollant? Utbildning och lärande, 10(1), 20-38.

    Cotterall, S. (2013). More than just a brain: emotions and the doctoral experience. Higher Education Research and Development, 32(2), 174-187.

    Doloriert, C., Sambrook, S., & Stewart, J. (2012). Power and emotion in doctoral supervision: Implications for HRD. European Journal of Training and Development, 36(7), 732-750.

    Eriksson, A., & Gustavsson, S. (2016). Krav, uppmaningar och frågor - en autoetnografisk reflektion över handledning av självständiga arbeten. Utbildning och lärande, 10(1), 70-87.

    Folkeryd, J. W. (2006). Writing with an attitude : appraisal and student texts in the school subject of Swedish. Uppsala: Acta Universitatis Upsaliensis.

    Kamler, B., & Thomson, P. (2014). Helping doctoral students write pedagogies for supervision. London ; New York: Routledge,.

    Martin, J. R., & White, P. R. (2003). The language of evaluation: Springer.

    Sambrook, S., Stewart, J., & Roberts, C. (2008). Doctoral supervision . . . a view from above, below and the middle! Journal of Further and Higher Education, 32(1), 71-84.

    Scholefield, D., & Cox, G. (2016). Evaluation of a model of dissertation supervision for 3rd year B.Sc. undergraduate nursing students. Nurse Education in Practice, 17, 78-85.

    Schreier, M. (2012). Qualitative Content Analysis in Practice. London & Thousand Oaks: SAGE.

    Sveen, H., & Magnusson, J. (2013). Handledningens vad, hur och varför: interaktionella mönster med fokus på röst. Högre Utbildning (2), 87-102.

    Todd, M. J., Smith, K., & Bannister, P. (2006). Supervising a social science undergraduate dissertation: staff experiences and perceptions. Teaching in Higher Education, 11(2), 161-173.

    Wiggins, S., Gordon-Finlayson, A., Becker, S., & Sullivan, C. (2016). Qualitative undergraduate project supervision in psychology: current practices and support needs of supervisors across North East England and Scotland. Qualitative Research in Psychology, 13(1), 1-19.

     

  • 24.
    Zackariasson, Maria
    et al.
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Magnusson, Jenny
    Södertörn University, School of Culture and Education, Swedish Language. Södertörn University, Teacher Education.
    ’They shouldn’t work all by themselves’: Supervisors’ understandings of student independence in undergraduate projects2018In: NERA 2018 - 46th CONGRESS Educational Research: Boundaries, Breaches and Bridges: Abstracts, Oslo: University of Oslo , 2018, p. 237-238Conference paper (Other academic)
    Abstract [en]

    Title: “They shouldn’t work all by themselves!” Supervisors’ understandings of student independence in undergraduate projects

    Authors: Maria Zackariasson, professor, Södertörn University & Jenny Magnusson, lecturer, Södertörn University

    That independence is a concept of scholarly interest in relation to higher education, is evident within the research field on independent learning, as well as in research on supervision within higher education (eg Broad 2006; Cukurova et al 2017; Gurr 2010; Lau 2017; Lee 2008). That it also in other ways constitutes a significant concept within the academic context, is evident for instance in how independence in the Swedish Higher Education Ordinance is described as one of the main goals of higher education (Swedish Council for Higher Education 1993).

    At the same time, independence is characterized by a certain conceptual ambiguity, and, consequently, tends to be understood differently in different academic contexts, both nationally, internationally and interdisciplinary. This may pose a problem not least in relation to the supervision of undergraduate projects. In this paper we examine how supervisors understand the concept independence and how their understandings might influence their attitude to and practice of supervision of undergraduate projects. The analysis is based on focus group interviews with supervisors from two education programs, teacher education and journalism, in two countries, Sweden and Russia.

    In our findings we highlight and discuss several understandings of independence that were evident in our material, and in which phases of the undergraduate project these were regarded to be most significant. The theoretical framework for the paper connects to how a number of concepts that are central within higher education, such as criticality/critical thinking, learner autonomy and independent learning, tend to be characterized by conceptual ambiguity (cf Borg and Al-Busaidi 2012; Gardner 2007; Moore 2011). Using Wittgenstein’s ideas on family resemblances, we discuss how the concept independence may be understood in relation to such associated concepts (Wittgenstein 1958).

    The paper is of relevance to Nordic educational research through its focus on a concept that is rarely discussed and defined, even though it is most significant within higher education and for supervisors’ attitudes and didactic choices.

    References

    Borg, Simon, and Saleh Al-Busaidi. 2012. "Teachers’ beliefs and practices regarding learner autonomy." ELT Journal 66(3):283-92.

    Broad, James. 2006. "Interpretations of independent learning in further education." Journal of Further and Higher Education 30(2):119-43.

    Cukurova, Mutlu, Judith Bennett, and Ian Abrahams. 2017. "Students’ knowledge acquisition and ability to apply knowledge into different science contexts in two different independent learning settings." Research in Science & Technological Education:1-18.

    Gurr, Geoff. 2010. "Negotiating the "Rackety Bridge" — a Dynamic Model for Aligning Supervisory Style with Research Student Development." Higher Education Research & Development:81-92.

    Lau, Ken. 2017. "‘The most important thing is to learn the way to learn: evaluating the effectiveness of independent learning by perceptual changes." Assessment & Evaluation in Higher Education 42(3):415-30.

    Lee, Anne. 2008. "How are doctoral students supervised? Concepts of doctoral research supervision." Studies in Higher Education 33(3):267-81.

    Moore, Tim John. 2011. "Critical thinking and disciplinary thinking: a continuing debate." Higher Education Research & Development 30(3).

    Swedish Council for Higher Education 1993. "The Higher Education Ordinance" Ministry of Education and Research. Accessed 2017-04-11. https://www.uhr.se/en/start/laws-and-regulations/Laws-and-regulations/The-Higher-Education-Ordinance/.

    Wittgenstein, Ludwig. 1958. Philosophical investigations. Oxford: Basil Blackwell.

1 - 24 of 24
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf