Global ETD Search

41	Att röra sig mellan vardagsspråk och ämnesspecifikt språk i gemensamt läsande : - ett aktionsforskningsprojekt i gymnasieskolan / To move between everyday language and subject-specific language in joint reading : - an action research project in a Swedish gymnasium Forsman, Britt-Marie January 2022 (has links) The project has been implemented as teacher driven action research, where subject-specific reading was studied in classroom practitioners and analyzed by using Legitimation Code Theory (LCT). The purpose was, partly to research which linguistic domains the teachers used in the part detailed reading in Reading to Learn (R2L) and how the discursive movement looked, and partly if progression could be seen during a school year and in that case, how it affected the educators’ teaching. Participating in the study were four teachers working in a Swedish gymnasium: a chemistry teacher and a teacher of social studies, who were working in academic preparatory programs and a teacher in Swedish as a second language and a teacher in history in one of the introductory programs. The leader of the project and author of this study is also a teacher and colleague to the participants. Totally, twelve observations of detailed reading were implemented: three observations each teacher during one academic year. The most prominent characteristic of the project was how the teachers, by becoming aware of the linguistic domains, changed their way of using detailed reading and by using the discursive movement, they were able to make semantic waves. The experience of the teachers was that through the action research they received new tools to develop their subject-specific reading and therefore the students’ language and knowledge increased which contributed to a higher object achievement. Notable was that all students seemed to benefit from detailed reading, even the high performing and/or the students with Swedish as their native language. The result of this study may be relevant to studies on how to augment classroom practices to better implement the subject-specific reading which may lead to change for both teachers and students, regardless of students’ language and knowledge level, stage, or subject. action research detailed reading Legitimation Code Theory Reading to Learn semantic density semantic gravity semantic waves linguistic domains subject-specific reading aktionsforskning detaljerad läsning Legitimation Code Theory Reading to Learn semantisk densitet semantisk gravitation semantiska vågor språkliga domäner ämnesspecifikt läsande Didactics Didaktik
42	"Jag tyckte i alla fall att eleverna var duktiga" : Teoribildning i lärarstudenters didaktiska reflektioner i ämnet svenska / “At least I thought the pupils were good”: : Theorisation in education students’ didactic reflections on teaching Swedish Johansson, Annelie K. January 2019* (has links) Sammanfattning Det här är en kvalitativ studie i syfte att undersöka hur vetenskapliga teorier synliggörs i lärarstudenters reflektioner över sin undervisning i ämnet svenska på lågstadiet. Materialet är insamlat i samband med lärarstudenters verksamhetsförlagda utbildning och består av intervjuer, observationer av undervisning och texter i form av pedagogiska planeringar. Resultatet visar att lärarkandidaters reflektioner håller en låg nivå när det gäller skoldidaktisk reflektion och att grunda sina resonemang i teorier om lärande och i professionella ämneskunskaper i svenska, även om deras undervisning håller god kvalitet. Sammantaget är min slutsats att olika metoder eller förklaringsmodeller som används inom forskning skulle kunna synliggöras i större utsträckning inom ramen för svenskkurser i lärarutbildningen. De kan dessutom användas som redskap för dokumentation av elevers kunskaper samt studenters egna skoldidaktiska reflektioner men även för det systematiska arbetet med att dokumentera elevers lärande som en förutsättning och utgångspunkt för planering av kommande undervisning, det vill säga formativ undervisning. Det skulle kunna vara ett sätt att överbrygga teori-praktikproblemet i lärarutbildningen såväl som att höja nivån av hur studenter relaterar till vetenskapliga modeller som stöd för skoldidaktisk reflektion. / Title: “At least I thought the pupils were good”: Theorisation in education students’ didactic reflections on teaching Swedish This qualitative study aimed to investigate the role of theory in education students’ reflections on their teaching of Swedish in lower primary school. The material was collected in connection with the students’ practical placements and comprises of interviews and observations. Although these prospective teachers performed well in the classroom, the study shows that the students’ didactic reflections were generally below par and inadequately founded in theories of learning or Swedish subject knowledge. The overall conclusion is that different methods or models used in research can be highlighted to a greater extent in the Swedish subject courses on the primary education program. Students may not only use such theoretical tools to document pupils’ knowledge and formulate their own didactic reflections, but these tools could also prove useful in formative teaching, that is, in systematically documenting pupils’ learning in order to plan future teaching. This could therefore be a way to bridge the theory-practice gap in teacher training as well as improve education students’ use of theoretical models in their didactic reflections. Teori-praktikproblemet didaktik ämnesdidaktik skoldidaktisk reflektion lärarutbildning teorier för lärande ämneskunskap svenskämnet verksamhetsförlagd utbildning (vfu) lärarstudenter. Humanities and the Arts Humaniora och konst
43	Action in Chronic Fatigue Syndrome: an Enactive Psycho-phenomenological and Semiotic Analysis of Thirty New Zealand Women's Experiences of Suffering and Recovery Hart, M J Alexandra January 2010 (has links) This research into Chronic Fatigue Syndrome (CFS) presents the results of 60 first-person psycho-phenomenological interviews with 30 New Zealand women. The participants were recruited from the Canterbury and Wellington regions, 10 had recovered. Taking a non-dual, non-reductive embodied approach, the phenomenological data was analysed semiotically, using a graph-theoretical cluster analysis to elucidate the large number of resulting categories, and interpreted through the enactive approach to cognitive science. The initial result of the analysis is a comprehensive exploration of the experience of CFS which develops subject-specific categories of experience and explores the relation of the illness to universal categories of experience, including self, ‘energy’, action, and being-able-to-do. Transformations of the self surrounding being-able-to-do and not-being-able-to-do were shown to elucidate the illness process. It is proposed that the concept ‘energy’ in the participants’ discourse is equivalent to the Mahayana Buddhist concept of ‘contact’. This characterises CFS as a breakdown of contact. Narrative content from the recovered interviewees reflects a reestablishment of contact. The hypothesis that CFS is a disorder of action is investigated in detail. A general model for the phenomenology and functional architecture of action is proposed. This model is a recursive loop involving felt meaning, contact, action, and perception and appears to be phenomenologically supported. It is proposed that the CFS illness process is a dynamical decompensation of the subject’s action loop caused by a breakdown in the process of contact. On this basis, a new interpretation of neurological findings in relation to CFS becomes possible. A neurological phenomenon that correlates with the illness and involves a brain region that has a similar structure to the action model’s recursive loop is identified in previous research results and compared with the action model and the results of this research. This correspondence may identify the brain regions involved in the illness process, which may provide an objective diagnostic test for the condition and approaches to treatment. The implications of this model for cognitive science and CFS should be investigated through neurophenomenological research since the model stands to shed considerable light on the nature of consciousness, contact and agency. Phenomenologically based treatments are proposed, along with suggestions for future research on CFS. The research may clarify the diagnostic criteria for CFS and guide management and treatment programmes, particularly multidimensional and interdisciplinary approaches. Category theory is proposed as a foundation for a mathematisation of phenomenology. action Chronic Fatigue Syndrome Myalgic Encephalomyelitis Chronic Immune Deficiency Syndrome enaction social enaction social enactivism enactive psycho-phenomenological psychophenomenological vipassana groundlessness mind-body korper leib co-generative Focusing co-creative environment Antonio Damasio reciprocal constraints Pierre Vermersch Claire Petitmengin Antione Lutz narrative discourse phenomenal invariants Evan Thompson Merleau-Ponty Algirdis Julien Greimas Husserl first-person Fransisco Varela modelling invariants Natalie Depraz isotope John Boyd OODA loop Jonathan Shear Shaun Gallagher Arthur Kleinman Humberto Maturana second-person Alva Noe Dan Zahavi stages Embodied Mind Canterbury Wellington New Zealand non-dual non-reductive embodied phenomenological third-person graph-theoretical cluster analysis cognitive science experience solution subject-specific categories universal categories universal categories self energy illness process intersubjectivity Mahayana Buddhism contact narrative recovered making sense recursive loop perception dynamical decompensation neurology diagnosis empathy treatment management neurophenomenological neurophenomenology consciousness veracity agency multidimensional interdisciplinary category theory enculturation mathematisation of phenomenology interview nomenclature diagnostic criteria incidence prevalence coping strategy etiology epidemiology psychosomatic medicine meaning women girl female anthropology sociology cognitive behavioral therapy exercise therapy recovery mindful awareness suffering symbolisation Prasangika no-self aggregates wheel of karma cognition basic element analysis mental factors operational closure stereotypes enactive ontologically fragile self grief process-knowledge epoche phenomenal invariants textual invariants compound meaning saturation formalisation cluster analysis inter-session review inter-individual validation explicitation interview intricacy confidence psychophenomenology self-esteem sanction self dis-integration permanence continuity ego-self emotion surrender semiotic square meditation empathy semiotic compassion existential feelings goal obstruction movement transformation change somatic Giovanna Colombetti agoraphobia panic anxiety psychotherapy sleep rest pain weakness strength stamina Diego Cosmelli heaviness food chemicals allergy recovering despair frustration helplessness fear efference valence afference as-if-body-loop consciousness representation attention recovery intention sustainable sustainability neurasthenia existential feelings asthenia hysteria mononucleosis samatha-vispasnya prajna vijnana Eugene Gendlin Abhidharma dukkha shamatha interdependence vipashyana

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