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1	Gymnasieelevers definition av Wennstam, Erik January 2007 (has links) <p>This is a qualitative study of high school students’ definition of their conception of a “good” teacher. Its purpose is to provide increased insight for teachers about students’ ideas of the phenomenon. The study is based on the reports of six respondents, which was later analysed according to the Interpretative Phenomenological Analysis method (IPA). The reason of the aim of the study is combination of a found interest and the fact that it had not been done before.</p><p>The result shows that teachers image has great effect on students’ academic motivation and ambition. Furthermore, it reveals a number of personal features to have a significant effect on students’ academic effort and their attitude towards school. Of special importance is the students’ perception – of being seen, of being taken seriously and the relevance of studying. In this sense, a “good” teacher is one who wins and preserves the students trust, combined with a distinct leadership with flexibility and accommodation. The students’ conception of education tends to relate to their perception of how the teacher manages his or hers function as a leader, which means that the teachers profile is playing an important role to students’ ambition and so even their results.</p><p>The meaning of a ”good” teacher can be said to be related to being inspiring and motivating, as well as inspired and motivated. Among the most important skills in this matter is, according to the respondents, the ability to match the leadership style to different contexts and situations that occurs.</p><p>Keywords: The importance of students’ perception, intrinsic motivation, being seen as an individual, inspiration and meaningfulness.</p> / <p>Det du håller i dina händer är en kvalitativ studie över gymnasieelevers definition av begreppet ”en bra lärare”. Undersökningen, vars syfte är att ge en inblick i elevernas perspektiv på fenomenet och därmed öka kunskapen för verksamma lärare, bygger på 6 respondenters redogörelser av sin syn på ämnet. Respondenternas delgivelser har efter insamlandet analyserats med hjälp av IPA-metoden (Interpretative Phenomenological Analysis), analyserats, tematiserats och slutligen syntetiserats i den text som utgör resultatet.</p><p>Anledningen till ämnesvalet och dess inriktning bottnar i såväl ett eget intresse av att utreda saken närmare som att jag i mina efterforskningar inte har funnit någon forskning på området som tar upp just elevernas perspektiv.</p><p>Resultatet slår för det första fast att lärares framtoning har en stor påverkan på elevernas studiemotivation (drivkraft) och ambition (målmedvetenhet). Vidare visar det på ett antal, enligt respondenterna, särskilt betydande drag hos en lärare, varav de flesta i varierande grad inverkar på elevernas attityd till och strävan i skolan och sina studier. Till dessa hör huruvida läraren får eleverna att uppleva sig sedda, tagna på allvar och ämnet relevant. Den ”gode läraren” är en tydlig ledare men likväl personlig, flexibel och tillmötesgående. Denne vinner och förvaltar också elevernas förtroende genom att vara uppriktig, att ta initiativ till goda relationer och elevinflytande. I allt detta visar resultatet på vikten av lärares ledarskap – elevernas attityd till ämnet tenderar att i hög grad hänga ihop med deras perception av läraren som ledargestalt. Således blir lärarens profil en mycket viktig påverkansfaktor i elevers studiemotivation och -ambition, och därmed även ett led i deras prestation och resultat.</p><p>Resultatet visar på att betraktas som en ”bra” lärare hänger samman med att vara en engagerande och motiverande lärare, vilket utgörs av många delar som de som nämnts ovan, men främst, betonar respondenterna, av en förmåga att forma sitt ledarskap efter olika kontexters skiftande behov.</p><p>Nyckelord: Perceptionens betydelse, inre motivation, att se individen, engagemang, meningsfullhet.</p> Intrinsic motivation ambition perception learning good teaching Inre motivation ambition perception lärande bra lärare upplevelse av mening Psychology Psykologi
2	Gymnasieelevers definition av Wennstam, Erik January 2007 (has links) This is a qualitative study of high school students’ definition of their conception of a “good” teacher. Its purpose is to provide increased insight for teachers about students’ ideas of the phenomenon. The study is based on the reports of six respondents, which was later analysed according to the Interpretative Phenomenological Analysis method (IPA). The reason of the aim of the study is combination of a found interest and the fact that it had not been done before. The result shows that teachers image has great effect on students’ academic motivation and ambition. Furthermore, it reveals a number of personal features to have a significant effect on students’ academic effort and their attitude towards school. Of special importance is the students’ perception – of being seen, of being taken seriously and the relevance of studying. In this sense, a “good” teacher is one who wins and preserves the students trust, combined with a distinct leadership with flexibility and accommodation. The students’ conception of education tends to relate to their perception of how the teacher manages his or hers function as a leader, which means that the teachers profile is playing an important role to students’ ambition and so even their results. The meaning of a ”good” teacher can be said to be related to being inspiring and motivating, as well as inspired and motivated. Among the most important skills in this matter is, according to the respondents, the ability to match the leadership style to different contexts and situations that occurs. Keywords: The importance of students’ perception, intrinsic motivation, being seen as an individual, inspiration and meaningfulness. / Det du håller i dina händer är en kvalitativ studie över gymnasieelevers definition av begreppet ”en bra lärare”. Undersökningen, vars syfte är att ge en inblick i elevernas perspektiv på fenomenet och därmed öka kunskapen för verksamma lärare, bygger på 6 respondenters redogörelser av sin syn på ämnet. Respondenternas delgivelser har efter insamlandet analyserats med hjälp av IPA-metoden (Interpretative Phenomenological Analysis), analyserats, tematiserats och slutligen syntetiserats i den text som utgör resultatet. Anledningen till ämnesvalet och dess inriktning bottnar i såväl ett eget intresse av att utreda saken närmare som att jag i mina efterforskningar inte har funnit någon forskning på området som tar upp just elevernas perspektiv. Resultatet slår för det första fast att lärares framtoning har en stor påverkan på elevernas studiemotivation (drivkraft) och ambition (målmedvetenhet). Vidare visar det på ett antal, enligt respondenterna, särskilt betydande drag hos en lärare, varav de flesta i varierande grad inverkar på elevernas attityd till och strävan i skolan och sina studier. Till dessa hör huruvida läraren får eleverna att uppleva sig sedda, tagna på allvar och ämnet relevant. Den ”gode läraren” är en tydlig ledare men likväl personlig, flexibel och tillmötesgående. Denne vinner och förvaltar också elevernas förtroende genom att vara uppriktig, att ta initiativ till goda relationer och elevinflytande. I allt detta visar resultatet på vikten av lärares ledarskap – elevernas attityd till ämnet tenderar att i hög grad hänga ihop med deras perception av läraren som ledargestalt. Således blir lärarens profil en mycket viktig påverkansfaktor i elevers studiemotivation och -ambition, och därmed även ett led i deras prestation och resultat. Resultatet visar på att betraktas som en ”bra” lärare hänger samman med att vara en engagerande och motiverande lärare, vilket utgörs av många delar som de som nämnts ovan, men främst, betonar respondenterna, av en förmåga att forma sitt ledarskap efter olika kontexters skiftande behov. Nyckelord: Perceptionens betydelse, inre motivation, att se individen, engagemang, meningsfullhet. Intrinsic motivation ambition perception learning good teaching Inre motivation ambition perception lärande bra lärare upplevelse av mening Psychology Psykologi
3	Systematiskt kvalitetsarbete i matematik : En kvalitativ fallstudie om pedagogers erfarenheter och uppfattningar av matematikplaner ur ett SUM-perspektiv Hansson, Erica, Ulrika, Fuchs January 2014 (has links) Svenska elevers låga matematikresultat i internationella jämförelser vittnar om att det krävs förändring i skolans matematikundervisning. Vissa skolor/kommuner har utvecklat matematikplaner i syfte att höja måluppfyllelsen. Syftet med studien är att få insikt i två av dessa matematikplaner och pedagogers tankar om hur de används och gynnar SUM-elever. I den teoretiska bakgrunden belyses Bedömning, God undervisning och Samverkan kopplat till Systematiskt kvalitetsarbete, och i relation till SUM-elever, vilka är i fokus. Studien har en kvalitativ ansats och är en fallstudie av två matematikplaner och hur de används. Gruppintervjuer valdes som datainsamlingsmetod. Resultatet visar att användandet av matematikplanerna och konsekvenserna av dem är relativt lika trots olikheterna i deras innehåll. Pedagogernas uppfattning är att planerna är ett stöd för att höja måluppfyllelsen för alla elever, inklusive SUM-elever, vilket också är syftet med ett Systematiskt kvalitetsarbete. / Swedish students' low mathematics result, in comparisons to international results, shows that it requires change in school mathematics teaching. Some schools/municipalities have developed mathematic plans in order to raise achievement. The purpose of the study is to gain insight into two of these mathematic plans and pedagogues’ thoughts about their use and benefits for SEM-students. Theoretical backgrounds highlight Assessment, Good Teaching and Collaboration, related to Systematic Quality Work and SEM-students, whom are in focus. The study has a qualitative approach and is a case study of two mathematic plans and how they are used. Group interviews are chosen as the data collection method. The result shows that the use of mathematic plans and the consequences of them are relatively similar despite the differences in structure and content. The pedagogues’ perception is that the plans are a support to raise the level of achievements for all students, including SEM-students, which is also the purpose of Systematic Quality Work. Systematic Quality Work mathematic plan SEM assessment collaboration good teaching systematiskt kvalitetsarbete matematikplan SUM bedömning samverkan god undervisning
4	Multiple Perspectives of Good Teaching: A Case Study of Award-winning K-12 Teaching Whitman, Gretchen M. 10 December 2018 (has links) No description available. Education Elementary Education Middle School Education Secondary Education good teaching good teachers award-winning teachers dispositions teaching learning curriculum care relationship building
5	Wozu noch ein E-Learning-Projekt? Bergert, Aline 01 November 2013 (has links) (PDF) Der vorliegende Artikel diskutiert die aktuellen Erscheinungs- und Wirkformen Neuer Medien in der Hochschullehre und setzt sich kritisch, am Beispiel der TU Bergakademie Freiberg, damit auseinander, was E-Learning im akademischen Bereich ist/sein kann und vor allem, wo ein Einsatz nachhaltig und sinnvoll möglich ist. gute Lehre E-Learning Ressourcenuniversität dritte Säule Hochschulpakt gute Studienbedingungen E-Learning in der Hochschullehre MESIOR Lehrqualität neue Referentialität des Wissens informelles Lernen in der Hochschule Wandel von Bildungsstrukturen Bologna TU Bergakademie Freiberg E-Learning und Lehrqualität e-learning University of Resources e-teaching new referentiality of knowledge informal learning in college change of educational structures Bologna TU Bergakademie Freiberg e-learning and teaching quality sustainability good teaching ddc:370 rvk:AL 52688 rvk:AL 40450 rvk:DP 1960 Technische Universität Freiberg E-Learning Neue Medien
6	Wozu noch ein E-Learning-Projekt?: Ein (selbst-)kritischer Beitrag zum Einsatz Neuer Medien an Hochschulen und zum Aufbau einer Koordinationsstelle E-Learning an der TU Bergakademie Freiberg Bergert, Aline January 2012 (has links) Der vorliegende Artikel diskutiert die aktuellen Erscheinungs- und Wirkformen Neuer Medien in der Hochschullehre und setzt sich kritisch, am Beispiel der TU Bergakademie Freiberg, damit auseinander, was E-Learning im akademischen Bereich ist/sein kann und vor allem, wo ein Einsatz nachhaltig und sinnvoll möglich ist. info:eu-repo/classification/ddc/370 ddc:370
7	Whole Teachers: A Holistic Education Perspective on Krishnamurti‘s Educational Philosophy Rathnam, Anbananthan 09 August 2013 (has links) The purpose of this qualitative research study, which utilizes a phenomenological inquiry method, is to inquire into the awareness of what it means to be a whole teacher from the perspective of the philosophy of Jiddu Krishnamurti, a philosopher/spiritual teacher. Four participants (teachers) were interviewed from the Oak Grove School, an alternative, holistic school founded by Krishnamurti in 1974. This inquiry probed into teachers’ thinking, teachers’ lives, teachers’ inner lives, teachers’ contemplative practices, teachers’ calling/vocation and teachers’ pedagogy. The findings of this inquiry reveal the awareness that exists among the participants with regards to their understanding of Krishnamurti’s educational philosophy and the way in which this philosophy has shaped their lives and the lives of their students (both implicit- ly and explicitly) The findings from this research further show that Krishnamurti’s philosophy has certainly had an impact on the participants’ wholeness. Krishnamurti was never interested in imposing his philosophy on the teachers to think in a narrow groove. Rather, he challenged them to arrive at wholeness or a holistic approach towards living by their own volition, by putting aside all philosophy, including his own. This research points towards the possible ways in which wholeness can be developed using: Innate wisdom (teachers’ inner life, teachers’ calling); wisdom gained through experiencing life (teachers’ life, teachers’ thinking); wisdom gained through their teaching experience (teachers’ pedagogy) and wisdom gained through practices that bring harmony to the mind, body and spirit (teachers’ contemplative approaches). An experiential model titled, The Flower Model: An Experiential Metaphor – which integrates the three stages of awareness – was developed using Krishnamurti’s approach towards wholeness. This model can be used to guide teachers with their respective psychological conditionings that reside or exist in their thinking, lives, inner lives, contemplative practices, vocation and pedagogy/curriculum design. Whole Teachers Holistic Education Jiddu Krishnamurti Krishnamurti's Educational Philosophy Qualitative Research Phenomenology Oak Grove School Awareness Mindfulness Teachers' Thinking Teachers' Lives Teachers' Inner Lives Teachers' Contemplative Approaches Teachers' Calling Teachers' Vocation Teachers' Pedagogy Krishnamurti's Educational Philosophy Wholeness Teacher Development Teacher Education Holistic Schools Alternative Schools Krishnamurti Schools Spirituality Parker Palmer Deepak Chopra Hidden Wholeness Shadow Effect The Conditioned Mind Nature of Thinking Nature of Attention and Concentration Choiceless Awareness The Observer is the Observed Krishnamurti's Educational Aim Religious Education Religious Mind Scientific Mind Meditation Epoche Phenomenological Reduction Imaginative Variation Colaizzi John P. Miller Anbananthan Rathnam Ramana Maharshi Krishnamurti Inquiry Freedom to Inquire Timeless Learning Good Teaching Self Self-Knowledge Teachers' Vulnerability Contemplation Pedagogy 0515 0727 0530
8	Whole Teachers: A Holistic Education Perspective on Krishnamurti‘s Educational Philosophy Rathnam, Anbananthan 09 August 2013 (has links) The purpose of this qualitative research study, which utilizes a phenomenological inquiry method, is to inquire into the awareness of what it means to be a whole teacher from the perspective of the philosophy of Jiddu Krishnamurti, a philosopher/spiritual teacher. Four participants (teachers) were interviewed from the Oak Grove School, an alternative, holistic school founded by Krishnamurti in 1974. This inquiry probed into teachers’ thinking, teachers’ lives, teachers’ inner lives, teachers’ contemplative practices, teachers’ calling/vocation and teachers’ pedagogy. The findings of this inquiry reveal the awareness that exists among the participants with regards to their understanding of Krishnamurti’s educational philosophy and the way in which this philosophy has shaped their lives and the lives of their students (both implicit- ly and explicitly) The findings from this research further show that Krishnamurti’s philosophy has certainly had an impact on the participants’ wholeness. Krishnamurti was never interested in imposing his philosophy on the teachers to think in a narrow groove. Rather, he challenged them to arrive at wholeness or a holistic approach towards living by their own volition, by putting aside all philosophy, including his own. This research points towards the possible ways in which wholeness can be developed using: Innate wisdom (teachers’ inner life, teachers’ calling); wisdom gained through experiencing life (teachers’ life, teachers’ thinking); wisdom gained through their teaching experience (teachers’ pedagogy) and wisdom gained through practices that bring harmony to the mind, body and spirit (teachers’ contemplative approaches). An experiential model titled, The Flower Model: An Experiential Metaphor – which integrates the three stages of awareness – was developed using Krishnamurti’s approach towards wholeness. This model can be used to guide teachers with their respective psychological conditionings that reside or exist in their thinking, lives, inner lives, contemplative practices, vocation and pedagogy/curriculum design. Whole Teachers Holistic Education Jiddu Krishnamurti Krishnamurti's Educational Philosophy Qualitative Research Phenomenology Oak Grove School Awareness Mindfulness Teachers' Thinking Teachers' Lives Teachers' Inner Lives Teachers' Contemplative Approaches Teachers' Calling Teachers' Vocation Teachers' Pedagogy Krishnamurti's Educational Philosophy Wholeness Teacher Development Teacher Education Holistic Schools Alternative Schools Krishnamurti Schools Spirituality Parker Palmer Deepak Chopra Hidden Wholeness Shadow Effect The Conditioned Mind Nature of Thinking Nature of Attention and Concentration Choiceless Awareness The Observer is the Observed Krishnamurti's Educational Aim Religious Education Religious Mind Scientific Mind Meditation Epoche Phenomenological Reduction Imaginative Variation Colaizzi John P. Miller Anbananthan Rathnam Ramana Maharshi Krishnamurti Inquiry Freedom to Inquire Timeless Learning Good Teaching Self Self-Knowledge Teachers' Vulnerability Contemplation Pedagogy 0515 0727 0530

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