<p>Work integrated learning was established at Swedish universities about twenty years ago; and today there are some different attitudes about the purpose of integrating theoretical perspectives to practical experiences, during higher education. For example, there are arguments that students tend to become clients or tools in order to gain regional development if the practical perspectives overcome the possibilities of reflection. Education will in this case only serve to facilitate employment after graduation, rather than to facilitate developmental learning. To understand the relationship between reproductive- and developmental learning, this thesis explores the different kinds of strategies student teachers develop, during their teacher training – to gain the skills and knowledge needed to work as a professional teacher. The focus is how the students respond to the various emerging contradictions, while crossing the boundaries – between the university, and the workplace. The activity theory approach conceptualizes boundary-crossing as a phenomenon based on the idea of horizontal development – which requires the ability to find relevant information wherever it may be available. The implication is that change and development occur as a result of collaboration through mutual boundary objects, and via emerging contradictions between two or more interacting activity systems. The overall design resembles a phenomenological case study performed over a period of approximately six months. The population providing the empirical data consisted of five student teachers, in their first year, attending a teacher training program in Sweden. Data collection where gathered through a three-step design, where exploratory narrative interviews were conducted at three different occasions: (i) after their first period of work placement, (ii) before entering their second period of work placement and (iii) immediately after their second period of work placement. The results indicate that the students’ processes of learning include four distinct learning strategies (questioning, challenging, adjusting and imitating), to transform the information given in various situations. These strategies are consequences of the students´ prior experiences when encountering contradictions during their teacher training program.</p> / <p>För omkring 20 år sedan utvecklades arbetsintegrerat lärande som en ny pedagogisk form på svenska högskolor och universitet Det råder dock delade meningar om syftet bakom högskolans ambition att integrera teoretiska perspektiv till individuella praktiska erfarenheter. Exempelvis riskerar studenter att liknas vid klienter, eller verktyg för regional utveckling om fokus på praktiska erfarenheter överordnas möjligheten till reflektion. Utbildningens roll kan i så fall bli att underlätta anställningsbarhet efter examen istället för att leda till ett utvecklingsinriktat lärande. För att förstå relationen mellan anpassnings- och utvecklingsinriktat lärande undersöker denna uppsats vilka strategier lärarstudenter utvecklar, under utbildning på lärarprogrammet, för att uppbära den kunskap som behövs för att kunna arbeta som lärare. Fokus ligger på hur studenterna svarar mot de varierande motsättningar som uppstår vid övergångarna mellan högskolan och arbetsplatsen. Uppsatsen utgår från verksamhetsteoretiska resonemang och speciellt fenomenet ”boundary-crossing” som innebär grunden för horisontell utveckling och innefattar förmågan att finna relevant information där den är tillgänglig. Utgångspunkten är att förändring och utveckling sker som ett resultat av samverkan mot gemensamma mål och på grund av motsättningar mellan två eller flera verksamhetssystem. Det övergripande upplägget av studien kan liknas vid en fenomenologisk fallstudie och utfördes under sex månader. Populationen som ligger till grund för studiens empiriska data består av fem lärarstudenter som studerar sitt första år vid en av Sveriges lärarutbildningar. Data samlades in genom narrativa intervjuer vid tre olika tillfällen: (i) efter studenternas första praktikperiod, (ii) innan studenterna påbörjade sin andra praktikperiod och (iii) direkt efter att studenterna avslutat sin andra praktikperiod. Studiens resultat visar att lärarstudenterna använder fyra olika lärandestrategier (ifrågasättande, utmanande, anpassande och imiterande), för att omvandla den information de möter till kunskap, vid olika tillfällen under lärarutbildningen. Dessa strategier utvecklas som följd av de erfarenheter studenterna har med sig när de möter olika motsättningar under lärarutbildningen.</p>

Work integrated learning was established at Swedish universities about twenty years ago; and today there are some different attitudes about the purpose of integrating theoretical perspectives to practical experiences, during higher education. For example, there are arguments that students tend to become clients or tools in order to gain regional development if the practical perspectives overcome the possibilities of reflection. Education will in this case only serve to facilitate employment after graduation, rather than to facilitate developmental learning. To understand the relationship between reproductive- and developmental learning, this thesis explores the different kinds of strategies student teachers develop, during their teacher training – to gain the skills and knowledge needed to work as a professional teacher. The focus is how the students respond to the various emerging contradictions, while crossing the boundaries – between the university, and the workplace. The activity theory approach conceptualizes boundary-crossing as a phenomenon based on the idea of horizontal development – which requires the ability to find relevant information wherever it may be available. The implication is that change and development occur as a result of collaboration through mutual boundary objects, and via emerging contradictions between two or more interacting activity systems. The overall design resembles a phenomenological case study performed over a period of approximately six months. The population providing the empirical data consisted of five student teachers, in their first year, attending a teacher training program in Sweden. Data collection where gathered through a three-step design, where exploratory narrative interviews were conducted at three different occasions: (i) after their first period of work placement, (ii) before entering their second period of work placement and (iii) immediately after their second period of work placement. The results indicate that the students’ processes of learning include four distinct learning strategies (questioning, challenging, adjusting and imitating), to transform the information given in various situations. These strategies are consequences of the students´ prior experiences when encountering contradictions during their teacher training program. / För omkring 20 år sedan utvecklades arbetsintegrerat lärande som en ny pedagogisk form på svenska högskolor och universitet Det råder dock delade meningar om syftet bakom högskolans ambition att integrera teoretiska perspektiv till individuella praktiska erfarenheter. Exempelvis riskerar studenter att liknas vid klienter, eller verktyg för regional utveckling om fokus på praktiska erfarenheter överordnas möjligheten till reflektion. Utbildningens roll kan i så fall bli att underlätta anställningsbarhet efter examen istället för att leda till ett utvecklingsinriktat lärande. För att förstå relationen mellan anpassnings- och utvecklingsinriktat lärande undersöker denna uppsats vilka strategier lärarstudenter utvecklar, under utbildning på lärarprogrammet, för att uppbära den kunskap som behövs för att kunna arbeta som lärare. Fokus ligger på hur studenterna svarar mot de varierande motsättningar som uppstår vid övergångarna mellan högskolan och arbetsplatsen. Uppsatsen utgår från verksamhetsteoretiska resonemang och speciellt fenomenet ”boundary-crossing” som innebär grunden för horisontell utveckling och innefattar förmågan att finna relevant information där den är tillgänglig. Utgångspunkten är att förändring och utveckling sker som ett resultat av samverkan mot gemensamma mål och på grund av motsättningar mellan två eller flera verksamhetssystem. Det övergripande upplägget av studien kan liknas vid en fenomenologisk fallstudie och utfördes under sex månader. Populationen som ligger till grund för studiens empiriska data består av fem lärarstudenter som studerar sitt första år vid en av Sveriges lärarutbildningar. Data samlades in genom narrativa intervjuer vid tre olika tillfällen: (i) efter studenternas första praktikperiod, (ii) innan studenterna påbörjade sin andra praktikperiod och (iii) direkt efter att studenterna avslutat sin andra praktikperiod. Studiens resultat visar att lärarstudenterna använder fyra olika lärandestrategier (ifrågasättande, utmanande, anpassande och imiterande), för att omvandla den information de möter till kunskap, vid olika tillfällen under lärarutbildningen. Dessa strategier utvecklas som följd av de erfarenheter studenterna har med sig när de möter olika motsättningar under lärarutbildningen.

The purpose of this phenomenological study is to explore experiences of English medium schools in Sweden through the narratives of participants (students and parents), and the educational philosophy of one independent school organisation. The theoretical perspective of Knud Illeris’ learning dimensions has been applied as an analytical tool to investigate the content, incentive and social/societal dimensions. As previous research on English medium education in Sweden have mainly investigated the content and incentive dimensions of learning, this study has a stronger focus on the social and societal dimension. A phenomenological approach extracted the experiences from participants in English medium schooling as written or oral narratives. The perspective of an English medium school organisation was explored through their educational philosophy as described in their Ethos. One of the main results of this study is that the positive influence of English is mentioned in all learning dimensions. English is not only described as an important learning content and incentive to learn, but also as an essential part of the school culture and an access to a global society. Another result is the importance of the unique school atmosphere that has been created through consistent rules of conduct and high expectations of academic achievement. The cultural diversity in the school and how this is described as a motivational factor and an opportunity to share and learn other perspectives is the final main result of the study.

Cette recherche propose une étude des séquences explicatives relevées au sein de cours de disciplines non-linguistiques dispensés en langue étrangère. Elle s'inscrit dans le cadre plus général des travaux ayant pour objet l'analyse des interactions de classes dans des structures d'enseignement bi- ou plurilingues. La première partie vise à caractériser le terrain spécifique qui est le nôtre : à la lumière des typologies existantes, nous y présentons le système d'enseignement bilingue adopté parles écoles de l'UNRWA (Liban). Ces repères sociolinguistiques donnés, nous apportons des éléments relatifs à notre démarche méthodologique en questionnant le rôle du chercheur et en nous arrêtant sur ce qui a guidé notre collecte et notre analyse de données. Nous définissons ensuite ce que nous entendons par "séquences explicatives" en situant ces séquences au sein des discours de la classe. La deuxième partie est consacrée à l'analyse de nos données et nous permet de travailler sur la réalisation de quatre tâches du cours de DNL : comprendre un document scientifique en classe de biologie, mener une expérience en physique-chimie, écrire un compte-rendu d'expérience dans cette même discipline et résoudre une équation en mathématiques. Notre analyse s'articule principalement autour de trois critères : celui de l'intégration entre langue et discipline, celui du mode bilingue de conversation et enfin celui des formes que prennent les interactions pédagogiques. / This research studies explanatory discourse as it occures in CLIL classrooms. It is set in the widerfield of classrooms' interaction analysis in the context of bi- or multilingual education. The first partaims at specifying the characteristics of our field of research : in the light of existing typologies, wepresent the bilingual education system adopted by UNRWA schools in Lebanon. We will first takeinto account some sociolinguistic elements and then present our methodological approach. We thendefine explanatory discourse, considering it as a part of classroom discourse. The second part isdevoted to our data analysis. We focus on four tasks : understanding a scientific document inbiology, experiment and write a experiment report in physics and chemistry, solve an equation inmathematics. Our analysis first focuses on the issue of language and content integration, then dealswith the question of code-switching and at least studies the participation of each in the interaction.

Denna studies syfte är att undersöka på vilka sätt mening skapas i klassrummet med hjälp av ett dramapedagogiskt arbete, samt hur arbetet kan bidra till utvecklad förståelse av en text. I studien används forskningsfrågorna: vilka meningsskapande processer sker när elever arbetar med dramatisering av text? och: på vilka sätt rör sig eleverna genom olika litterära föreställningsvärldar under processen? Studien nyttjar ett sociosemiotiskt perspektiv, men skriv- och dramaprocesser analyseras också utifrån byggandet av litterära föreställningsvärldar. Med ett etnografiskt förhållningssätt utfördes dels en deltagande observation av arbetet med en dramatisering av ett stycke ur Alf Henrikssons bok Asken Yggdrasil, och dels en serie semistrukturerade intervjuer av eleverna i den berörda klassen. Analysen av resultatet visar att de meningsskapande processer elever får uppleva bidrar till ett ökat engagemang och glädje inför arbetet. Flera förmågor tränas samtidigt som förståelse av en text arbetas med. Med hjälp av drama som en estetisk lärprocess ges eleverna möjlighet att förstå världen tillsammans med andra och på så sätt skapa betydelse i sitt eget lärande, och sina egna liv.

This diploma thesis deals with Content and Language Integrated Learning (CLIL). The term stands for a teaching method used in the non-language classes that has a content-oriented and lingual goal. CLIL has been incorporated into the learning process as one of the instruments that leads to improving language learning in Europe. The aim of my thesis was to prepare, realize and evaluate a twomonth long process of using CLIL in lessons of Math for lower secondary pupils. In the experiment I surveyed the impact of the connection between Math and English language on pupils' motivation and Math knowledge. The experimental lessons were focused on the topics of ratio, direct and inverse proportion. The main method used in the thesis was action research. Other applied methods were quantitative methods (questionnaires) and qualitative methods (interview and mediated observation). Parts of the thesis include preparations of seven CLIL lessons accompanied by methodical description and worksheets. These materials were used in lessons during the experiment. The experiment showed and proved the procedure of successful CLIL method implementation to the lessons of Math. The implementation did not have a negative impact on pupils' motivation, knowledge and activity on the lesson's.

In connection with the introduction of the current curriculum in 2011, a student’s language development became the shared responsibility of all subject areas. This imply that a student’s knowledge development can be strengthened no matter the subject area through teaching methods that focus on developing language skills.The purpose of this study is to develop the teaching of the subject ‘Digital Creation’ using a language-improvement perspective. The questions asked include: what do the contents and structure of a teaching plan with focus on language development look like in practice and how can my teaching develop through planning and focusing on language development?The theoretical basis has been taken from the Swedish National Agency for Education's competence development initiative ‘Läslyftet’ where a part of a module has been selected. Its content has formed the basis for processing an already existing lesson plan, which then has been tried and evaluated through a series of lesson trials. The work has been carried out in the form of practical development work using an autoethnographic method, where own reflections together with the students' results and evaluations formed the basis for further reflection and analysis.Existing research,which formed the basis for the structure and method of the work, shows that development and persistent change in teachers' method of teaching often relies on new ideas and tools tried in practice. By implementation through new experiences, positive and persistent change can occur.This development project indicates that the teacher can, with relatively few tools, get a more language-oriented approach in their teaching. The result suggests that it can have a positive impact on students' knowledge development and understanding.

This licentiate thesis describes the development and change of forms within a course with a focus on Work-Integrated Learning (WIL). For several years I have been responsible for a course and at the same time author of the syllabus for the course and seen how weak the integration is, and how it is perceived by the students, between theoretical knowledge and the practical work during an internship period. This has resulted in two interventions and processing of the syllabus and above all the methods and pedagogy used for the implementation of the course. In the beginning, the internship period contained four presentation seminars where the result was only a joint listening to the other students' stories and presentations. This resulted in a discussion and conceptual paper that focused on the importance of integration and how this can be made visible. The first change in curricula was inspired by Flipped Classroom, where students had to submit their narratives in advance in an online shared document. Prior to the seminar, it was assumed that they would then read each other's text and reflect on similarities and differences in experiences and learning in the workplace where they had their internship period. This resulted in a more reflective conversation during the seminars which can be called Peer Reflections where the conversation was always based on previous reflections and each other's thoughts. The second intervention was carried out in implementation at the same time as it was to be compared with the student's experiences of seminars in a control group that carried out a similar course structure with presentation and examining seminars. The change was inspired by a model from Australia that they call Huddles. This is a concluding seminar as a briefing of the practice. The issues that are discussed are carefully selected in collaboration with the students and have a clear anchoring in their experiences during the practice. The change, which was then implemented, after inspiration from Huddles in one group, with as before four seminars during the internship with carefully selected themes. At the same time, I was inspired by models for evaluating differences in teaching when technology is introduced, such as the SAMR model (substitution, augmentation, modification, and redefinition) and how this could be seen as a form of progression if technology was changed to AIL. The SOLO taxonomy was also the inspiration for describing the assignments and themes before each seminar. The research questions presented in this licentiate thesis focus on the students' experiences of how these changes contribute to a better understanding of the integration of what is taught at the university in the form of theory and the practical knowledge they learned in the internship. Qualitative data collection has taken place through observations and focus groups in both the group where changes have been implemented and in the group that conducted accounting and examining seminars. The results show that the integration in the students' understanding of theory and practice increases. They also experience a progression in their reflections and the seminars, while the students in the control group experience their seminars as scattered and they do not contribute to any knowledge development. The licentiate thesis also contributes to considering WIL as a complex concept with different areas of responsibility. The university teaches on the theoretical side, Work-Integrated Education (WIE) while on the other side of the dichotomy theory and practice where students are largely responsible for Workplace learning (WPL). Between these, several different activities can be carried out, including Huddles, which can be described as work-based learning (WBL). The university can contribute to these activities with, for example, simulations, the teaching of relevant software used by companies and organizations in the field. Workplaces can also contribute with concrete assignments in the form of various projects that the students are allowed to carry out or perhaps with guest lectures and concrete cases. Seeing WIL as an umbrella covering different forms of activities with different organizational responsibilities can make it easier to see the importance of the different activities and these can be integrated. WIL is not only WIE. In addition to the view that AIL is an umbrella concept with several different types of activities, ideas are also given on how Huddles can be introduced as a pedagogical method and how progression can be developed within Work-integrated Education and Learning with inspiration from different models. / Populärvetenskaplig Sammanfattning I denna licentiatuppsats beskrivs utveckling och förändring av former inom en kurs med fokus på Arbetsintegrerat Lärande (AIL). Jag har under flera år varit ansvarig för en kurs och samtidigt författare av kursplanen för kursen och sett hur svag integrationen är mellan teoretiska kunskaper och det praktiska arbetet under en praktikperiod och hur integrationen uppfattas av studenterna. Detta har resulterat i två interventioner och bearbetningar av kursplan och framför allt av de metoder och den pedagogik som använts för genomförandet av kursen. Initialt innehöll praktikperioden fyra redovisande seminarier där resultatet endast blev ett gemensamt lyssnande till de andra studenternas berättelser och presentationer. Detta gav som resultat ett diskuterande och konceptuellt paper som fokuserade på integrationens betydelse och hur detta kan synliggöras. Den första förändringen inspirerades av Flipped Classroom där studenterna i förväg fick lämna sina narrativ i ett online delat dokument. Inför seminariet förutsattes att de sedan skulle läsa varandras texter och reflektera över likheter och skillnader i upplevelser och lärande på den arbetsplats där de hade sin praktikperiod. Detta resulterade i ett mer reflekterande samtal under seminarierna som kan kallas Peer Reflections där samtalet hela tiden byggde på tidigare reflektioner och varandras tankar. Den andra interventionen genomfördes samtidigt som studenternas upplevelser av seminarier skulle jämföras i en kontrollgrupp som genomförde ett liknande kursupplägg med redovisande och examinerande seminarier. Förändringen inspirerades av en modell från Australien som där kallas Huddles. Detta görs vid ett avslutande seminarium som briefing av praktiken. Frågeställningarna som diskuteras är noga utvalda i samverkan med studenterna och har en tydlig förankring i deras upplevelser under praktiken. Förändringen genomfördes sedan, efter inspiration av Huddles i den ena gruppen, med liksom tidigare fyra seminarier under praktiktiden med noga valda teman. Samtidigt inspirerades jag av modeller för värdering av skillnader i undervisning när teknik införs, såsom SAMR-modellen (substitution, augmentation, modification och redefinition) och hur detta kunde ses som en form av progression om teknik byttes mot AIL. SOLO-taxonomin blev också inspiration för beskrivning av uppdragen och teman inför varje seminarium. Forskningsfrågorna som redovisas i denna licentiatuppsats fokuseras på studenternas upplevelser av hur dessa förändringar bidrar till att bättre förstå integrationen av den teori som de lärt sig på högskolan och den praktiska kunskap de fått på praktikplatsen. Insamling av kvalitativa data har skett genom observationer och fokusgrupper i både i den grupp där förändringar har genomförts och i den grupp, kontrollgruppen, som genomfört redovisande och examinerande seminarier. Resultatet visar att studenternas förståelse av integrationen mellan teori och praktik ökar. De upplever också en progression i sina reflektioner och i seminarierna medan studenterna i kontrollgruppen upplever sina seminarier som spretiga och att de inte bidrar till någon kunskapsutveckling. Licentiatuppsatsen bidrar med att betrakta AIL som ett komplext paraplybegrepp med olika ansvarsområden. Å den ena sidan är högskolan ansvarig för att förmedla teoretisk kunskap, Arbetsintegrerad Undervisning (AIU) medan studenten å den andra sidan, till stor del är ansvarig för att integrera teori och praktik genom sitt arbetsplatsbaserade lärande (APL). Mellan AIU och APL finns arbetsbaserat lärande (ABL) där det kan genomföras en rad olika aktiviteter, där bland annat modellen Huddles ingår. Aktiviteter som lärosätet kan bidra med är till exempel simuleringar och undervisning i relevanta programvaror som används av företag och organisationer inom fältet. Aktiviteter som arbetsplatserna kan bidra med är konkreta uppdrag i form av olika projekt som studenterna får utföra eller med gästföreläsningar eller konkreta Case. Att se AIL som ett paraply som omfattar de olika begreppen och innehåller olika former av verksamhet med olika organisatoriska ansvar kan göra det enklare att inse vikten av de olika aktiviteterna och hur dessa kan integreras. AIL är därmed inte enbart AIU. Utöver synsättet att AIL är ett paraplybegrepp med flera olika typer av aktiviteter lämnas också idéer på hur Huddles kan införas som en pedagogisk metod för att stärka ”I.et” i AIL och hur progression kan utvecklas inom arbetsintegrerat lärande med inspiration av olika modeller.

The purpose of this research overview is to analyze previous research and see how theeducational approach Content and Language Integrated Learning (CLIL) has affected students’ language development and subject knowledge. The study is aimed at the Swedish upper secondary school and focuses on language learning and knowledge development in the subject of ´History. The paper is based on the research question: How has the CLILapproach been implemented in history education for the purpose of promoting students’language development as well as subject knowledge, and how is this perceived from a teacher- and student perspective? Several search engines were used for the gathering of research articles for this overview, such as; ERIC, SWEPUB, Libsearch and to a small extent Google Scholar. In order to find the most relevant data, several inclusion and exclusion criteria were applied to the searches. During the process of evaluating relevant articles, a smaller version of an annotated bibliography was created to speed up the work process. The research shows that there are not any clear guidelines on how effective CLILeducation should be implemented and that the subject of History does not seem to benefit from the implementation of it. However, most researchers agree that further investigation regarding the content-part of CLIL is needed to get an understanding of how the implementation of such educational approaches affect both language development and subject knowledge.

Thesis(Ph.D. (Education Curriculum Studies)) -- University of Limpopo, 2019 / This study reports on the evaluation of Teaching Practice necessary for guiding future best practice of Teaching Practice at the University of Limpopo. The key research question answered in this study was: How is Teaching Practice implemented at the University of Limpopo? The study is embedded within the interpretive paradigm. A qualitative research approach was employed using case study design. Case study design was used in order to explore the research questions that guided the entire study. This enabled the researcher to interact with the participants, immerse himself in the data for better and deeper understanding of the implementation of Teaching Practice. The case study design was also adopted because the researcher had no control over the implementation of Teaching Practice. In other words, the researcher could not manipulate the behaviour of the participants involved in the study. Purposive sampling was used to select knowledgeable and information rich participants comprising of the Director of the School of Education, three Heads of Department, the Teaching Practice coordinator, two academic staff members in the Teaching Practice Unit, the Teaching Practice administrative officer, six academic staff members, six four-year Bachelor of Education in Senior and Further Education and Training students, six Postgraduate Certificate in Education students, four schoolbased mentors in Limpopo, and four school-based mentors in the Mpumalanga Province. Data were captured through document analysis, semi-structured interviews and observations. Inductive analysis was used to analyse data from the documents. Data from semi-structured interviews and observations were analysed thematically. Findings from the documents, semi-structured interviews and observations were used to make recommendations for establishing an Integrated Model of Teaching Practice at the University of Limpopo. The study revealed lack of appropriate policy for Teaching Practice; lack of clear frameworks for the responsibilities of supervisors; student teachers and school-based mentors; lack of school-university partnerships; inadequate training of supervisors and school-based mentors in relation to supervision and assessment of student teachers; lack of a structured programme on the induction of student teachers into schools; poor human, physical and financial resources, and an inappropriate model for Teaching Practice.