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Edling, Silvia, UniversitetslektorORCID iD iconorcid.org/0000-0002-4618-0532
Publications (10 of 72) Show all publications
Edling, S. & Mooney Simmie, G. (2020). Democracy and teacher education: Dilemmas, challenges, and possibilities. London, NY: Routledge
Open this publication in new window or tab >>Democracy and teacher education: Dilemmas, challenges, and possibilities
2020 (English)Book (Refereed)
Place, publisher, year, edition, pages
London, NY: Routledge, 2020
National Category
Didactics Pedagogy
Identifiers
urn:nbn:se:hig:diva-31114 (URN)9781138593251 (ISBN)
Note

kommande

Available from: 2019-11-27 Created: 2019-11-27 Last updated: 2019-11-27Bibliographically approved
Edling, S. (2020). Lärarutbildning i massmedialbelysning. In: Andreas Fejes och Magnus Dahlstedt (Ed.), Om skolans utmaningar och problem: . Lund: Studentlitteratur AB
Open this publication in new window or tab >>Lärarutbildning i massmedialbelysning
2020 (Swedish)In: Om skolans utmaningar och problem / [ed] Andreas Fejes och Magnus Dahlstedt, Lund: Studentlitteratur AB, 2020Chapter in book (Refereed)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2020
National Category
Didactics Pedagogy
Identifiers
urn:nbn:se:hig:diva-31116 (URN)
Note

kommande

Available from: 2019-11-27 Created: 2019-11-27 Last updated: 2019-11-27Bibliographically approved
Dorio, Nunzio, J., Francia, G., Edling, S., Ayik, B. & Abagat Liboon, C. (2019). Children at Our Walls : Dehumanizing Discourses and Policies Challenging the Rights of Asylum-Seeking Minors in the United States and Sweden. In: : . Paper presented at World Council of Comparative Education Societies (WCCES) 'Future of education', 20-25 May, 2019, Cancun, Mexico.
Open this publication in new window or tab >>Children at Our Walls : Dehumanizing Discourses and Policies Challenging the Rights of Asylum-Seeking Minors in the United States and Sweden
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2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-29426 (URN)
Conference
World Council of Comparative Education Societies (WCCES) 'Future of education', 20-25 May, 2019, Cancun, Mexico
Available from: 2019-04-01 Created: 2019-04-01 Last updated: 2019-08-29Bibliographically approved
Edling, S. & Liljestrand, J. (2019). Democracy for me is saying what I want”: The teaching profession on free speech, democratic mission and the notion of political correctness in a Swedish context. In: Andrea Raiker, Matti Rautiainen & Blerim Saqipi, (Ed.), Teacher education and the development of democratic citizenship in Europe: . London, NY: Taylor & Francis Group
Open this publication in new window or tab >>Democracy for me is saying what I want”: The teaching profession on free speech, democratic mission and the notion of political correctness in a Swedish context
2019 (English)In: Teacher education and the development of democratic citizenship in Europe / [ed] Andrea Raiker, Matti Rautiainen & Blerim Saqipi,, London, NY: Taylor & Francis Group, 2019Chapter in book (Refereed)
Abstract [en]

In the light of current tendencies for stable democratic states to be challenged by authoritarian forms of governance, issues of democracy and its status in teacher education institutions need to be problematised. This chapter focuses on democracy as an ideological form of governance in Swedish teacher education and discusses the implications that the various views of democracy have on teachers’ professionalism. Teachers’ responsibilities are fleshed out based on the current political guidelines for teacher education and discussed in relation to the tensions between free speech and the importance of taking a stand against oppression. Accordingly, students enrolled in Swedish teacher education institutions are expected to actively create conditions in everyday life that promote equal opportunities for children and students. Whereas some student teachers tend to regard free speech as the cornerstone of democracy, the data gathered from the ICCS study of teachers’ ways of understanding their democratic obligations indicates a more nuanced approach to obligations linked to democracy. The majority of these teachers stress that they actively intervene in discussions when students’ free speech risks violating ethnic groups.

Place, publisher, year, edition, pages
London, NY: Taylor & Francis Group, 2019
National Category
Didactics Pedagogy
Identifiers
urn:nbn:se:hig:diva-31115 (URN)10.4324/9780429030550 (DOI)9780429030550 (ISBN)
Note

ebok publicerad, tryckt boken kommer 2020

Available from: 2019-11-27 Created: 2019-11-27 Last updated: 2019-11-27Bibliographically approved
Edling, S., Sharp, H., Löfström, J. & Ammert, N. (2019). Exploring the link between historical consciousness and moral consciousness: motivations, epistemological assumptions and moral purposes. In: : . Paper presented at Tionde årliga konferensen inom Nationella nätverket för historiedidaktisk forskning inom SHM, 8-10 maj, 2019, Växjö.
Open this publication in new window or tab >>Exploring the link between historical consciousness and moral consciousness: motivations, epistemological assumptions and moral purposes
2019 (English)Conference paper, Oral presentation only (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-29419 (URN)
Conference
Tionde årliga konferensen inom Nationella nätverket för historiedidaktisk forskning inom SHM, 8-10 maj, 2019, Växjö
Available from: 2019-04-01 Created: 2019-04-01 Last updated: 2019-08-09Bibliographically approved
Edling, S., Sharp, H., Ammert, N. & Löfström, J. (2019). Highlighting relationships between historical consciousness and moral consciousness: Objectives, consequences and moral foci. In: : . Paper presented at HEIRNET, 2-4 September, 2019, Vienna, Austria.
Open this publication in new window or tab >>Highlighting relationships between historical consciousness and moral consciousness: Objectives, consequences and moral foci
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-29420 (URN)
Conference
HEIRNET, 2-4 September, 2019, Vienna, Austria
Note

Forthcoming

Available from: 2019-04-01 Created: 2019-04-01 Last updated: 2019-08-09Bibliographically approved
Ammert, N., Löfström, J., Edling, S. & Sharp, H. (2019). Identifying aspects of temporal orientation in students’ moral reflections. In: : . Paper presented at Tionde årliga konferensen inom Nationella nätverket för historiedidaktisk forskning inom SHM, 8-10 maj, 2019, Växjö.
Open this publication in new window or tab >>Identifying aspects of temporal orientation in students’ moral reflections
2019 (English)Conference paper, Oral presentation only (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-29423 (URN)
Conference
Tionde årliga konferensen inom Nationella nätverket för historiedidaktisk forskning inom SHM, 8-10 maj, 2019, Växjö
Available from: 2019-04-01 Created: 2019-04-01 Last updated: 2019-08-09Bibliographically approved
Löfström, J., Ammert, N., Sharp, H. & Edling, S. (2019). In search for intersections of historical empathy and moral sensitivity: observations from a study of Swedish and Finnish lower secondary school students. In: : . Paper presented at Nationella nätverket för historiedidaktisk forskning inom SHM, 8-10 maj 2019, Växjö.
Open this publication in new window or tab >>In search for intersections of historical empathy and moral sensitivity: observations from a study of Swedish and Finnish lower secondary school students
2019 (English)Conference paper, Oral presentation only (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-29422 (URN)
Conference
Nationella nätverket för historiedidaktisk forskning inom SHM, 8-10 maj 2019, Växjö
Available from: 2019-04-01 Created: 2019-04-01 Last updated: 2019-06-25Bibliographically approved
Edling, S. (2019). La función de las teorías en la enseñanza como una estrategia para enfrentar la diversidad humana: Dos enfoques diferentes. PROFESORADO, 23(3), 223-245
Open this publication in new window or tab >>La función de las teorías en la enseñanza como una estrategia para enfrentar la diversidad humana: Dos enfoques diferentes
2019 (Spanish)In: PROFESORADO, ISSN 1138-414X, E-ISSN 1989-6395, Vol. 23, no 3, p. 223-245Article in journal (Refereed) Published
Abstract [en]

Over the past few years, demands for evidence-based teaching have increased, resulting notably in a decrease in the use of theories in teaching elsewhere in Sweden, while research on violence has shown the need for teachers to interact in their school practice with the support of a theoretical framework. This article analyses different approaches to the use of theories in teacher training in relation to their potential to address bullying. For this purpose, some beliefs against which critical research on violence has been struggling are revealed and are directly related to evidence-based positivist research. A theoretical analysis of educational practice is necessary to avoid the existence of pedagogical strategies against violence where the use of dichotomies and essentialist claims dominate, highlighting the controversies that teachers face on a day-to-day in their daily practice. © 2019 Grupo de Investigacion FORCE. All rights reserved.

Place, publisher, year, edition, pages
Grupo de Investigacion FORCE, 2019
Keywords
Professionality, School Violence, Teacher Education, Theory
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-31055 (URN)10.30827/profesorado.v23i3.9474 (DOI)2-s2.0-85075133115 (Scopus ID)
Available from: 2019-11-25 Created: 2019-11-25 Last updated: 2019-11-26Bibliographically approved
Edling, S. & Liljestrand, J. (2019). Let’s talk about teacher education!: Analysing the media debates in 2016-2017 on teacher education using Sweden as a case. Asia-Pacific Journal of Teacher Education
Open this publication in new window or tab >>Let’s talk about teacher education!: Analysing the media debates in 2016-2017 on teacher education using Sweden as a case
2019 (English)In: Asia-Pacific Journal of Teacher Education, ISSN 1359-866X, E-ISSN 1469-2945Article in journal (Refereed) Epub ahead of print
Abstract [en]

The purpose of the paper is to contribute to research on themedia’s role in naming and framing the debate about teachereducation using Sweden as a case study. This is done by analysinghow articles published in four major Swedish newspapers from2016–2017 define: a) the challenges/strengths of current teachereducation and b) the kind of teacher professionalism that thedescriptions give rise to. Using content analysis, the study showsthat the media mainly emphasises the negative aspects of teachereducation and, in particular, scepticism of the scientific basiswhere postmodernism is regarded as problematic and needingto be replaced by cognitive science due to the insufficient knowledgeof teachers and student teachers, the shortage of teachers inthe country as a whole and disciplinary problems in the classroom.The debate is primarily fuelled by those outside the field ofeducational research, who argue that psychology and neurosciencescholars should have the power to define the contentof education, which indicates a view of professionalism as insideout-professionalism. There are more nuanced approaches to teachereducation as well, but these are marginalised.

Keywords
Teacher education; Sweden; the media; naming and framing; teacher professionalism; content analysis
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-30451 (URN)10.1080/1359866X.2019.1631255 (DOI)000478137300001 ()2-s2.0-85068206596 (Scopus ID)
Available from: 2019-07-29 Created: 2019-07-29 Last updated: 2019-08-22Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4618-0532

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