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  • 1.
    Frelin, Anneli
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Att hantera läraryrkets komplexitet(er) – en grund för professionalitet?2013Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 22, nr 1, s. 7-27Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Few would argue the notion that teachers’ work is complex. The present article seeks to disentangle and illuminate how complexity is understood within teaching, in particular how and why it is complex, and to discuss it in relation to teacher professionality. Concepts from curriculum theory and research on professionality are used to this end. Complexity in teaching can, for analytical purposes, be divided into aspects such as complexity of meaning, complexity of content, complexity of means and complexity of purposes, which teachers are to deal with. Teacher professionality is conceived as the instantiation of teacher professionalism, which is enacted by a community of professionals. Professionalization and de-professionalization tendencies are apparent in the educational context today. In a sense, the ability to deal well with complexity can be viewed as a basis of teacher professionality. However, the context may or may not contribute to the possibility to act professionally. Hence the question of the relation between professionality and complexity is everything but straightforward. 

  • 2.
    Liljestrand, Johan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Pedagogik.
    Barns möte med undervisning och dess konsekvenser för demokratiskt medborgarskap2010Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, nr 2, s. 59-76Artikkel i tidsskrift (Fagfellevurdert)
    Fulltekst (pdf)
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  • 3.
    Liljestrand, Johan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Pedagogik.
    Citizenship Education in Discussions Concerning Political Issues2012Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, nr 1, s. 77-95Artikkel i tidsskrift (Fagfellevurdert)
  • 4.
    Liljestrand, Johan
    Högskolan i Gävle, Institutionen för pedagogik, didaktik och psykologi, Ämnesavdelningen för pedagogik.
    Elevcentrerade undervisningsfilosofier som pedagogisk paradox2007Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 16, nr 3, s. 37-52Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Student centered philosophies of teaching as pedagogical paradox.The idea of student centered teaching is complex. In this study I approachthis subject by the notion of student activity and student discovery. Through these concepts the idea of having the student as point of departure becomes most distinct in the sense that the teachers knowledge is put more or less in the background in order to support the knowledge of the student. This idea may, however, be problemized by investigating the social interaction in the classroom. Through an empirical and theoretical investigation of typical situations in the classroom I develop three main conclusions: the student is always a subject in a web of social interactions with other participants, and

    not a private discoverer; the active and discovering student is more or less dependent on the teachers professionally recognized knowledge, and, finally; some students are better prepared for doing active discoveries than other students, which makes their dependence on the teacher even more visible. It is argued that the notion of activity and discovery has to be reformulated to include the social interaction with the teacher in order to be a practical possibility in the everyday life of the classroom.

    Fulltekst (pdf)
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