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  • 1.
    Ahlquist, Eva-Maria
    et al.
    Stockholms universitet.
    Gustafsson, Christina
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Gynther, Per
    Stockholms universitet.
    Montessoripedagogik i dåtid och samtid2011In: Boken om pedagogerna / [ed] Anna Forsell, Stockholm: Liber , 2011, 6Chapter in book (Other academic)
  • 2.
    Andersson, Kristina
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology.
    Gustafsson, Christina
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Methodological dilemmas in action research2011In: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074Article in journal (Refereed)
    Abstract [en]

    In this study we want to call attention to and discuss two aspects of importance for work toward change regarding fundamental values through action research. The first aspect is time, and taking it into account according to “the action research spiral”. The second aspect concerns the importance of critical events for making progress and challenging preconceived notions. We also stress that researchers as “outsiders” have the opportunity to overview the process in a way that the other participants (insiders) do not. The empirical data is collected from an action research project on science and gender conducted inSweden with teachers from preschool and K-6. The collaboration was proceeded during 2005 to 2010, a total of 57 months.   

  • 3.
    Andersson, Kristina
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap. Centre for Gender Research, Uppsala University, Uppsala, Sweden.
    Hussenius, Anita
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap. Centre for Gender Research, Uppsala University, Uppsala, Sweden.
    Gustafsson, Christina
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Gender theory as a tool for analyzing science teaching2009In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 25, no 2, p. 336-343Article in journal (Refereed)
    Abstract [en]

    This study examines to what extent experienced teachers are aware of gender issues in the science classroom. It also explores how an introduction to gender theory might alter this awareness. Teachers wrote their reflections about a real classroom situation. They were then asked to analyse the same situation after having read texts that discussed gender theory concepts. The fourteen teachers' understanding about gender and society were challenged. Some teachers were able to analyse the case differently by applying gender theory, others discussed the case on a more general level, while one teacher showed signs of resistance regarding gender theory.

  • 4.
    Björklund, Elisabeth
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Gustafsson, Christina
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Barns lärare - villkor och perspektiv på professionsutveckling2016In: Praktiknära forskning: Barn, lärare och lärande / [ed] Elisabeth Björklund och Christina Gustafsson, Lund: Studentlitteratur, 2016, 1, p. 234-248Chapter in book (Other academic)
  • 5.
    Björklund, Elisabeth
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Gustafsson, ChristinaUniversity of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Praktiknära forskning: Barn, lärare och lärande2016Collection (editor) (Other academic)
  • 6.
    Fransson, Göran
    et al.
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Gustafsson, Christina
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Becoming a teacher: an introduction to the book2008In: Newly Qualified Teachers in Northern Europe: Comparative Perspectives on Promoting Professional Development / [ed] Göran Fransson och Christina Gustafsson, Gävle: Gävle University Press , 2008, p. 11-26Chapter in book (Refereed)
  • 7. Order onlineBuy this publication >>
    Fransson, Göran
    et al.
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Gustafsson, ChristinaUniversity of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Newly Qualified Teachers in Northern Europe: Comparative Perspectives on Promoting Professional Development2008Collection (editor) (Refereed)
  • 8.
    Fransson, Göran
    et al.
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Gustafsson, Christina
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Summary, conclusions and future perspective2008In: Newly Qualified Teachers in Northern Europe: Comparative Perspectives on Promoting Professional Development / [ed] Göran Fransson och Christina Gustafsson, Gävle: Gävle University Press , 2008, p. 167-192Chapter in book (Refereed)
  • 9.
    Gustafsson, Christina
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Att ”lära ut” och ”lära in” i högskolan: en balansakt i otakt2006In: Livslång nyfikenhet: en vänbok till Gunilla Härnsten / [ed] Wingård, Britta, Stockholm: HLS Förlag , 2006Chapter in book (Other (popular science, discussion, etc.))
  • 10.
    Gustafsson, Christina
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Degree project in higher education, especially teacher training programmes : grown out and objectives2007Other (Other academic)
  • 11.
    Gustafsson, Christina
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Degree project in higher education2008In: Examining praxis: Assessment and knowledge construction in teacher education / [ed] Matts Mattsson, Inge Johansson och Birgitta Sandström, Rotterdam: Sense , 2008, p. 17-34Chapter in book (Other academic)
  • 12.
    Gustafsson, Christina
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Examensarbetet i högre utbildning, särskilt lärarutbildningen: framväxt och mål2007Other (Other academic)
  • 13.
    Gustafsson, Christina
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Fakultetsopponenten sammanfattar två avhandlingar med montessoritema2012In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 17, no 3-4, p. 264-270Article in journal (Other academic)
  • 14.
    Gustafsson, Christina
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Forskningsgruppens funktion – vetenskaplig profilering, empiriska vinster eller något annat? Uppsala universitet: I Skolan och tusenårsskiftet. En vänbok till Ulf P. Lundgren2003Report (Other academic)
  • 15.
    Gustafsson, Christina
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Från studerande i pedagogik till forskningsledare i utbildningsvetenskap - En resa genom det pedagogiska kunskapsområdets omvandling2018In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, no 5, p. 137-157Article in journal (Other academic)
  • 16.
    Gustafsson, Christina
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Introduktion till boken och dess teman2012In: Kvalificerad som lärare?: Om professionell utveckling, mentorskap och bedömning med sikte på lärarlegitimation / [ed] Christina Gustafsson & Göran Fransson, Gävle: Gävle University Press , 2012, p. 7-20Chapter in book (Other academic)
  • 17.
    Gustafsson, Christina
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Kan erfarenheter från högskolan bidra till diskussionen om legitimation för lärare och förskollärare?2012In: Kvalificerad som lärare? Om professionell utveckling, mentorskap och bedömning med sikte på lärarlegitimation / [ed] Christina Gustafsson & Göran Fransson, Gävle: Gävle University Press , 2012, p. 227-260Chapter in book (Other academic)
  • 18.
    Gustafsson, Christina
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Maria Montessori2019In: The SAGE Encyclopedia of Children and Childhood Studies, Thousand Oaks: Sage Publications, 2019Chapter in book (Refereed)
  • 19.
    Gustafsson, Christina
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Montessori Education2018In: International Handbook of Early Childhood Education / [ed] Fleer, Marilyn and van Oers, Bert, Dordrecht: Springer, 2018, 1, p. 1439-1456Chapter in book (Refereed)
    Abstract [en]

    This chapter is a compressed presentation of Maria Montessori’s life, about her pedagogy and its theoretical basis, and how the Montessori Method developed and gained geographic spread over more than 100 years. One aim has been to put in Montessori and her activities in a context in order to understand how her thinking evolved. Another aim has been to lay a theoretical perspective on the issues primarily associated with the Montessori Method – the prepared environment and the didactic material. These two key aspects are related to the role of the Montessori teacher and Montessori’s idea of the conditions for children’s learning and development. A third aim has been to discuss, with a critical but respectful approach, what parts of the Montessori Method has survived and what ought to survive in the twenty-first century in a society where we talk about gender/equality, multiculturalism and sustainable development. In short, it was an intention to raise the question how it is possible, in the light of the history to utilize basic ideas in the spirit of Montessori’s pedagogy and at the same time develop teaching and learning to suit the child and society a number of decades to come.

  • 20.
    Gustafsson, Christina
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Montessori Schools2019In: The SAGE Enyclopedia of Children and Childhood Studies, Thousand Oaks: Sage Publications, 2019Chapter in book (Refereed)
  • 21.
    Gustafsson, Christina
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies. Universitetet i Uppsala.
    Nasjonal forskerskole for laererutdanningene (NAFOL): En utvärdering efter halva tiden2013Report (Other academic)
  • 22.
    Gustafsson, Christina
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Temaintroduktion: Högre utbildning i ljuset av högskolelagen – exemplet lärarutbildning2005In: Studies in Educational Policy and Educational Philosophy, ISSN 1652-2729, no 2Article in journal (Other academic)
  • 23.
    Gustafsson, Christina
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Varför finns ingen debatt kring montessoripedagogiken?2010In: Vägval i skolans historia, ISSN 1652-0610, Vol. 10, no 2, p. 3-9Article in journal (Other (popular science, discussion, etc.))
  • 24.
    Gustafsson, Christina
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Vems ansvar är det att pedagogiska meriter dokumenteras och blir värderade på ”rätt” sätt?2004In: Conference for development of higher education / [ed] Council for the Renewal of Higher Education, Stockholm: Council for the Renewal of Higher Education , 2004, p. 177-190Conference paper (Other academic)
  • 25.
    Gustafsson, Christina
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Vikten av att beforska montessoripedagogiken2008In: M:E:R: om Montessori. Tidskrift för utbildning och forskning inom montessoripedagogik, ISSN 2000-1290, Vol. 1, no 1, p. 9-25Article in journal (Other academic)
  • 26.
    Gustafsson, Christina
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Vikten av att beforska montessoripedagogiken2007Conference paper (Other (popular science, discussion, etc.))
  • 27.
    Gustafsson, Christina
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Andersson, Kristina
    Uppsala universitet.
    Teori och praktik i synergi - produktarbete som självständigt arbete2018Report (Other academic)
  • 28.
    Gustafsson, Christina
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Björklund, Elisabeth
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Forskning i högskolans tjänst - en resa för att utvecklas2016In: Praktiknära forskning: Barn, lärare och lärande / [ed] Elisabeth Björklund och Christina Gustafsson, Lund: Studentlitteratur, 2016, 1, p. 9-26Chapter in book (Other academic)
  • 29.
    Gustafsson, Christina
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Dahl, Hanne Marlene
    Roskilde University.
    Gaardhöje, Jens Jörgen
    University of Copenhagen.
    Gustafsson, Göran
    Chalmers University of Technology.
    Nexö, Ebba
    Aarhus University.
    Mid-term Evaluation of Five National Research Schools: Report submitted by the evaluation panel2013Report (Other academic)
  • 30. Order onlineBuy this publication >>
    Gustafsson, Christina
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Fransson, GöranUniversity of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Kvalificerad som lärare?: om professionell utveckling, mentorskap och bedömning med sikte mot lärarlegitimation2012Collection (editor) (Other academic)
    Abstract [sv]

    Vilka utmaningar möter nya lärare?

    Vilka utmaningar och möjligheter finns det i lämplighetsprövningen av nya lärare och förskollärare?

    Vad betyder lärarlegitimationen för lärares och förskollärarnas professionella positioner?

    I denna bok diskuteras och problematiseras reformerna med introduktionsperiod, mentorskap, lämplighetsprövning och legitimation för lärare och förskollärare. Reformerna innebär att många möjligheter skapas, men de innebär också en hel del nya utmaningar, svårigheter och dilemman. Hur kan reformerna förstås? Vilka utmaningar är förknippade med mentorskapet och lämplighetsprövningen? Hur kan nya lärare och förskollärare uppleva och reflektera kring sitt arbete? Detta är exempel på några teman som problematiseras i denna bok. Till grund för problematiseringarna ligger intervjuer med nya lärare, mentorer, rektorer och högskollärare, enkäter till förskolechefer samt forskningsöversikter och teoretiska genomgångar. Sammantaget bidrar boken med viktig kunskap om reformernas utmaningar och dilemman, om hur nya lärare upplever och försöker hantera den första tiden samt om hur mentorskap och lämplighetsprövning kan förstås och genomföras. Boken vänder sig till alla som vill veta mer om komplexiteten i reformerna och som söker inspiration till lösningar. Den kan med fördel användas inom mentorsutbildningar eller utbildningar av rektorer och förskolechefer inför lämplighetsprövningen. Antologin utgör en rapport inom ramen för forskningsprojektet Didaktiska perspektiv på nya lärares professionella utveckling som finansierats av Vetenskapsrådet och av Högskolan i Gävle.

  • 31.
    Gustafsson, Christina
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Morberg, Åsa
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Nordqvist, Ingrid
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Att arbeta i högskolan: utmaningar och möjligheter2010 (ed. 2 [omarb.])Book (Other academic)
    Abstract [sv]

    Under de närmaste åren rekryteras ett betydande antal nya lärare av olika kategorier till högskolor och universitet. Det sker i en tid då studentgrupperna blir större och mer heterogena, då nationell och global konkurrens ökar. Samtidigt skärps de ekonomiska förutsättningarna och kraven på studenternas anställningsbarhet efter genomförd utbildning. En bra yrkesintroduktion ökar lärarnas möjligheter att lyckas väl i sin professionella yrkesutveckling. I boken problematiserar författarna såväl högskolornas uppdrag som förutsättningarna för högskolelärares arbete. De lyfter fram undervisningen i högskolan: föreläsningar, seminarier, handledning, examination, nätbaserad utbildning och värderingar. Boken behandlar även högskolelärares utvecklings- och karriärmöjligheter inklusive en diskussion om dokumentation av meriter. Den nya upplagan har omarbetats grundligt i ljuset av de förändringar som ägt rum på organisations- och styrningsnivå. Kapitlet om nätbaserad utbildning är helt omskrivet och ett kapitel om examination har tillkommit. Att arbeta i högskolan – utmaningar och möjligheter är lämplig för både nya och mer erfarna lärare inom högskolan.

  • 32.
    Gustafsson, Christina
    et al.
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Fransson, Göran
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Morberg, Åsa
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Nordqvist, Ingrid
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Att arbeta i högskolan: utmaningar och möjligheter2006Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Under de närmaste åren kommer ett betydande antal nya lärare av olika kategorier att behöva rekryteras till högskolor och universitet. Genom ett ökat antal studenter, en strävan att rekrytera studenter ur ett mångfaldsperspektiv samt kvalitativt bättre kunskaper om vad lärande och kunskapsbildning är, blir det allt viktigare att lärare och doktorander får en bra yrkesintroduktion i högskolan och får möjlighet att lyckas väl i sin professionella yrkesutveckling.

    I boken problematiseras såväl högskolornas uppdrag som förutsättningarna för högskolelärares arbete. Det innebär bl.a. att undervisningen i högskolan diskuteras, att exempel visas och att vägledning ges i fråga om t.ex. föreläsningar, seminarier, handledning, distansutbildning och värderingar. Boken behandlar även högskolelärares utvecklings- och karriärmöjligheter inklusive en diskussion om dokumentation av meriter.

    Författarna vänder sig främst till relativt nyblivna lärare och doktorander inom högskolan, men även mer erfarna lärare har nytta av boken. Att arbeta i högskolan – utmaningar och möjligheter är därmed lämplig som litteratur vid högskolepedagogiska och högskoledidaktiska utbildningar. Men den är också angelägen läsning för högskolelärare som i grupp eller på egen hand vill utveckla sin yrkeskompetens eller bättre förstå högskolan som system.

  • 33.
    Gustafsson, Christina
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Morberg, Åsa
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Nordqvist, Ingrid
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Teaching and Learning in Higher Education: challenges and Possibilities2011Book (Other academic)
    Abstract [en]

    In the next few years a conciderable number of new teachers of different categories will be recruited to higher education institutions. This will also coincide with larger and more heterogeneous student groups and an increase in national and global competition. At the same time, the economic prerequisites and demands for students’ employability after university are becoming much more stringent. A good professional induction increases teachers’ opportunities of succeeding in their professional development.

    In the book the authors problematise the higher institutions’ mandate as the prerequisite for higher education teachers’ work. They highlight the various aspects of teaching in the higher educational institution: lectures, seminars, supervision, examinations, online education and values. The book also addresses the higher education teacher’s development and career possibilities and discusses the documentation of qualifications. This is the English version of Att arbeta i högskolan that was revised in 2010. Teaching and Learning in Higher Education – Challenges and Possibilities is suitable for new and more experienced teachers in a higher education context.

  • 34.
    Gustafsson, Christina
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Morberg, Åsa
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Nordqvist, Ingrid
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Hallström, Monica
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Lindgren, Ulla
    Umeå Universitet.
    Professionell och/eller legitimerad? Didaktiska perspektiv på nya lärares professionella utveckling.2010Report (Other (popular science, discussion, etc.))
  • 35.
    Gustafsson, Christina
    et al.
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Monica, Hallström
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Examensarbetet inom lärarutbildningen – En analys i relation till Högskolelagens mål2005In: Studies in Educational Policy and Educational Philosophy, ISSN 1652-2729, no 2Article in journal (Other academic)
  • 36.
    Gustafsson, Christina
    et al.
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Morberg, Åsa
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Ett försök att organisera genomförandet av examensarbeten i lärarutbildningen2006In: Didaktikens forum, ISSN 1652-2583, Vol. 3, no 3, p. 7-34Article in journal (Other academic)
  • 37.
    Gustafsson, Göran
    et al.
    Chalmers University of Technology.
    Dahl, Hanne Marlene
    Roskilde University.
    Gaardhøje, Jens Jørgen
    University of Copenhagen.
    Gustafsson, Christina
    Uppsala universitet.
    Sanner, Inga
    Stockholm University.
    Wogensen Bach, Lise
    Aarhus University.
    Mid-term Evaluation of Ten National Research Schools: Report submitted by the evaluation panel: Division of Science2017Report (Other academic)
  • 38.
    Hofsten, Anna
    et al.
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Medical science.
    Gustafsson, Christina
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Häggström, Elisabeth
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Nursing science.
    Case seminars open doors to deeper understanding: Nursing students’ experiences of learning2010In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 30, no 6, p. 533-538Article in journal (Refereed)
    Abstract [en]

    BACKGROUND:

    The Case Method is a teaching method in which cases from real life inspire students to actively seek knowledge that they discuss in structured seminars. Case seminars in health education have been evaluated, compared and discussed, but descriptions that can help us understand how students learn in the seminars have not previously been published. In a Swedish nursing programme, where case seminars have been used for several years, students were asked to write about their experiences of learning in the seminars. The aim of the present study was to describe this learning process from the students' point of view.

    METHOD:

    Written data were analysed using content analysis.

    FINDINGS:

    A theme concerning how the Case Method opens doors to deeper understanding was identified as a thread running through different codes and categories. Students described the importance of new perspectives and their wish to participate in discussions with other students. The students indicated that the structure, which involved pre-prepared cases and writing on the white board, positioned their own knowledge in a wider context and that the learning atmosphere enabled everyone to participate.

    CONCLUSIONS:

    The Case Method seems to involve students in a way that deepens their understanding and critical thinking.

  • 39.
    Löfmark, Anna
    et al.
    University of Gävle, Department of Caring Sciences and Sociology. Section of Caring Sciences, Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden.
    Gustafsson, Christina
    Department of Education, Uppsala University, Uppsala, Sweden.
    Wikblad, Karin
    Department of Medicine and Care, Division of Nursing Science, Faculty of Health Science, Linköping University, Linköping, Sweden.
    Student nurses’ ability to perform pain assessment.2003In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 3, p. 133-143Article in journal (Refereed)
    Abstract [en]

    The objective of this study was to investigate student nurses' ability to handle a pain assessment situation. A systematic way of working based on knowledge within the area is emphasised in nursing education today. The performance of 32 student nurses at a university college in Sweden took place in an arranged assessment situation that closely simulated clinical practice. The conversation between the student and the patient (a voluntary patient) was videotaped and analysed with content analysis according to predetermined components of pain assessment. The results showed that one-third of the students had performed adequately based on the requirements for pain assessment in the curriculum for nursing education. Two-thirds of the group did not handle the situation systematically and also showed a lack of knowledge of pain assessment, and among these was a group of students whose performance was inadequate. The results indicate that during their education it is very important for student nurses to obtain experience and guidance in how to work systematically and to have their knowledge and skills in pain assessment evaluated.

  • 40.
    Tebano Ahlquist, Eva-Maria
    et al.
    Stockholms universitet.
    Gustafsson, Christina
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Gynther, Per
    Stockholms universitet .
    Montessoripedagogik: utbildning för en hållbar värld2018In: Boken om pedagogerna / [ed] Anna Forssell, Stockholm: Liber, 2018, 7, p. 203-228Chapter in book (Other academic)
  • 41.
    Wikander, Lennart
    et al.
    Inst. för pedagogik, didaktik och utbildningsvetenskap, Uppsala universitet.
    Gustafsson, ChristinaUniversity of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.Riis, UllaInst. för pedagogik, didaktik och utbildningsvetenskap, Uppsala universitet.
    Enlightenment, Creativity and Education: Polities, Politics, Performances2012Collection (editor) (Refereed)
  • 42.
    Wikander, Lennart
    et al.
    Intitutionen för pedagogik, didaktik och utbildningsstudier.
    Gustafsson, ChristinaUniversity of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.Riis, UllaInstitutionen för pedagogik, didaktik och utbildningsstudier.Larsson, LenaInstitutionen för pedagogik, didaktik och utbildningsstudier.
    Pedagogik som examensämne 100 år2009Collection (editor) (Other academic)
1 - 42 of 42
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