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  • 1.
    Dahlström, Sara
    et al.
    University of Gävle, Pedagogiska rådet.
    Fransson, GöranUniversity of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Kunskap och lärande i den högre utbildningen: lärarreflexioner från praktiken2004Collection (editor) (Other (popular science, discussion, etc.))
    Abstract [en]

    I denna antologi analyserar, problematiserar och diskuterar lärare och forskare vid Högskolan i Gävle olika sidor av att undervisa inom Högskolan. Exempelvis fokuseras möjligheter och dilemman som kan uppstå när lärare försöker att mäta och värdera kvalitativa aspekter av studenters kunskap; hur ett pedagogiskt utvecklingsarbete kan bedrivas i den egna ämnesgruppen; hur ett processorienterat skrivande kan användas för att utveckla studenternas skriftliga språk; vikten av att göra djupare analyser av kursutvärderingar samt hur högskolelärare förstår sin egen kompetens.

    Texterna har vuxit fram som en, av flera, examinationsuppgifter inom ramen för en kurs i högskolepedagogik som genomförts vid Högskolan i Gävle.

  • 2.
    Edström, Kristina
    et al.
    KTH Royal Institute of Technology, Stockholm, Sweden.
    Levander, Sara
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Engström, Julia
    KTH Royal Institute of Technology, Stockholm, Sweden.
    Geschwind, Lars
    KTH Royal Institute of Technology, Stockholm, Sweden.
    Peer review of teaching merits in academic career systems: A comparative study2019In: Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections / [ed] Kloot, B., Research in Engineering Education Network , 2019, p. 282-291Conference paper (Refereed)
    Abstract [en]

    This paper investigates peer review of teaching merits in promotion processes at two Swedish technical universities. At KTH, two external experts evaluate both scientific and teaching merits, while Chalmers invites three experts for scientific and one for pedagogical evaluation. 50 successful promotion cases, containing 126 expert statements, are investigated quantitatively and qualitatively. The analysis shows that neither university devotes the same attention to assessing teaching as scientific merits. In 2/3 of the cases, less than 1/3 of the text is devoted to evaluating teaching merits. Half the KTH cases are settled based on less than one page evaluating teaching. In pedagogical evaluations at Chalmers, teaching qualifications are broadly conceptualised including collegial and scholarly aspects. At KTH, the experts with Swedish affiliations demonstrate broader conceptualisations of teaching than the international experts do. This is interpreted as expressions of two different evaluation cultures, one scientific-international and one pedagogical-national. The legitimacy of these practices is considered.

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