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Papers by Eva Edman Stålbrandt

Research paper thumbnail of Estruturas de apoio e intervenção entre estudantes e professores num Modelo de Aprendizagem Sequenciada (MAS)

Psicologia Escolar e Educacional, Dec 1, 2007

The aims of this paper are to develop knowledge about scaffolding when students in Swedish school... more The aims of this paper are to develop knowledge about scaffolding when students in Swedish schools use digital educational material and to investigate what the main focus is in teachers' interventions during a Learning Design Sequence (LDS), based on a socio-cultural perspective. The results indicate that scaffolding were most common in the primary transformation unit and the most frequent type was procedural scaffolding, although all types of scaffolds; conceptual, metacognitive, procedural, strategic, affective and technical scaffolding occurred in all parts of a learning design sequence. In this study most of the teachers and students, think that using digital educational material requires more and other forms of scaffolding and concerning teacher interventions teachers interact both supportively and restrictively according to students' learning process. Reasons for that are connected to the content of the intervention and whether teachers intervene together with the students or not.

Research paper thumbnail of Scaffolding - om att stötta lärande i arbete med digitala redskap

Scaffolding - om att stötta lärande i arbete med digitala redskap

Liber, 2009

Research paper thumbnail of Skill Up: Matching graduates’ skills and labour world demands through authentic learning scenarios

Skill Up: Matching graduates’ skills and labour world demands through authentic learning scenarios

Educational Research Landscape – a forum for future cooperation, University of Pinar del Rio, Cuba, March 19 – 21, 2018, 2018

Research paper thumbnail of Digital Teaching Aids and Learning Design Sequences in Swedish schools - a user's perspective

Digital Teaching Aids and Learning Design Sequences in Swedish schools - a user's perspective

The Virtual - Designing Digital Experience - A Conference 2006., 2006

Research paper thumbnail of Autentiska uppgifter i lärarutbildning

Autentiska uppgifter i lärarutbildning

Natur och kultur, 2019

Research paper thumbnail of Relationen mentor och nyutbildad kollega, ett autentiskt möte?

Relationen mentor och nyutbildad kollega, ett autentiskt möte?

Norstedts Förlag, 2013

Research paper thumbnail of Scaffolding and interventions between students and teachers in a Learning Design Sequence Teachers ’ scaffolding and interventions

The aims of this paper are to develop knowledge about scaffolding when students in Swedish school... more The aims of this paper are to develop knowledge about scaffolding when students in Swedish schools use digital educational material and to investigate what the main focus is in teachers ’ interventions during a Learning Design Sequence (LDS), based on a socio-cultural perspective. The results indicate that scaffolding were most common in the primary transformation unit and the most frequent type was procedural scaffolding, although all types of scaffolds; conceptual, metacognitive, procedural, strategic, affective and technical scaffolding occurred in all parts of a learning design sequence. In this study most of the teachers and students, think that using digital educational material requires more and other forms of scaffolding and concerning teacher interventions teachers interact both supportively and restrictively according to students ’ learning process. Reasons for that are connected to the content of the intervention and whether teachers intervene together with the students o...

unit”, the focus is on how student search for and The analysis is also made according to the LDS model below. Within our research group we have constructed a model which we refer to as an LDS — Learning Design Sequence. An LDS contains everything from the start of a learning sequence until the end, when students’ work is finished, including presentations and assessment. It can be a two hour lesson in physics but also a long sequence in social studies which reaches over a whole semester. An LDS is framed by the institutional norms among the teachers and students the intentions in the curriculum and by the resources for learning which are available (left). It is also framed by the interest, group climate and patterns of social interactions (above). Focus in the model is how knowledge is created and reshaped in the process of learning. In the “Primary information

Research paper thumbnail of Teachers' work in the Swedish School Inspectorate's quality audits in a time of accountability

Teaching and Teacher Education, 2020

h i g h l i g h t s How teachers are positioned and legitimised in audit reports of the Swedish S... more h i g h l i g h t s How teachers are positioned and legitimised in audit reports of the Swedish Schools Inspectorate is studied. Two main categories of subject positions are identified: Activity based and Competence and responsibility based subject positions. The teacher is constructed as an active actor and important for the students' results. On the other hand, the teacher is constructed as an individual in need of guidance. The teacher position is indecisive, there is an ambivalent notion of the teacher position.

Research paper thumbnail of Simulerade skoldilemman : redskap för utveckling av reflektionsförmåga?

Syftet med avhandlingen är att studera lärarstuderandes samtal om simulerad skolverksamhet för at... more Syftet med avhandlingen är att studera lärarstuderandes samtal om simulerad skolverksamhet för att söka förstå möjligheter och begränsningar med simulerade dilemman som medierande redskap för reflektion över lärares arbete. Undersökningen är genomförd under seminarier i svensk och finländsk lärarutbildning. Forskningsprocessen består av tre faser; en konstruktionsfas, en prövningsfas och en undersökningsfas. Under konstruktionsfasen producerades simuleringar på basen av en narrativ analys av semistrukturerade intervjuer med nyutbildade lärare. Simuleringarna testades med lärare och lärarstuderande i prövningsfasen. I undersökningsfasen utarbetades reflektionsfrågor och studiens empiriska data samlades in genom videoobservation. Totalt femton samtal filmades vid fem seminarier och tre olika lärosäten, två i Sverige och ett i Svenskfinland. De studerande som förekommer i datamaterialet befann sig i början, mitten och i slutet av sin lärarutbildning. Analysen bygger på Schöns olika reflektionsbegrepp och ett sociokulturellt perspektiv som bygger på den ryska kulturhistoriska skolan. Resultaten visar att de studerande engagerade sig starkt i samtalen i de flesta fall och att engagemanget var relaterat till deras uppfattningar om simuleringens autenticitet. Simuleringarna och reflektionsfrågorna användes både som sekundära och tertiära artefakter. Bland simuleringarnas modaliteter framstod ljudet som den viktigaste för nyanser av förståelse och engagemang och reflektionsfrågorna fungerade som kommunikativt stöd och strukturell scaffolding. När de studerande använde simuleringen för dekontextualisering i en öppen dialog förekom en tertiär dialog, i vilken förhandling av ny mening ägde rum. Kreativ reflektion-att se dilemmat ur olika perspektiv och reciprok reflektion-öppen utmanande dialog förekom flitigt i vilka en didaktiskanalytisk praktikgemenskap skapades. Slutsatserna är att simulerade skoldilemman kan utgöra en potential för lärarstuderandes utveckling av reflektionsförmåga när de används i mindre samtalsgrupper och den didaktiska inramningen relateras till aktuellt kursinnehåll. Om simuleringens innehåll inte upplevs som autentiskt finns dock risk för att förutfattade meningar om lärares arbete förstärks om de inte utmanas av medstuderande eller lärarutbildare.

Research paper thumbnail of Best Practices in Enhancing Graduates’ Skills for Employability : insights from three European countries

Best Practices in Enhancing Graduates’ Skills for Employability : insights from three European countries

Best Practices in Enhancing Graduates’ Skills for Employability : insights from three European co... more Best Practices in Enhancing Graduates’ Skills for Employability : insights from three European countries

Research paper thumbnail of E-Learning via Synchronous Communication – experiences from a learning study course in higher education

E-Learning via Synchronous Communication – experiences from a learning study course in higher education

E-Learning via Synchronous Communication – experiences from a learning study course in higher edu... more E-Learning via Synchronous Communication – experiences from a learning study course in higher education

Research paper thumbnail of Mentors’ perceptions of mentoring in Swedish pre-schools

Mentors’ perceptions of mentoring in Swedish pre-schools

Research paper thumbnail of e-Learning in Sweden

Research paper thumbnail of Flexibla lärobjekt : fördjupade kunskaper

Flexibla lärobjekt : fördjupade kunskaper

Research paper thumbnail of Exploring descriptions of mentoring as support in Swedish preschools

Exploring descriptions of mentoring as support in Swedish preschools

Journal of Early Childhood Teacher Education

Research paper thumbnail of Teachers’ work in the Swedish School Inspectorate’s quality audits in a time of accountability

Teachers’ work in the Swedish School Inspectorate’s quality audits in a time of accountability

Teaching and Teacher Education

Research paper thumbnail of Enhancing graduates’ employability skills through authentic learning approaches

Higher Education, Skills and Work-Based Learning

Purpose-The purpose of this paper is to introduce a theoretical framework based on authentic lear... more Purpose-The purpose of this paper is to introduce a theoretical framework based on authentic learning approaches that can be taken into consideration in higher education (HE) contexts to design activities that enable students to develop employability skills. Design/methodology/approach-Three methods were used to develop the framework: desk research on current demand and supply of new graduate's employability skills; interviews in four European HE institutions to identify authentic learning scenarios; and asynchronous online focus group to validate the framework. Findings-The paper takes a competence-centred approach to the concept of employability skills and sets out a taxonomy of skills required to enhance new graduates' employability. It also gives criteria and examples of authentic learning scenarios in HE settings that promote the acquisition of these skills. Research limitations/implications-The framework developed remains theoretical. In a second phase, the framework will be applied to implement authentic activities in different programmes and subjects of five HE institutions, and the results will be reported in future publications. Practical implications-The framework gives directions to create real and practical ways to enhance new graduates' employability skills by improving the connection between HE curricula and the demands of the real world. Originality/value-The added value of the paper lies in adopting a learner-centred, genuine and effective learning approach, such as authentic learning as a catalyst for bringing work experience to formal learning in HE institutions, in order to better develop graduates' employability skills.

producing the similar amount and quality of information, as shown by various research studies (Moore et al, 2015; Turney and Pocknee, 2004). The focus group was developed in a Moodle platform and held over the course of four days, with participants choosing when it would be most convenient to participate in the activities. A time dedication of 30 min per day with a total of 2h held over the course of four days was estimated, similar to the time they had dedicated to a face-to-face focus group.

Research paper thumbnail of Scaffolding and interventions between students and teachers in a Learning Design Sequence

Psicologia Escolar e Educacional (Impresso), 2007

The aims of this paper are to develop knowledge about scaffolding when students in Swedish school... more The aims of this paper are to develop knowledge about scaffolding when students in Swedish schools use digital educational material and to investigate what the main focus is in teachers' interventions during a Learning Design Sequence (LDS), based on a socio-cultural perspective. The results indicate that scaffolding were most common in the primary transformation unit and the most frequent type was procedural scaffolding, although all types of scaffolds; conceptual, metacognitive, procedural, strategic, affective and technical scaffolding occurred in all parts of a learning design sequence. In this study most of the teachers and students, think that using digital educational material requires more and other forms of scaffolding and concerning teacher interventions teachers interact both supportively and restrictively according to students' learning process. Reasons for that are connected to the content of the intervention and whether teachers intervene together with the stud...

unit”, the focus is on how student search for and The analysis is also made according to the LDS model below. Within our research group we have constructed a model which we refer to as an LDS — Learning Design Sequence. An LDS contains everything from the start of a learning sequence until the end, when students’ work is finished, including presentations and assessment. It can be a two hour lesson in physics but also a long sequence in social studies which reaches over a whole semester. An LDS is framed by the institutional norms among the teachers and students the intentions in the curriculum and by the resources for learning which are available (left). It is also framed by the interest, group climate and patterns of social interactions (above). Focus in the model is how knowledge is created and reshaped in the process of learning. In the “Primary information

Research paper thumbnail of Scaffolding and interventions between students and teachers in a Learning Design Sequence

Scaffolding and interventions between students and teachers in a Learning Design Sequence

Psicologia Escolar e Educacional ( …, 2007

The aims of this paper are to develop knowledge about scaffolding when students in Swedish school... more The aims of this paper are to develop knowledge about scaffolding when students in Swedish schools use digital educational material and to investigate what the main focus is in teachers' interventions during a Learning Design Sequence (LDS), based on a socio-cultural perspective. The results indicate that scaffolding were most common in the primary transformation unit and the most frequent type was procedural scaffolding, although all types of scaffolds; conceptual, metacognitive, procedural, strategic, affective and technical scaffolding occurred in all parts of a learning design sequence. In this study most of the teachers and students, think that using digital educational material requires more and other forms of scaffolding and concerning teacher interventions teachers interact both supportively and restrictively according to students' learning process. Reasons for that are connected to the content of the intervention and whether teachers intervene together with the students or not.

Research paper thumbnail of Estruturas de apoio e intervenção entre estudantes e professores num Modelo de Aprendizagem Sequenciada (MAS)

Psicologia Escolar e Educacional, Dec 1, 2007

The aims of this paper are to develop knowledge about scaffolding when students in Swedish school... more The aims of this paper are to develop knowledge about scaffolding when students in Swedish schools use digital educational material and to investigate what the main focus is in teachers' interventions during a Learning Design Sequence (LDS), based on a socio-cultural perspective. The results indicate that scaffolding were most common in the primary transformation unit and the most frequent type was procedural scaffolding, although all types of scaffolds; conceptual, metacognitive, procedural, strategic, affective and technical scaffolding occurred in all parts of a learning design sequence. In this study most of the teachers and students, think that using digital educational material requires more and other forms of scaffolding and concerning teacher interventions teachers interact both supportively and restrictively according to students' learning process. Reasons for that are connected to the content of the intervention and whether teachers intervene together with the students or not.

Research paper thumbnail of Scaffolding - om att stötta lärande i arbete med digitala redskap

Scaffolding - om att stötta lärande i arbete med digitala redskap

Liber, 2009

Research paper thumbnail of Skill Up: Matching graduates’ skills and labour world demands through authentic learning scenarios

Skill Up: Matching graduates’ skills and labour world demands through authentic learning scenarios

Educational Research Landscape – a forum for future cooperation, University of Pinar del Rio, Cuba, March 19 – 21, 2018, 2018

Research paper thumbnail of Digital Teaching Aids and Learning Design Sequences in Swedish schools - a user's perspective

Digital Teaching Aids and Learning Design Sequences in Swedish schools - a user's perspective

The Virtual - Designing Digital Experience - A Conference 2006., 2006

Research paper thumbnail of Autentiska uppgifter i lärarutbildning

Autentiska uppgifter i lärarutbildning

Natur och kultur, 2019

Research paper thumbnail of Relationen mentor och nyutbildad kollega, ett autentiskt möte?

Relationen mentor och nyutbildad kollega, ett autentiskt möte?

Norstedts Förlag, 2013

Research paper thumbnail of Scaffolding and interventions between students and teachers in a Learning Design Sequence Teachers ’ scaffolding and interventions

The aims of this paper are to develop knowledge about scaffolding when students in Swedish school... more The aims of this paper are to develop knowledge about scaffolding when students in Swedish schools use digital educational material and to investigate what the main focus is in teachers ’ interventions during a Learning Design Sequence (LDS), based on a socio-cultural perspective. The results indicate that scaffolding were most common in the primary transformation unit and the most frequent type was procedural scaffolding, although all types of scaffolds; conceptual, metacognitive, procedural, strategic, affective and technical scaffolding occurred in all parts of a learning design sequence. In this study most of the teachers and students, think that using digital educational material requires more and other forms of scaffolding and concerning teacher interventions teachers interact both supportively and restrictively according to students ’ learning process. Reasons for that are connected to the content of the intervention and whether teachers intervene together with the students o...

unit”, the focus is on how student search for and The analysis is also made according to the LDS model below. Within our research group we have constructed a model which we refer to as an LDS — Learning Design Sequence. An LDS contains everything from the start of a learning sequence until the end, when students’ work is finished, including presentations and assessment. It can be a two hour lesson in physics but also a long sequence in social studies which reaches over a whole semester. An LDS is framed by the institutional norms among the teachers and students the intentions in the curriculum and by the resources for learning which are available (left). It is also framed by the interest, group climate and patterns of social interactions (above). Focus in the model is how knowledge is created and reshaped in the process of learning. In the “Primary information

Research paper thumbnail of Teachers' work in the Swedish School Inspectorate's quality audits in a time of accountability

Teaching and Teacher Education, 2020

h i g h l i g h t s How teachers are positioned and legitimised in audit reports of the Swedish S... more h i g h l i g h t s How teachers are positioned and legitimised in audit reports of the Swedish Schools Inspectorate is studied. Two main categories of subject positions are identified: Activity based and Competence and responsibility based subject positions. The teacher is constructed as an active actor and important for the students' results. On the other hand, the teacher is constructed as an individual in need of guidance. The teacher position is indecisive, there is an ambivalent notion of the teacher position.

Research paper thumbnail of Simulerade skoldilemman : redskap för utveckling av reflektionsförmåga?

Syftet med avhandlingen är att studera lärarstuderandes samtal om simulerad skolverksamhet för at... more Syftet med avhandlingen är att studera lärarstuderandes samtal om simulerad skolverksamhet för att söka förstå möjligheter och begränsningar med simulerade dilemman som medierande redskap för reflektion över lärares arbete. Undersökningen är genomförd under seminarier i svensk och finländsk lärarutbildning. Forskningsprocessen består av tre faser; en konstruktionsfas, en prövningsfas och en undersökningsfas. Under konstruktionsfasen producerades simuleringar på basen av en narrativ analys av semistrukturerade intervjuer med nyutbildade lärare. Simuleringarna testades med lärare och lärarstuderande i prövningsfasen. I undersökningsfasen utarbetades reflektionsfrågor och studiens empiriska data samlades in genom videoobservation. Totalt femton samtal filmades vid fem seminarier och tre olika lärosäten, två i Sverige och ett i Svenskfinland. De studerande som förekommer i datamaterialet befann sig i början, mitten och i slutet av sin lärarutbildning. Analysen bygger på Schöns olika reflektionsbegrepp och ett sociokulturellt perspektiv som bygger på den ryska kulturhistoriska skolan. Resultaten visar att de studerande engagerade sig starkt i samtalen i de flesta fall och att engagemanget var relaterat till deras uppfattningar om simuleringens autenticitet. Simuleringarna och reflektionsfrågorna användes både som sekundära och tertiära artefakter. Bland simuleringarnas modaliteter framstod ljudet som den viktigaste för nyanser av förståelse och engagemang och reflektionsfrågorna fungerade som kommunikativt stöd och strukturell scaffolding. När de studerande använde simuleringen för dekontextualisering i en öppen dialog förekom en tertiär dialog, i vilken förhandling av ny mening ägde rum. Kreativ reflektion-att se dilemmat ur olika perspektiv och reciprok reflektion-öppen utmanande dialog förekom flitigt i vilka en didaktiskanalytisk praktikgemenskap skapades. Slutsatserna är att simulerade skoldilemman kan utgöra en potential för lärarstuderandes utveckling av reflektionsförmåga när de används i mindre samtalsgrupper och den didaktiska inramningen relateras till aktuellt kursinnehåll. Om simuleringens innehåll inte upplevs som autentiskt finns dock risk för att förutfattade meningar om lärares arbete förstärks om de inte utmanas av medstuderande eller lärarutbildare.

Research paper thumbnail of Best Practices in Enhancing Graduates’ Skills for Employability : insights from three European countries

Best Practices in Enhancing Graduates’ Skills for Employability : insights from three European countries

Best Practices in Enhancing Graduates’ Skills for Employability : insights from three European co... more Best Practices in Enhancing Graduates’ Skills for Employability : insights from three European countries

Research paper thumbnail of E-Learning via Synchronous Communication – experiences from a learning study course in higher education

E-Learning via Synchronous Communication – experiences from a learning study course in higher education

E-Learning via Synchronous Communication – experiences from a learning study course in higher edu... more E-Learning via Synchronous Communication – experiences from a learning study course in higher education

Research paper thumbnail of Mentors’ perceptions of mentoring in Swedish pre-schools

Mentors’ perceptions of mentoring in Swedish pre-schools

Research paper thumbnail of e-Learning in Sweden

Research paper thumbnail of Flexibla lärobjekt : fördjupade kunskaper

Flexibla lärobjekt : fördjupade kunskaper

Research paper thumbnail of Exploring descriptions of mentoring as support in Swedish preschools

Exploring descriptions of mentoring as support in Swedish preschools

Journal of Early Childhood Teacher Education

Research paper thumbnail of Teachers’ work in the Swedish School Inspectorate’s quality audits in a time of accountability

Teachers’ work in the Swedish School Inspectorate’s quality audits in a time of accountability

Teaching and Teacher Education

Research paper thumbnail of Enhancing graduates’ employability skills through authentic learning approaches

Higher Education, Skills and Work-Based Learning

Purpose-The purpose of this paper is to introduce a theoretical framework based on authentic lear... more Purpose-The purpose of this paper is to introduce a theoretical framework based on authentic learning approaches that can be taken into consideration in higher education (HE) contexts to design activities that enable students to develop employability skills. Design/methodology/approach-Three methods were used to develop the framework: desk research on current demand and supply of new graduate's employability skills; interviews in four European HE institutions to identify authentic learning scenarios; and asynchronous online focus group to validate the framework. Findings-The paper takes a competence-centred approach to the concept of employability skills and sets out a taxonomy of skills required to enhance new graduates' employability. It also gives criteria and examples of authentic learning scenarios in HE settings that promote the acquisition of these skills. Research limitations/implications-The framework developed remains theoretical. In a second phase, the framework will be applied to implement authentic activities in different programmes and subjects of five HE institutions, and the results will be reported in future publications. Practical implications-The framework gives directions to create real and practical ways to enhance new graduates' employability skills by improving the connection between HE curricula and the demands of the real world. Originality/value-The added value of the paper lies in adopting a learner-centred, genuine and effective learning approach, such as authentic learning as a catalyst for bringing work experience to formal learning in HE institutions, in order to better develop graduates' employability skills.

producing the similar amount and quality of information, as shown by various research studies (Moore et al, 2015; Turney and Pocknee, 2004). The focus group was developed in a Moodle platform and held over the course of four days, with participants choosing when it would be most convenient to participate in the activities. A time dedication of 30 min per day with a total of 2h held over the course of four days was estimated, similar to the time they had dedicated to a face-to-face focus group.

Research paper thumbnail of Scaffolding and interventions between students and teachers in a Learning Design Sequence

Psicologia Escolar e Educacional (Impresso), 2007

The aims of this paper are to develop knowledge about scaffolding when students in Swedish school... more The aims of this paper are to develop knowledge about scaffolding when students in Swedish schools use digital educational material and to investigate what the main focus is in teachers' interventions during a Learning Design Sequence (LDS), based on a socio-cultural perspective. The results indicate that scaffolding were most common in the primary transformation unit and the most frequent type was procedural scaffolding, although all types of scaffolds; conceptual, metacognitive, procedural, strategic, affective and technical scaffolding occurred in all parts of a learning design sequence. In this study most of the teachers and students, think that using digital educational material requires more and other forms of scaffolding and concerning teacher interventions teachers interact both supportively and restrictively according to students' learning process. Reasons for that are connected to the content of the intervention and whether teachers intervene together with the stud...

unit”, the focus is on how student search for and The analysis is also made according to the LDS model below. Within our research group we have constructed a model which we refer to as an LDS — Learning Design Sequence. An LDS contains everything from the start of a learning sequence until the end, when students’ work is finished, including presentations and assessment. It can be a two hour lesson in physics but also a long sequence in social studies which reaches over a whole semester. An LDS is framed by the institutional norms among the teachers and students the intentions in the curriculum and by the resources for learning which are available (left). It is also framed by the interest, group climate and patterns of social interactions (above). Focus in the model is how knowledge is created and reshaped in the process of learning. In the “Primary information

Research paper thumbnail of Scaffolding and interventions between students and teachers in a Learning Design Sequence

Scaffolding and interventions between students and teachers in a Learning Design Sequence

Psicologia Escolar e Educacional ( …, 2007

The aims of this paper are to develop knowledge about scaffolding when students in Swedish school... more The aims of this paper are to develop knowledge about scaffolding when students in Swedish schools use digital educational material and to investigate what the main focus is in teachers' interventions during a Learning Design Sequence (LDS), based on a socio-cultural perspective. The results indicate that scaffolding were most common in the primary transformation unit and the most frequent type was procedural scaffolding, although all types of scaffolds; conceptual, metacognitive, procedural, strategic, affective and technical scaffolding occurred in all parts of a learning design sequence. In this study most of the teachers and students, think that using digital educational material requires more and other forms of scaffolding and concerning teacher interventions teachers interact both supportively and restrictively according to students' learning process. Reasons for that are connected to the content of the intervention and whether teachers intervene together with the students or not.