Kristina Hellberg

Trajectories in teacher education: Recognising prior learning in practice

This article analyses the trajectories into teacher education of a group of child minders who are studying to become pre-school teachers. The specific focus is what impact their prior experiences and learning from pre-school have on their trajectories, and how these experiences and learning are recognised in the first year of teacher education. A situated learning perspective is applied, with a focus on participation and trajectories in the two communities of practice in which teacher education is situated – the university and the pre-school. The data consist of transcribed interviews with ten student teachers, and additional data are gathered from stakeholders in the program. The results show that prior experiences and learning are given implicit and indirect recognition. In the practice of the pre-school, the trajectory means a shift in identity, from child minder to student teacher and pre-school teacher. In the practice of the university, prior experiences and learning help students in their trajectories from peripheral to fuller participation.

Support for learning goes beyond academic support: Voices of students with Asperger’s disorder and attention deficit hyperactivity disorder

The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger’s disorder and attention deficit hyperactivity disorder and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through semi-structured interviews with 13 young adults aged between 20 and 29 years. A qualitative analysis, based on interpreting people’s experiences, was conducted by grouping and searching for patterns in data. The findings indicate that the participants experienced difficulties at school that included academic, social, and emotional conditions, all of which could influence learning. Support for learning included small groups, individualized teaching methods, teachers who cared, and practical and emotional support. These clusters together confirm the overall understanding that support for learning aligns academic and psychosocial support. In conclusion, academic support combined with psychosocial support at school seems to be crucial for learning among students with Asperger’s disorder and attention deficit hyperactivity disorder.

Internet Activities During Leisure A Comparison Between Adolescents With ADHD and Adolescents From the General Population

Objective: Adolescents’ leisure activities are increasingly focusing on Internet activities, and today, these coexist with traditional leisure activities such as sport and meeting friends. The purpose of the present study was to investigate leisure activities, particularly Internet activities, among boys and girls with ADHD, and compare these with boys and girls from the general population. The objective was also to explore how traditional leisure activities and Internet activities interrelate among adolescents with ADHD. Method: Adolescents with ADHD (n = 102) were compared with adolescents from the general population on leisure activities and Internet use. Results: Leisure activities among adolescents with ADHD tended to focus on Internet activities, particularly online games. Internet activities were broadening leisure activities among adolescents with ADHD, rather than being a substitute for traditional leisure activities. Conclusion: Internet activities may provide adolescents with ADHD accessible means of social interaction.

The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder

The aim was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger syndrome or attention deficit/hyperactivity disorder. This qualitative study was performed in Sweden and comprised interviews with 15 young adults recruited from community based day centres. Support influencing the process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. The overall understanding shows that the occupational transition process was a longitudinal one starting as early as in middle school, and continuing until the young adults obtained and were able to remain in employment or further education.

Vad är teknik? Pedagogers uppfattningar om och erfarenheter av teknik och teknikundervisning i förskolan

In recent years technology has become increasingly emphasized as educational content in the Swedish preschool, not the least with the introduction of the latest curriculum in 2010. Since preschool teachers have not had any formal technology education until just recently, it is of importance to investigate how they handle technology in the daily activities of the preschool. The purpose of this study is therefore to describe and analyze Swedish preschool teachers’ views and experiences of working with technology in the preschool, focusing on what opportunities and obstacles that they see. The data consists of transcripts from focus group interviews with sixteen teachers in two Swedish preschools, and the data was analyzed with open coding in a Grounded Theory tradition. The results show that when it comes to opportunities, the teachers consider technology to permeate all preschool activities, and the challenge here is rather to make technology visible. In terms of obstacles, the teachers are uncertain about what technology is and want to have more knowledge of technology themselves, for example, relevant concepts for various technologies or activities. They also need to know more about technology education in order to be able to educationally convey knowledge of technology to the children and to make the children conscious of the technology that surrounds them.

Preschool teachers’ views and experiences of working with technology in preschool

In recent years technology has become increasingly emphasized as educational content in the Swedish preschool, not the least with the introduction of the latest curriculum in 2010. Since preschool teachers have not had any formal technology education until just recently, it is of importance to investigate how they handle technology in the daily activities of the preschool. The purpose of this study is therefore to describe and analyze Swedish preschool teachers’ views and experiences of working with technology in the preschool, focusing on what opportunities and obstacles that they see. The data consists of transcripts from focus group interviews with sixteen teachers in two Swedish preschools, and the data was analyzed with open coding in a Grounded Theory tradition. The results show that when it comes to opportunities, the teachers consider technology to permeate all preschool activities, and the challenge here is rather to make technology visible. In terms of obstacles, the teachers are uncertain about what technology is and want to have more knowledge of technology themselves, for example, relevant concepts for various technologies or activities. They also need to know more about technology education in order to be able to educationally convey knowledge of technology to the children and to make the children conscious of the technology that surrounds them.

Vad är teknik? Pedagogers uppfattningar om och erfarenheter av teknik och teknikundervisning i förskolan : [What is technology? Preschool teachers' conceptions and experiences of technology and technology education in the preschool]

In recent years technology has become increasingly emphasized as educational content in the Swedish preschool, not the least with the introduction of the latest curriculum in 2010. Since preschool teachers have not had any formal technology education until just recently, it is of importance to investigate how they handle technology in the daily activities of the preschool. The purpose of this study is therefore to describe and analyze Swedish preschool teachers’ views and experiences of working with technology in the preschool, focusing on what opportunities and obstacles that they see. The data consists of transcripts from focus group interviews with sixteen teachers in two Swedish preschools, and the data was analyzed with open coding in a Grounded Theory tradition. The results show that when it comes to opportunities, the teachers consider technology to permeate all preschool activities, and the challenge here is rather to make technology visible. In terms of obstacles, the teachers are uncertain about what technology is and want to have more knowledge of technology themselves, for example, relevant concepts for various technologies or activities. They also need to know more about technology education in order to be able to educationally convey knowledge of technology to the children and to make the children conscious of the technology that surrounds them.