Eva Heimdahl Mattson

Tuesday, July 25, 2017

From methods and concepts to triple learning processes in school, teacher education and research

Our latest article is now published in Nordic Studies in Education!

Tjernberg C. & Heimdahl Mattson, E. (2017). From methods and concepts to triple learning processes in school, teacher education and research. Nordic Studies in Education 39(1) 35-45. DOI: 10,18261/issn.1891-5949

ABSTRACT
In this article we examine and discuss how successful teachers develop professionally and relate this process to theory and practice. The paper elucidates some new aspects of an earlier longitudinal, praxis-oriented study in excellence that was carried out over a period of seven years in a nine-year Swedish compulsory school (Tjernberg, 2013). That case study was based on classroom observations and follow-up discussions to create consciousness of learning processes among the teachers and the researcher. According to the teachers in this study, the focus of pedagogical research is seldom on pedagogical practices, which means that they are not felt to be important. In contrast, the research is seen to be important if it has an inside perspective, using mutual and continuous communication between the students, themselves and the researcher. One main finding is that a researcher can contribute to theorising and putting into words the teachers’ pedagogical practices. At the same time the researcher is able to deepen her/his research on issues that arise from the teachers’ practices and knowledge. These two conditions are in turn necessary for the individual student to develop her/his proximal learning, which leads to further research questions. In this article the term triple learning process is used to describe this interaction.

KEYWORDS: professional development, theory and practice, praxis-oriented, interaction, learning process

Friday, December 16, 2016

Summary of our proudest scientific achievements of 2016

The article Inclusion in Practice: A Matter of School Culture (Tjernberg & Heimdahl Mattson, 2014) has ever since a couple of months back been ranked as the second most read article – with now almost 10.000 downloads – in European Journal of Special Needs Education at Taylor & Francis Online. Keep your eyes peeled for the follow-up article, which is currently in press and will be published in early 2017.

Tjernberg, C., & Heimdahl Mattson, E. (2014). Inclusion in practice: A matter of school culture. European Journal of Special Needs Education - Taylor and Francis online.
http://www.tandfonline.com/doi/full/10.1080/08856257.2014.891336

Tjernberg, C., & Heimdahl Mattson, E. (in press). From Methods and Concepts to Triple Learning Processes in School, Teacher Education and Research.

Wednesday, September 7, 2016

"Inclusion in practice: a matter of school culture" - FREE ACCESS

On account of the interest in our article Tjernberg, C. & Heimdahl Mattson, E. (2014) Inclusion in practice: a matter of school culture European Journal of Special Needs Education, 29, 2, 247-256 Routledge has now decided to reintroduce free access.

External link:
Tandfonline

Thursday, May 7, 2015

Class of 2015

Detta mail fick Catharina Tjernberg och jag från Routledge Education Journals den 17 februari 2015:

”Congratulations, your article, 'Inclusion in practice: a matter of school culture' published in European Journal of Special Needs Education, was the journal's Most Read article throughout 2014. We have taken the Most Read article throughout 2014 from all of our education journals to establish a collection called the 'Class of 2015' These articles have been made free for the year and will be promoted until the end of 2015.”

Volymen innehåller flera intressanta artiklar i utbildningsvetenskap!

Tjernberg, C., & Heimdahl Mattson, E. (2014) Inclusion in practice: a matter of school culture. European Journal of Special Needs Education, 29, 2, 247-256.

Tillgänglig på: www.tandfonline.com/doi/full/10.1080/08856257.2014.891336

Sunday, February 15, 2015

Skriv! Les! Nordisk forskningskonferens

Inkludering i praktiken - en fråga om skolkultur är titeln på det abstrakt som Catharina Tjernberg och jag fått antaget till Skriv! Les! Nordisk forskningskonferens om läsning, skrivning och litteracy 18-20 maj 2015 i Stavanger.