Marie Nordmark
Högskolan Dalarna, Akademin Humaniora och medier, Faculty Member
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From theoretical understanding of New Literacy Studies and ecological perspective on literacy (Barton 1994/2010; Smidt 2002; Kress et al2005) this paper explore and discuss writing roles in fields ...
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Research aimTeacher students are important to study as they represent the next generation of teachers. This study investigates lesson plans made by vocational teacher students. More specifically, l ...
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Vi lever i ett digitaliserat samhalle dar anvandning av digitala verktyg, internet och sociala medier tas for givet, sa aven i skolan. Vad innebar da de reviderade skrivningarna i Lgr11 om digital ...
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Background: The educational policy is inclusive both in Finland and in Sweden. Still special educators are educated. They seem to work both in inclusive and in segregative ways. The more inclusive ...
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Understanding communication and identities in culturally diverse school settings in present day Sweden : empirical explorations from 3 different language profile schools in present day Sweden
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Vi lever i ett digitaliserat samhalle dar anvandning av digitala verktyg, internet och sociala medier tas for givet, sa aven i skolan. Vad innebar da de reviderade skrivningarna i Lgr11 om digital ...
Research topic: Our aim is to compare special teacher education curricula in two Nordic countries, look do they have inclusive elements and reflect the results with other countries.Theoretical fram ...
New patterns in code-switching? : Empirical explanations on adolescents 'emulate-switching' in a community of membership.
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The education of special teachers’ is seldom studied, and when it is examined, it is compared primarily with general teacher education. The written academic curricula reflect scientific, professional, social, and ethical values, goals,... more
The education of special teachers’ is seldom studied, and when it is examined, it is compared primarily with general teacher education. The written academic curricula reflect scientific, professional, social, and ethical values, goals, and competences in education, school and society. This study analyses the special teacher education (STE) curricula from six Finnish and seven Swedish universities. The results show that Finnish STE curricula consists of 60 credits over one year , while the Swedish curricula comprises 90 credits over 1.5 years. Finnish STE can be called a “combo degree,” which addressed various learning difficulties, and Swedish STE transformed it into a specialization, with five different options. Teaching practice is essential in Finnish education, but does not exists as such in Sweden. Inclusive elements are somewhat present in the curricula, often in the form of co-operation. The core contents in these two countries are discussed and compared.