Practice Based Educational Research (PER)
Members of the Practice Based Educational Research environment conduct research of clear relevance to those working in schools, preschools and after-school centres. We work to develop sustainable collaborations between researchers and educators in all types of schools. These research collaborations are regional, national and international.
The common research interest within PER is the different questions that various actors within the education system may ask themselves in their professional practice. Thus, the research has clear relevance not only for primary school, secondary school, after-school centres and preschool, but also for teacher training. Several of the environment's researchers are also deeply involved in JU's teacher training program.
Jesper Boesen, Research Leader of PER.
Themes
Researchers
Projects
Ongoing projects:
- MOST – Meaningful Open Schooling Connects Schools To Communities
- Professionsdriven skolutveckling med fokus på förskolan och förskoleklass
- ULF – Praktiknära skolforskning
Finished projects:
- GEM
Publications
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Sjöberg, J., Blom, K., Rostedt, J. (2023). Nyfiken på MKV-doktoranden Annika W!: Avsnitt 17 av HLKs doktorandpodd.
Jönköping: Högskolan för lärande och kommunikations doktorandorganisation, Jönköping University
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Sjöberg, J., Blom, K., Rostedt, J. (2023). Vara på konferens om rädsla och vad gör andra doktorander?: Avsnitt 16 av HLKs doktorandpodd.
Jönköping: Högskolan för lärande och kommunikations doktorandorganisation, Jönköping University
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Sjöberg, J., Blom, K., Rostedt, J. (2023). Balans mellan undervisning och forskning + besök av prof. Tobias Samuelsson! Doktorandpodd@HLK: Avsnitt 15 av HLKs doktorandpodd.
Jönköping: Högskolan för lärande och kommunikations doktorandorganisation, Jönköping University
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Godhe, A. (2023). Swedish teachers' digital competence: infrastructures for teaching and working.
In: S. Willermark, A. D. Olofsson, J. O. Lindberg (Ed.), Digitalization and Digital Competence in Educational Contexts: A Nordic Perspective from Policy to Practice (pp. 194-206). Taylor & Francis
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Wernholm, M., Hvit Lindstrand, S., Kjällander, S. (2023). Barns hybrida lek i förskolan.
Utbildning och Lärande / Education and Learning 17(4), 105-122
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Elofsson, J., Ekdahl, A. (2023). Supporting or restricting mathematical communication and reasoning in teaching 6-year olds.
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Ekdahl, A. (2023). 6-year-olds’ different ways of reasoning about a larger collection of items.
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Kullberg, A., Ekdahl, A. (2023). To see the yet unseen – “critical aspects” as a key to developing teaching and students’ learning.
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Rostedt, J. (2023). Traces of children’s agency in preschool; teacher’s out-of-classroom planning work.
European Early Childhood Education Research Association (EECERA)
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Bäcklund, J. (2023). Teaching and Learning in the 21st century – Classrooms in 2022 with a focal point on digital tools.
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Schmidt, C., Molin, L. (2023). Paradoxes of access to equity: multilingual primary school classroom practices.
Language and Education
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Almgren White, A., Sundberg, S. (2023). Creative play sculptures from a sustainable and intermedial perspective.
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Öhman, C. (2023). Parental participation in preschool teaching – An aspect of democracy.
European Early Childhood Education Research Association (EECERA)
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Graven, M., Venkat, H. (2023). SAARMSTE's role in building and connecting Early Grade Mathematics research: A review of SAARMSTE Proceedings 2003-2022.
Taylor & Francis
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Godhe, A. (2023). Teachers’ experience of the breakdown of infrastructures during the pandemic.
Education and Information Technologies
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