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

Special Needs Education

The research spotlight is directed at the opportunities and challenges that emerge in the work to create an equal and inclusive education for all children and students.

PER - Preschool Education Research

Preschool didactic research is part of the research conducted within the research environment. The group collaborates with preschools and other actors regionally, nationally and internationally.

MER - Mathematics Education Research

MER@JU is a creative and critical research group that focuses on developing knowledge about children's and young people's learning in mathematics and on how to create conditions for such learning. The relationship between learning and teaching has a central place.

SCL- Civic and Subject Literacy – Future Education

The theme Civic and Subject Literacy – Future Education (CSL) studies practices for teaching and learning. Focus is on the meaning of language for students’ learning in all subjects and/or integrated subjects’ content.

Researchers

See all PER Researchers here

Projects

Ongoing projects:

MOST – Meaningful Open Schooling Connects Schools To Communities
Professionsdriven skolutveckling med fokus på förskolan och förskoleklass
ULF – Praktiknära skolforskning

Finished projects:

Publications

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
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
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
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
Wernholm, M., Hvit Lindstrand, S., Kjällander, S. (2023). Barns hybrida lek i förskolan. Utbildning och Lärande / Education and Learning 17(4), 105-122
Elofsson, J., Ekdahl, A. (2023). Supporting or restricting mathematical communication and reasoning in teaching 6-year olds.
Ekdahl, A. (2023). 6-year-olds’ different ways of reasoning about a larger collection of items.
Kullberg, A., Ekdahl, A. (2023). To see the yet unseen – “critical aspects” as a key to developing teaching and students’ learning.
Rostedt, J. (2023). Traces of children’s agency in preschool; teacher’s out-of-classroom planning work. European Early Childhood Education Research Association (EECERA)
Bäcklund, J. (2023). Teaching and Learning in the 21st century – Classrooms in 2022 with a focal point on digital tools.
Schmidt, C., Molin, L. (2023). Paradoxes of access to equity: multilingual primary school classroom practices. Language and Education
Almgren White, A., Sundberg, S. (2023). Creative play sculptures from a sustainable and intermedial perspective.
Öhman, C. (2023). Parental participation in preschool teaching – An aspect of democracy. European Early Childhood Education Research Association (EECERA)
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
Godhe, A. (2023). Teachers’ experience of the breakdown of infrastructures during the pandemic. Education and Information Technologies

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