Eva Wennås Brante
Biographic Data
| ID | 6508962 |
|---|---|
| NAME | Eva Wennås Brante |
| GIVEN NAMES | Eva Wennås |
| FAMILY NAME | Brante |
| SIGNATURE | BRANTE E W |
| AFFILIATIONS | Malmö University |
| ORCID | 0000-0003-1923-4328 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 22 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Interacting with a screen – the deprivation of the ‘teacher body’ during the Covid-19 Pandemic
Due to the outbreak of the Covid-19 pandemic in 2020, teacher educators had to change the delivery mode of their teaching to online environments. In this article, we explore the changes and challenges to teacher educators’ professional practices during emergency remote teaching. Since teacher educators act as both teachers, peers and role models to their students, their professional practices involve the teaching of how to be a professional body,…
Pre-service teachers’ conceptions of online learning in emergency distance education
Internet? That’s an app you can download”. First-graders use linguistic resources to describe internet and digital information
Given young children’s frequent use of the internet and the expectations formulated in policy documents such as the Swedish national curriculum, teachers need to promote critical awareness about information found online, even in the earliest years of schooling. Responding to the need for more information about how first-graders understand the internet, we report on findings from focus group interviews concerning what students in Grade 1 think the…
A framework of pre-service teachers’ conceptions about digital literacy
Citing as a sourcing practice
This study examined upper secondary school students’ citations of self-selected online sources in their essays. Students (n = 140) conducted online inquiry about either effects of social media on people’s quality of life (SM) or allowance of genetic manipulation of organisms (GMO). Students, working either individually or in pairs, explored online sources with the help of a graphic organizer, after which they composed their essays. To capture the…
Teaching Sourcing in Upper Secondary School
In this quasi‐experimental study, the authors examined the effects of an intervention designed to teach upper secondary school students to take source information, such as author expertise, into consideration when selecting, processing, and using textual resources to complete particular multiple‐document literacy tasks. The intervention centered on a contrasting cases approach framed by authentic curriculum‐based classroom activities and was impl…
Sourcing in Text Comprehension
Task‐Oriented Learning With Multiple Documents
This study investigated the effects of author expertise and content relevance on Norwegian secondary school students’ ( n = 190) selection, processing, and use of multiple documents. Participants were presented with documents that pertained to more or less familiar topics, and received brief instructions that highlighted the importance of source credibility or content relevance, whereas those in a control group just received a general task instru…
What is discerned in teachers’ expressions about planning?—Similarities and differences between teachers from Sweden and Hong Kong
The aim of this study is to find out what teachers say their primary focus is when planning to teach an object of learning. The study is carried out in two different cultural contexts, Sweden and Hong Kong, and based on the framework of variation theory, which has a two-fold focus, namely both what teachers do and what students learn at school. Fifteen semi-structured open-ended interviews were conducted with nine Swedish and six Hong Kong teache…
Task‐Oriented Learning With Multiple Documents
This study investigated the effects of author expertise and content relevance on Norwegian secondary school students’ ( n = 190) selection, processing, and use of multiple documents. Participants were presented with documents that pertained to more or less familiar topics, and received brief instructions that highlighted the importance of source credibility or content relevance, whereas those in a control group just received a general task instru…
Teaching Sourcing in Upper Secondary School
In this quasi‐experimental study, the authors examined the effects of an intervention designed to teach upper secondary school students to take source information, such as author expertise, into consideration when selecting, processing, and using textual resources to complete particular multiple‐document literacy tasks. The intervention centered on a contrasting cases approach framed by authentic curriculum‐based classroom activities and was impl…
Pre-service teachers’ conceptions of online learning in emergency distance education
What is discerned in teachers’ expressions about planning?—Similarities and differences between teachers from Sweden and Hong Kong
The aim of this study is to find out what teachers say their primary focus is when planning to teach an object of learning. The study is carried out in two different cultural contexts, Sweden and Hong Kong, and based on the framework of variation theory, which has a two-fold focus, namely both what teachers do and what students learn at school. Fifteen semi-structured open-ended interviews were conducted with nine Swedish and six Hong Kong teache…
Sourcing in Text Comprehension
Task‐Oriented Learning With Multiple Documents
This study investigated the effects of author expertise and content relevance on Norwegian secondary school students’ ( n = 190) selection, processing, and use of multiple documents. Participants were presented with documents that pertained to more or less familiar topics, and received brief instructions that highlighted the importance of source credibility or content relevance, whereas those in a control group just received a general task instru…
Teaching Sourcing in Upper Secondary School
In this quasi‐experimental study, the authors examined the effects of an intervention designed to teach upper secondary school students to take source information, such as author expertise, into consideration when selecting, processing, and using textual resources to complete particular multiple‐document literacy tasks. The intervention centered on a contrasting cases approach framed by authentic curriculum‐based classroom activities and was impl…
A framework of pre-service teachers’ conceptions about digital literacy
Citing as a sourcing practice
This study examined upper secondary school students’ citations of self-selected online sources in their essays. Students (n = 140) conducted online inquiry about either effects of social media on people’s quality of life (SM) or allowance of genetic manipulation of organisms (GMO). Students, working either individually or in pairs, explored online sources with the help of a graphic organizer, after which they composed their essays. To capture the…
Internet? That’s an app you can download”. First-graders use linguistic resources to describe internet and digital information
Given young children’s frequent use of the internet and the expectations formulated in policy documents such as the Swedish national curriculum, teachers need to promote critical awareness about information found online, even in the earliest years of schooling. Responding to the need for more information about how first-graders understand the internet, we report on findings from focus group interviews concerning what students in Grade 1 think the…
Pre-service teachers’ conceptions of online learning in emergency distance education
Interacting with a screen – the deprivation of the ‘teacher body’ during the Covid-19 Pandemic
Due to the outbreak of the Covid-19 pandemic in 2020, teacher educators had to change the delivery mode of their teaching to online environments. In this article, we explore the changes and challenges to teacher educators’ professional practices during emergency remote teaching. Since teacher educators act as both teachers, peers and role models to their students, their professional practices involve the teaching of how to be a professional body,…
Psychology (9 works) · Mathematics education (7 works) · Pedagogy (6 works) · Sociology (6 works) · Computer Science (5 works) · Educational Strategies and Epistemologies (4 works) · Education and Critical Thinking Development (3 works) · Epistemology (3 works) · Innovative Teaching and Learning Methods (3 works) · Linguistics (3 works)