Pernilla Nilsson
Dados Biográficos
| ID | 5877201 |
|---|---|
| NOME | Pernilla Nilsson |
| PRENOMES | Pernilla |
| SOBRENOME | Nilsson |
| ASSINATURA | NILSSON P |
| AFILIAÇÕES | Halmstad University |
| ORCID | 0000-0001-5283-7038 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 7 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2010 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 1 |
Building teacher knowledge and identity– career changers ́ transition into teaching through a short teacher education programme
High-quality teacher education plays a crucial role in the development of successful educational systems around the world. However, educational systems face challenges in relation to attracting and retaining excellent teachers. To meet teacher shortage, the Swedish government introduced alternative programmes that are more flexible than traditional teacher education. This paper aims to analyse a one-year governmental teacher education initiative …
Tools for Learning—Promoting Reflection for Student Teachers' Development of PCK
This paper investigates how the coherent integration of three different tools for reflection during a science methods course can contribute to student teachers' planning and enactment of science teaching, that is, their development of pedagogical content knowledge (PCK). The Refined Consensus Model (RCM) is used as a theoretical lens for conceptualizing links between teaching practice and the development of PCK. The results show how the student t…
Surviving or thriving? Exploring school leaders’ perception of initiated digital transformation
The global pandemic, COVID-19 shattered everyday life as we know it and disrupted education globally.In this study, we explore an initiated digital transformation accelerated by the pandemic from school leaders' perspectives in the context of Swedish high schools.The data consists of a questionnaire with 105 school leaders containing both fixed and open-ended response types.The results reveal significant differences in school leaders' views on ho…
The Refined Consensus Model of Pedagogical Content Knowledge in Science Education
Teaching together and learning together – Primary science student teachers’ and their mentors’ joint teaching and learning in the primary classroom
Teaching together and learning together – Primary science student teachers’ and their mentors’ joint teaching and learning in the primary classroom
The Refined Consensus Model of Pedagogical Content Knowledge in Science Education
Surviving or thriving? Exploring school leaders’ perception of initiated digital transformation
The global pandemic, COVID-19 shattered everyday life as we know it and disrupted education globally.In this study, we explore an initiated digital transformation accelerated by the pandemic from school leaders' perspectives in the context of Swedish high schools.The data consists of a questionnaire with 105 school leaders containing both fixed and open-ended response types.The results reveal significant differences in school leaders' views on ho…
Building teacher knowledge and identity– career changers ́ transition into teaching through a short teacher education programme
High-quality teacher education plays a crucial role in the development of successful educational systems around the world. However, educational systems face challenges in relation to attracting and retaining excellent teachers. To meet teacher shortage, the Swedish government introduced alternative programmes that are more flexible than traditional teacher education. This paper aims to analyse a one-year governmental teacher education initiative …
Tools for Learning—Promoting Reflection for Student Teachers' Development of PCK
This paper investigates how the coherent integration of three different tools for reflection during a science methods course can contribute to student teachers' planning and enactment of science teaching, that is, their development of pedagogical content knowledge (PCK). The Refined Consensus Model (RCM) is used as a theoretical lens for conceptualizing links between teaching practice and the development of PCK. The results show how the student t…
Pedagogy (5 obras) · Psychology (5 obras) · Mathematics education (4 obras) · Collaborative Teaching and Inclusion (2 obras) · Computer Science (2 obras) · Education and Technology Integration (2 obras) · Political science (2 obras) · Science education (2 obras) · Sociology (2 obras) · Teacher education (2 obras)