Profiles

Foto: Clément Morin

Ylva Ståhle

Universitetslektor

Visa sidan på svenska
Works at Department of Education
Telephone 08-120 763 12
Email ylva.stahle@edu.su.se
Visiting address Frescativägen 54
Room 1717
Postal address Institutionen för pedagogik och didaktik 106 91 Stockholm

About me

Ylva Ståhle is a senior lecturer at the Department of Education, Stockholm University, Sweden. She is also Deputy Head of the Department of Education with responsibility for teacher training and external programs. 

Teaching

Ylva Ståhle's teaching covers Teachers training and Principal training program. 

Research

Ylva Ståhle is a member of the Cultures of Knowledge and Teaching Practices research group. Her research interest focuses how teaching as well as School leadership can promote learning and knowledge, various aspects of teachers' work and self-regulating teaching practices. A further interest is school development for teaching and learning, where researchers and teachers collaborate in praxis-developing projects, for instance in Lesson/Learning Studies.

Publications

A selection from Stockholm University publication database
  • 2019. Ylva Ståhle, Margareta Aspán.

    This article explores Swedish students’ perspectives on being new to teacher education and what challenges they meet. Nineteen students were interviewed in three focus groups. The analytical framework draws on the theory of situated learning and the concept of enculturation, and the empirical data have been categorized through a thematic content analysis, which revealed two qualitatively different categories of challenges: as academic student, and as trainee teacher. Conclusively, the study shows how the education can support or obstruct the enculturation into the educational practices. Conceiving such hinders can facilitate the students’ understanding of both the studies and their future profession.

  • 2018. Eva Svärdemo Åberg, Maria Calissendorff, Ylva Ståhle. Utbildning och Lärande / Education and Learning 12 (2), 7-23

    This study explored how scientifically based working methods were represented in upper-secondary school diploma projects and how these texts can be understood in relation to preparation for higher education. The empirical material was collected from three upper-secondary schools in Sweden. The data consisted of 54 upper-secondary school diploma projects with a pass grade. The theoretical framework drew on new literacy studies and on a design theoretical perspective. Initially, the diploma projects was examined on the basis of six science-specific criteria. Subsequently the projects were analysed to determine which representations of scientifically based working methods were made salient within the composition of the texts. The result showed that purpose formulations and questions, delimitations and source criticism and presentation of results with the support of different types of source texts were represented in the diploma projects. Scientific quality in the form of theoretical connection, theory and method knowledge and critical thinking was less prominent in upper-secondary school diploma projects.

  • 2018. Ylva Ståhle, Inger Eriksson. Att leda skolor med stöd i forskning, 157-189

    Syftet med kapitlet är att ge en bild av vad rektorer, några år efter införandet av den nya skollagen, har för uppfattningar av fenomenet att leda undervisning på vetenskaplig grund. Som underlag har vi intervjuat tio rektorer kring frågor som rör deras pedagogiska ledarskap. Inledningsvis ger vi en bakgrund till hur undervisning på vetenskaplig grund kan tolkas, samt redogör för rektorernas uppgifter och ansvar och de krav på kompetens som ställs på dem. Vidare ges några exempel på hur pedagogiskt ledarskap har definierats under senare år. Avslutningsvis presenteras resultaten av vår studie och vi ger därefter en framåtriktad diskussion utifrån dem.

Show all publications by Ylva Ståhle at Stockholm University

Last updated: March 27, 2019

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