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Jonas von Reybekiel Trostek, Institutionen för pedagogik och didaktik, Stockholms universitet

Jonas von Reybekiel Trostek

Universitetslektor

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Arbetar vid Institutionen för pedagogik och didaktik
Telefon 08-16 15 73
E-post jonas.trostek@edu.su.se
Besöksadress Frescativägen 54
Rum 1707
Postadress Institutionen för pedagogik och didaktik 106 91 Stockholm

Undervisning

Currently, I teach at the Department of Education: 


Teorier om lärande, 5-7,5 hp (delkurs i Eleven i skolan)

Teorier om lärande och individens utveckling - kompletterande pedagogisk utbildning, 5 hp (ForskarKPU)

Livslångt lärande och utveckling, 7,5 hp

Fördjupningsarbete, 7,5 hp

Pedagogisk introduktionskurs, 15 hp

Didaktiska perspektiv på lärande, 7,5 hp (master)

Introduktion i vetenskapsteori och metodologi, 7,5 hp (master)

Examensarbete/Självständigt arbete 15-30 hp (avancerad/master)

Forskning

My research interest concerns students' learning processes in higher education. In my dissertation, I investigated and described how normativity is expressed in conceptual change and how individuals, in these processes, emerge as subjects in their interchange with the social environment.   

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • Jonas von Reybekiel Trostek. Scandinavian Journal of Educational Research

    Previous research on how students’ acceptance of emotionally charged theories relates to their understanding is based on the measurement of acceptance and understanding as two separate variables. As an alternative, the present study takes a qualitative approach with the aim of exploring what 24 upper secondary school students accept when they come to understand the concept of gender and how to justify gender-related statements. The results show how the students accept ideas about social structures, power, and emancipation, as well as ideas about essences, individual independence, and a natural order. As for their justifications, they accept ideals of equality and objectivity. By assuming that the ideas have positive connotations for the students, it becomes possible to understand them as engaged in negotiating norms that are brought to the fore in the interviews.

  • Jonas von Reybekiel Trostek.
  • 2016. Jonas R. Trostek. Scandinavian Journal of Educational Research 60 (4), 381-398

    Previous research on how students' acceptance of emotionally charged theories relates to their understanding is based on the measurement of acceptance and understanding as two separate variables. As an alternative, the present study takes a qualitative approach with the aim of exploring what 24 upper-secondary school students accept when they come to understand the concept of gender and how to justify gender-related statements. The results show how the students accept ideas about social structures, power, and emancipation, as well as ideas about essences, individual independence, and a natural order. As for their justifications, they accept ideals of equality and objectivity. By assuming that the ideas have positive connotations for the students, it becomes possible to understand them as engaged in negotiating norms that are brought to the fore in the interviews.

Visa alla publikationer av Jonas von Reybekiel Trostek vid Stockholms universitet

Senast uppdaterad: 23 mars 2018

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