Jag undervisar i kurser på grundlärarprogrammen och ämneslärarprogrammen.

 

I urval från Stockholms universitets publikationsdatabas

• Walking the Off- and On-line: Perceptions of Interaction and Development of Teaching and Learning Strategies

  2022. Mara Haslam, Oliver Smith, Ylva Sandberg. A Retrospective of Teaching, Technology, and Teacher Education During the COVID-19 Pandemic, 133-136

  Kapitel

  After the rapid shift in environment from in-person to online classes in 2020, and the shift back to the in-person environment in 2022, the authors reflect on their existing teaching and learning strategies in pre-serviceteacher education. Moving forward, the authors aimed to find out students’ and teachers’ experiences of these changes and what lessons have been learnt. To find out about these experiences a student survey was conducted to further investigate the teachers’ observations. Results from the survey suggested that students interacted with their teachers and peers differently in the two environments, and that different teaching and learning strategies were required in the two environments. Implications of the study are that forms of interactionfrom online environments may be useful in in-person environments, that learners may benefit from explicitteaching of strategies, and that there appears to be no one-size-fits-all solution; regardless of environment, teaching needs to include a wide variety of approaches.

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• Flipping the Classroom with Routine and Innovation

  2020. Mara Haslam, Oliver Smith, Ylva Sandberg. Teaching, Technology, and Teacher Education During the COVID-19 Pandemic, 465-472

  Kapitel

  This chapter discusses experiences with online teaching in pre-service teacher education. During a ten-week course for future primary school teachers of English in February-May 2020 a flipped classroom course design with seminars on campus was suddenly shifted to distance education. Our teacher response to the situation encompassed three main areas: increased flexibility, increased student autonomy, and development of innovative repertoires of formative assessment. Our recommendations include that teachers should look for ways to build on proven physical classroom strategies in the digital environment.

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