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Abstract
his study investigated how 60 teachers' in Swedish nurse education, in higher education, understood and taught internationalization. The teachers answered a self-administered questionnaire. A phenomenographic, contextual and content analysis approach was used. The results show that teachers were found to experience and understand internationalization in different ways, which could be related to two perspectives within their working context; an organizational didactic or an educational didactic. The findings imply the importance of reinforcing an understanding of internationalization in connection with a didactical theoretical awareness.
| Original language | English |
|---|---|
| Pages (from-to) | 529-546 |
| Journal | Scandinavian Journal of Educational Research |
| Volume | 48 |
| Issue number | 5 |
| DOIs | |
| Publication status | Published - 2004 |
Bibliographical note
This article is also a part of a disseration (Wihlborg, 2005).The information about affiliations in this record was updated in December 2015.
The record was previously connected to the following departments: Division of Nursing (Closed 2012) (013065000), Education (012013003)
Subject classification (UKÄ)
- Educational Sciences
- Health Sciences
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Dive into the research topics of 'Teachers’ Understanding of Internationalization as an Essential Part of Nursing Education in Sweden'. Together they form a unique fingerprint.Research output
- 1 Doctoral Thesis (compilation)
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A Pedagogical Stance on Internationalising Education An empirical study of Swedish nurse education from the perspectives of students and teachers
Wihlborg, M., 2005, Department of Education, Lund University. 216 p.Research output: Thesis › Doctoral Thesis (compilation)
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