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Andersson, Per, ProfessorORCID iD iconorcid.org/0000-0003-1194-9708
Publications (10 of 184) Show all publications
Colliander, H., Ahn, S.-e. & Andersson, P. (2018). Actions and Conceptions: Exploring Initial Literacy Teaching Practice for Adults. Journal of Language, Identity & Education, 17(5), 306-319
Open this publication in new window or tab >>Actions and Conceptions: Exploring Initial Literacy Teaching Practice for Adults
2018 (English)In: Journal of Language, Identity & Education, ISSN 1534-8458, E-ISSN 1532-7701, Vol. 17, no 5, p. 306-319Article in journal (Refereed) Published
Abstract [en]

Given that it is a delicate task to meet the educational needs of adult emergent readers in a second language setting, this study serves to explore the teaching practice of teachers working with Low Educated Second Language and Literacy Acquisition learners. Based on a situated learning perspective, data from 16 lesson observations of nine teachers is analysed. The findings show that teachers initiate and negotiate learning activities, strive to get the students to understand words and other symbols, facilitate participation within and outside the classroom and negotiate the acceptable student behaviour. These findings suggest that LESLLA teaching and learning is a particular practice, where the teachers actions are intertwined with those of the learners and with the teachers’ conceptions of the learners. In that way, the teachers’ actions do not only speak of the learners, but also on their own professional identity.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Second language teaching, language and literacy, teacher Identity, communities of practice
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-147740 (URN)10.1080/15348458.2018.1465344 (DOI)000446219400003 ()
Available from: 2018-05-08 Created: 2018-05-08 Last updated: 2018-10-17Bibliographically approved
Andersson, P. & Köpsén, S. (2018). Aktuella kunskaper i undervisningsämnet: En utmaning för yrkesläraren (1ed.). In: Maria Gustavsson och Susanne Köpsén (Ed.), Yrkesutbildning: Mellan skola och arbetsliv (pp. 119-135). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Aktuella kunskaper i undervisningsämnet: En utmaning för yrkesläraren
2018 (Swedish)In: Yrkesutbildning: Mellan skola och arbetsliv / [ed] Maria Gustavsson och Susanne Köpsén, Lund: Studentlitteratur AB, 2018, 1, p. 119-135Chapter in book (Other academic)
Abstract [sv]

Yrkeslärare är en grupp som befinner sig i en speciell situation jämfört med andra lärarkategorier. De har en bakgrund i ett annat yrke, och samtidigt som de har blivit lärare är de fortfarande i många fall tätt knutna till sitt tidigare yrke. Det vill säga att de har ett ”grundyrke” som de utbildat sig till och jobbat inom innan de blev lärare, och för vilket de nu utbildar nästa generation yrkesverksamma. Som yrkeslärare förväntas de vara kunniga inom yrkesområdet de utbildar för, men för att hålla sig uppdaterade i sitt grundyrke behöver de möjligheter till kontinuerlig kompetensutveckling av olika slag.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018 Edition: 1
Keywords
yrkeslärare, yrkesämne, kompetensutveckling
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-148716 (URN)9789144121413 (ISBN)
Projects
Teachers’ development of subject knowledge – a study of vocational teachers’ competence development in their vocational subjects
Funder
Swedish Research Council, 2013-2378
Available from: 2018-06-18 Created: 2018-06-18 Last updated: 2018-06-26
Köpsén, S. & Andersson, P. (2018). Arbetsplatsförlagt lärande: Även för yrkeslärare (1ed.). In: Maria Gustavsson och Susanne Köpsén (Ed.), Yrkesutbildning: Mellan skola och arbetsliv (pp. 137-153). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Arbetsplatsförlagt lärande: Även för yrkeslärare
2018 (Swedish)In: Yrkesutbildning: Mellan skola och arbetsliv / [ed] Maria Gustavsson och Susanne Köpsén, Lund: Studentlitteratur AB, 2018, 1, p. 137-153Chapter in book (Other academic)
Abstract [sv]

Elevernas arbetsplatsförlagda lärande, apl, är en del av yrkesutbildningen som på olika sätt också berör de flesta yrkeslärare. Detta kapitel har som utgångspunkt att lyfta fram hur elevernas apl kan utgöra tillfälle för lärande även för yrkeslärare. Yrkeslärarnas ansvar för och samordning av apl kan utföras på olika sätt och under olika förutsättningar, vilket kan skapa möjligheter för yrkeslärares lärande. Det handlar om hur skolan organiserar lärarnas arbetsuppgifter i samband apl och hur yrkeslärarna kan, och väljer att, genomföra dessa arbetsuppgifter.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018 Edition: 1
Keywords
yrkeslärare, yrkesämne, kompetensutveckling, lärande i arbete, arbetsplatsförlagd lärande, gränsövergångar
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-148718 (URN)9789144121413 (ISBN)
Projects
Teachers’ development of subject knowledge – a study of vocational teachers’ competence development in their vocational subjects
Funder
Swedish Research Council, 2013-2378
Available from: 2018-06-18 Created: 2018-06-18 Last updated: 2018-06-26
Tsagalidis, H. & Andersson, P. (2018). Bedömning av yrkeskunnande (1ed.). In: Maria Gustavsson, Susanne Köpsén (Ed.), Yrkesutbildning: Mellan skola och arbetsliv (pp. 173-194). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Bedömning av yrkeskunnande
2018 (Swedish)In: Yrkesutbildning: Mellan skola och arbetsliv / [ed] Maria Gustavsson, Susanne Köpsén, Lund: Studentlitteratur AB, 2018, 1, p. 173-194Chapter in book (Other academic)
Abstract [sv]

Det finns en mängd olika sammanhang där yrkeskunnande bedöms i utbildning och arbetsliv, med bedömningspraktiker som på olika sätt påverkar dagens yrkesutbildning såväl som rekrytering till och kompetensutveckling inom arbetslivet. Syftet med detta kapitel är att belysa olika former för kunskapsbedömning och diskutera vilka konsekvenser dessa får för yrkesutbildningen, yrkeslärarens arbete och deltagarnas lärande. De bedömningspraktiker vi tar upp är hämtade från yrkesutbildning, yrkestävlingar, branschbedömningar samt validering, och vi diskuterar hur dessa kan relateras till skola och arbetsliv.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018 Edition: 1
Keywords
bedömning, yrkesutbildning, yrkestävlingar, branschbedömning, validering
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-148626 (URN)978-91-44-12141-3 (ISBN)
Available from: 2018-06-15 Created: 2018-06-15 Last updated: 2018-06-15Bibliographically approved
Köpsén, S. & Andersson, P. (2018). Boundary processes in connection with students' workplace learning: Potentials for VET teachers' continuing professional development. Nordic Journal of Vocational Education and Training, 8(1), 58-75
Open this publication in new window or tab >>Boundary processes in connection with students' workplace learning: Potentials for VET teachers' continuing professional development
2018 (English)In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 8, no 1, p. 58-75Article in journal (Refereed) Published
Abstract [en]

This article reports on VET teachersᅵ engagements in boundary processes between schools and workplaces in connection with studentsᅵ workplace learning, the conditions for such boundary processes, and how these activities may enable VET teachersᅵ continuing professional development (CPD). Thirty VET teachers have been interviewed and their replies have been analysed in a theoretical framework of situated learning. The VET teachers described two main forms of boundary processes: boundary encounters and brokering by VET students. These processes support the occupational learning of VET teachers to different degrees. Teachersᅵ access to the workplace and their engagement and involvement in work and social interactions influence the potential for learning. Structural factors in school practices determine the nature of the boundary processes experienced by VET teachers and hence, the conditions for VET teachersᅵ CPD.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2018
Keywords
Vocational education and training, vocational teachers, continuing professional development, boundary processes, workplace learning
National Category
Learning Pedagogical Work Pedagogy
Identifiers
urn:nbn:se:liu:diva-146229 (URN)10.3384/njvet.2242-458X.188158 (DOI)
Projects
Teachers’ development of subject knowledge – a study of vocational teachers’ competence development in their vocational subjects
Funder
Swedish Research Council, 2013-2378
Available from: 2018-04-04 Created: 2018-04-04 Last updated: 2018-04-04Bibliographically approved
Andersson, P., Hellgren, M. & Köpsén, S. (2018). Factors influencing the value of CPD activities among VET teachers. International Journal for Research in Vocational Education and Training, 5(2), 140-164
Open this publication in new window or tab >>Factors influencing the value of CPD activities among VET teachers
2018 (English)In: International Journal for Research in Vocational Education and Training, ISSN 2197-8638, E-ISSN 2197-8646, Vol. 5, no 2, p. 140-164Article in journal (Refereed) Published
Abstract [en]

Context: Teachers in vocational education and training (VET teachers) have specific conditions for their continuing professional development (CPD). They have a background in an initial occupation, in which they now teach and train the next generation. Thus, as VET teachers, they are expected to master the knowledge and skills of that occupa- tion, even if they have now crossed the boundary from the community of their initial occupation to the community of the school. This study explores the perceived values among VET teachers of different activities that may contribute to their CPD in teaching subjects/initial occupations. The study examines VET at the upper secondary level in Sweden. Here, the VET teachers have the main responsibility for students’ vocational learning in the vocational subjects, including the work-based parts. In the latter parts, the teachers are supplemented by supervisors at the workplace.

Approach: We argue for the duality of a VET teacher identity with a professional competence that comprises two intertwined parts – teaching skills, and knowledge of the teaching subjects based in the teachers’ initial occupations. Our study is based on a situated learning perspective, and the empirical findings particularly concern values created from learning through participation and boundary crossing. CPD activities typi- cally include some form of participation in and/or boundary crossing between school and work-life practices. In the analysis we also include the possible influence of institutional, situational, and dispositional drivers and barriers for participation in different activities. The research question was: what factors can explain the variation in perceived values created by participation in different CPD activities among VET teachers? The study was conducted as a survey of 886 Swedish VET teachers. Focus was put on the values created through different types of activity, values for the teachers’ vocational knowledge, for networks in working life, and for teaching. The data were primarily analysed using logistic regression modelling.

Findings: Dispositional drivers, the teacher’s sex, and regular performance of the ac- tivity are important for the perceived value. The dispositional factor is the one most commonly retained, and it has a consistently positive effect. Factors such as educa- tional background and vocational training have weaker influence, which suggests that individual driving factors are important when VET teachers assess the value of CPD activities.

Conclusions: The study covers a general challenge for VET teachers, but is of particular relevance in systems with a high degree of school-based VET, full-time employed VET teachers, and VET teachers who are responsible for students’ vocational learning. Here, the values for vocational knowledge, for networks, and for teaching that are created through different activities are important for the VET teacher identity. They are also interrelated, and together they provide professional development in relation to the initial occupation, and for the occupation as a vocational teacher.

Keywords
VET, Vocational Education and Training, Continuing Professional Devel- opment, Value Creation, Vocational Teachers, Staff Development
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-150627 (URN)10.13152/IJRVET.5.2.4 (DOI)
Projects
Teachers’ development of subject knowledge – a study of vocational teachers’ competence development in their vocational subjects
Funder
Swedish Research Council, 2013-2378
Available from: 2018-08-30 Created: 2018-08-30 Last updated: 2018-09-07
Mårtensson, Å., Nyström, S. & Andersson, P. (2018). Handledare på arbetsplatserna (1ed.). In: Maria Gustavsson, Susanne Köpsén (Ed.), Yrkesutbildning: Mellan skola och arbetsliv (pp. 155-171). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Handledare på arbetsplatserna
2018 (Swedish)In: Yrkesutbildning: Mellan skola och arbetsliv / [ed] Maria Gustavsson, Susanne Köpsén, Lund: Studentlitteratur AB, 2018, 1, p. 155-171Chapter in book (Other academic)
Abstract [sv]

De handledare som yrkeselever möter under det arbetsplatsförlagda lärandet (apl) är viktiga för lärandets kvalitet på arbetsplatsen, och hur samarbetet mellan skolan och arbetsplatsen utvecklas. Kapitlet fokuserar på handledare på arbetsplatser och hur deras handledning stödjer elevers lärande på arbetsplatsen inom ramen för yrkesutbildning. Vi utgår från aktuell forskning kring handledning för att diskutera de didaktiska och pedagogiska överväganden som handledare kan behöva göra för att stödja elevers lärande under apl.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018 Edition: 1
Keywords
handledare, handledning, arbetsplatsförlagt lärande, yrkesutbildning
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-148627 (URN)978-91-44-12141-3 (ISBN)
Available from: 2018-06-15 Created: 2018-06-15 Last updated: 2018-06-15
Andersson, P. & Köpsén, S. (2018). VET teachers’ continuing professional development for industry currency in the initial occupations. In: : . Paper presented at Vocational Education & Training: Emerging Issues. VOICES FROM RESEARCH. VII International Conference & Research Workshop, Stockholm, May 7–8, 2018 (pp. 1-11).
Open this publication in new window or tab >>VET teachers’ continuing professional development for industry currency in the initial occupations
2018 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

Swedish VET was included in extensive school reforms in the early 2010s. However, VET teachers were not particularly involved in these reforms. They have also been relatively invisible in initiatives concerning teachers’ continuing professional development (CPD). Therefore, a project was initiated to explore teachers’ CPD concerning vocational knowledge and industry currency of competence from their initial occupations. The project applied a situated perspective on learning, identity, and boundary relations and processes. There were three parts: Analyses of participation in a national initiative, to let teachers up-date their vocational knowledge, e.g. through practicum in a workplace; a survey, with responses from 886 teachers concerning CPD activities related to their initial occupations; and interviews with 30 teachers.

 

10% of all VET teachers participated in the national initiative during its two first years. The most common activities identified in the survey were reading vocation-related texts, study visits in workplaces, and work with students’ workplace learning. The survey also showed what values these activities created in terms of teachers’ vocational knowledge, networks, and development of teaching. The interviews showed the value of varying school-workplace boundary processes. Work with workplace learning, study visits, skills competitions, and other industry arrangements, created CPD opportunities and networks.

Keywords
vocational teachers, initial occupation, continuing professional development, boundary processes, industry currency
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-147727 (URN)
Conference
Vocational Education & Training: Emerging Issues. VOICES FROM RESEARCH. VII International Conference & Research Workshop, Stockholm, May 7–8, 2018
Projects
Teachers’ development of subject knowledge – a study of vocational teachers’ competence development in their vocational subjects
Funder
Swedish Research Council, 2013-2378
Available from: 2018-05-08 Created: 2018-05-08 Last updated: 2018-05-17Bibliographically approved
Köpsén, S. & Andersson, P. (2017). Reformation of VET and demands on teachers’ subject knowledge: Swedish vocational teachers’ recurrent participation in a national CPD initiative. Journal of Education and Work, 30(1), 69-83
Open this publication in new window or tab >>Reformation of VET and demands on teachers’ subject knowledge: Swedish vocational teachers’ recurrent participation in a national CPD initiative
2017 (English)In: Journal of Education and Work, ISSN 1363-9080, E-ISSN 1469-9435, Vol. 30, no 1, p. 69-83Article in journal (Refereed) Published
Abstract [en]

This study investigates continuing professional development (CPD) of vocational teachers, with a focus on recurrent participation. Vocational teachers need to be competent as teachers and in relation to their vocational teaching subject. Reformation of Swedish vocational education in order to strengthen the working-life connection imposes demands on teachers to have up-to-date knowledge about the vocations related to their vocational subjects. To support the reform, vocational teachers have been o ered to participate in a new national CPD initiative targeting their vocational competence. The study concerns participation in this initiative. Drawing on a socio-cultural perspective, vocational teachers’ CPD implies boundary- crossing between school and working-life. Theory concerning adults’ participation in education is considered relevant to understand conditions for such boundary-crossing, and learning, among vocational teachers. The article speci cally investigates patterns in vocational teachers’ recurrent participation, which is expected to clarify the factors in uencing further participation in professional development. The strongest predictor of recurrent participation, when adjusting for the in uence of other factors, is the type of municipality that the teacher comes from, with low populated municipalities having the lowest likelihood of participation. Furthermore, recurrent participation is more likely by participating teachers from adult education or from privately owned schools, and by male teachers. 

Place, publisher, year, edition, pages
Routledge, 2017
Keywords
Vocational teachers; continuing professional development; dual professionalism; sociocultural theory; vocational subject
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-123503 (URN)10.1080/13639080.2015.1119259 (DOI)000391127100006 ()2-s2.0-84950108279 (Scopus ID)
Projects
Teachers’ development of subject knowledge – a study of vocational teachers’ competence development in their vocational subjects
Funder
Swedish Research Council, 2013-2378
Available from: 2015-12-21 Created: 2015-12-21 Last updated: 2017-12-01Bibliographically approved
Bernhard, D. & Andersson, P. (2017). Swedish Folk High Schools and Inclusive Education. Nordic Studies in Education, 37(2), 87-102
Open this publication in new window or tab >>Swedish Folk High Schools and Inclusive Education
2017 (English)In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 37, no 2, p. 87-102Article in journal (Refereed) Published
Abstract [en]

This article focuses on Swedish folk high schools’ participants with disabilities, and their learning environment within adult education. Facilitating factors are presented and discussed, as well as developmental factors regarding the adjustment of the learning environment. The basis for this empirical study is data from Statistics Sweden and a self-designed online questionnaire with respondents representing the folk high schools (N=212). Theoretical reference is given to concepts such as adult education and inclusive education. The results show there are an increased number of participants with disabilities in Swedish folk high schools. Furthermore, the study emphasizes the meaning of pedagogics with a personalized, individualized approach, and highlights a need for further education of adult educators about disability. The conclusion is that a stronger inclusive-education perspective with focus on learners’ diversity reflects only one side of practice, as this practice is also challenged by welfare system-steered processes that may conflict with an ideal of adult education as empowerment.

Place, publisher, year, edition, pages
Oslo: Idunn, Universitetsforlaget, 2017
Keywords
Folk high school, adult education, disability, inclusion, inclusive education, special needs, learning environment
National Category
Pedagogy Didactics Learning
Identifiers
urn:nbn:se:liu:diva-139773 (URN)10.18261/issn.1891-5949-2017-02-03 (DOI)
Available from: 2017-08-15 Created: 2017-08-15 Last updated: 2017-08-16Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1194-9708

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