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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, 69-83 p.Article 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
Keyword
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, 87-102 p.Article 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
Keyword
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
Mårtensson, Å. & Andersson, P. (2017). Tid för handledning. In: Andreas Fejes, Viveca Lindberg & Gun-Britt Wärvik (Ed.), Yrkesdidaktikens mångfald: (pp. 125-138). Stockholm: Lärarförlaget.
Open this publication in new window or tab >>Tid för handledning
2017 (Swedish)In: Yrkesdidaktikens mångfald / [ed] Andreas Fejes, Viveca Lindberg & Gun-Britt Wärvik, Stockholm: Lärarförlaget , 2017, 125-138 p.Chapter in book (Refereed)
Abstract [sv]

I gymnasial yrkesutbildning ingår arbetsplatsförlagt lärande som en del av utbildningen. Detta innebär att utbildningen under kortare eller längre perioder är förlagd till en arbetsplats, där yrkeseleven deltar och utvecklar sitt yrkeskunnande med stöd av en handledare som har sin anställning på denna arbetsplats. I detta kapitel diskuteras den handledning som äger rum i detta sammanhang, ur handledarens perspektiv. Kapitlet bygger på en studie där handledare på förskolor, som handleder elever från gymnasieskolans barn- och fritidsprogram, har intervjuats.

Place, publisher, year, edition, pages
Stockholm: Lärarförlaget, 2017
Keyword
handledning, yrkesutbildning, arbetsplatsförlagt lärande
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-143692 (URN)978-91-8814-921-3 (ISBN)
Available from: 2017-12-14 Created: 2017-12-14 Last updated: 2017-12-22Bibliographically approved
Köpsén, S. & Andersson, P. (2017). Vocational students’ work placements as a learning opportunity for Swedish VET teachers. In: : . Paper presented at Vocational Education & Training - Emerging Issues. VOICES FROM RESEARCH. VI International Conference & Research Workshop, Stockholm University, Stockholm. May 08-09, 2017. .
Open this publication in new window or tab >>Vocational students’ work placements as a learning opportunity for Swedish VET teachers
2017 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

How are vocational teachers retaining their original vocational identity, which is the basis for their teaching, when they have left a position as e.g. carpenter or nurse, to become teachers? This is crucial for quality of vocational education and training (VET). A VET teacher in Sweden normally has a full-time position, in a school-based VET system. However, the system includes at least fifteen weeks of work placements, during the three-year programmes, with teachers responsible for students’ learning in school as well as in workplaces, although, students’ work-based learning is guided by individual supervisors.

We investigate the value creation and learning potentials for Swedish VET teachers in working with students’ placements. The study draws on a socio-cultural perspective on practice, learning, and identity. Therefore, we see teachers’ boundary crossings, between practices of school and workplaces, as crucial for them to maintain and develop their vocational knowledge and identity. Data has been collected in a survey distributed to 2,000 teachers (response rate 47%), and qualitative interviews with 30 teachers.

We show how VET teachers’ work with placements is valuable for opportunities to retain competent in the teaching subject, and consequently for retaining industry currency of VET. The value particularly concerns vocational networks and being informed concerning recent development, but other activities are necessary to retain practical skills.

Keyword
vocational teachers, continuing professional development, boundary crossings, placements, industry currency
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-137823 (URN)
Conference
Vocational Education & Training - Emerging Issues. VOICES FROM RESEARCH. VI International Conference & Research Workshop, Stockholm University, Stockholm. May 08-09, 2017
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: 2017-05-31 Created: 2017-05-31 Last updated: 2017-06-15Bibliographically approved
Köpsén, S. & Andersson, P. (2017). Yrkeslärares kompetensutveckling (1ed.). In: Andreas Fejes, Viveca Lindberg, Gun-Britt Wärvik (Ed.), Yrkesdidaktikens mångfald: (pp. 205-227). Stockholm: Lärarförlaget.
Open this publication in new window or tab >>Yrkeslärares kompetensutveckling
2017 (Swedish)In: Yrkesdidaktikens mångfald / [ed] Andreas Fejes, Viveca Lindberg, Gun-Britt Wärvik, Stockholm: Lärarförlaget , 2017, 1, 205-227 p.Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: Lärarförlaget, 2017 Edition: 1
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-143671 (URN)978-91-8814-921-3 (ISBN)
Available from: 2017-12-12 Created: 2017-12-12 Last updated: 2018-01-10Bibliographically approved
Andersson, P., Köpsén, S. & Aakre, B. M. (2016). Editorial: The first issue of NJVET in a new shape. Nordic Journal of Vocational Education and Training, 6(1), i-ii.
Open this publication in new window or tab >>Editorial: The first issue of NJVET in a new shape
2016 (English)In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 6, no 1, i-ii p.Article in journal, Editorial material (Other academic) Published
Abstract [en]

Welcome to the Nordic Journal of Vocational Education and Training (NJVET). With this journal, we want to create a forum for research on vocational and professional education and training, with a particular focus on issues at stake for vocational education and training (VET) in the Nordic countries. The journal is published online and open access, and there are no submission or article processing charges.

This is the first issue of NJVET in its new shape. We have put effort into the renewal of our website, submission and publishing system, guidelines for contributions etc. Altogether we hope that this will contribute to strengthening the quality of our journal, and also of Nordic VET research in general.

In this first issue we can present contributions from four Nordic countries – Denmark, Finland, Norway, and Sweden. Nevertheless, relevant contributions from outside the Nordic countries are most welcome! We encourage publication of articles in English, which makes the audience of our research results much broader, but we also offer the opportunity to publish in the Nordic languages. In this issue, articles are published in English, Danish, and Norwegian. You should also note that we make a difference between research articles, which have undergone a double-blind peer-review by at least two anonym viewers, and magazine articles that contain other types of materials, discussions, minor studies of VET etc. The magazine articles are not subject to double-blind peer review, but are reviewed by the editors. We also welcome relevant book reviews. However, this issue does not include any book review.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2016
National Category
Learning Pedagogy
Identifiers
urn:nbn:se:liu:diva-131083 (URN)10.3384/njvet.2242-458X.1661i (DOI)
Available from: 2016-09-07 Created: 2016-09-07 Last updated: 2017-11-21Bibliographically approved
Andersson, P. & Köpsén, S. (2016). Maintaining vocational competence: a survey study among vocational teachers. In: : . Paper presented at Vocational Education & Training - Emerging Issues. VOICES FROM RESEARCH, V International Conference & Research Workshop, Stockholm, Sweden, May 9-10. .
Open this publication in new window or tab >>Maintaining vocational competence: a survey study among vocational teachers
2016 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Teachers’ subject knowledge is crucial for the quality of education. Contemporary work life changes rapidly, which challenges vocational education and training (VET) and teachers who need up-to-date vocational competence. This paper concerns VET teachers’ continuing professional development (CPD) related to vocational subjects and basic vocations in which they teach. The aim is to analyse teachers’ participation in varying types of CPD activities. The study draws on a socio-cultural perspective on practice, identity, and learning. Furthermore, the analysis is related to theory concerning adults’ participation in education, which shows how different factors influence participation in CPD. A survey was distributed to 2,000 Swedish VET teachers. The analyses are based on data on participation in different activities, barriers/drivers for participation in these activities, and perceived effects in terms of professional development.

Results show similar patterns of participation between vocational areas, but with some significant differences between the areas. The variation in vocational areas does not have that much influence on participation. Reading vocational texts is the most common activity among those covered in the study. To read, and to work in the teacher’s basic vocation, are the two activities where variation in doing them could be explained to the highest degree.

Keyword
Vocational teachers, continuing professional development, participation, vocational areas, variation
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-127800 (URN)
Conference
Vocational Education & Training - Emerging Issues. VOICES FROM RESEARCH, V International Conference & Research Workshop, Stockholm, Sweden, May 9-10
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: 2016-05-13 Created: 2016-05-13 Last updated: 2016-05-20
Szczepanski, A. & Andersson, P. (2016). Perspectives on place: 15 professors' perceptions of the importance of the place for learning and teaching outdoors. In: Ligia Tuszynska (Ed.), Koncepcja zrównowazonego rozwoju: Wksztalceniu nauczycieli klas poczatkowych (pp. 45-66). Warszawa: Wydamnictwo Akademii Pedagogiki Specijalnej.
Open this publication in new window or tab >>Perspectives on place: 15 professors' perceptions of the importance of the place for learning and teaching outdoors
2016 (English)In: Koncepcja zrównowazonego rozwoju: Wksztalceniu nauczycieli klas poczatkowych / [ed] Ligia Tuszynska, Warszawa: Wydamnictwo Akademii Pedagogiki Specijalnej , 2016, 45-66 p.Chapter in book (Refereed)
Abstract [en]

The study is phenomenographic and describes 15 expert professors’ conceptions of the importance of the place for learning and teaching in an outdoor pedagogical context. Five qualitatively different categories express the outcome, namely the possibility to: discover and develop place-related propositions of sense, develop a physical, sensuous relation to various occurrences/phenomena, develop a personal relationship to the landscape, develop knowledge through familiarity and develop a wider understanding of society and environment. In a school-related context one finds conceptions with the focus on propositions of meaning and relationships to various phenomena. Here the place is also conceived as meaningful for the understanding of society, milieu and sustainable development, as also to develop knowledge through familiarity. The non-school related context one found oneself in in leisure hours during one’s childhood and youth are conceived as the basis of the development of a personal relationship to the landscape. The study points to the significance of direct authentic place-related encounters in the outdoor environment.

Place, publisher, year, edition, pages
Warszawa: Wydamnictwo Akademii Pedagogiki Specijalnej, 2016
Keyword
outdoor education, phenomenography, landscape, place
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-129369 (URN)978-83-64953-37-8 (ISBN)
Note

By mistake, the word perceptions is used instead of the correct term conceptions in the title of the text.

Available from: 2016-06-17 Created: 2016-06-17 Last updated: 2016-06-29
Bernhard, D. & Andersson, P. (2016). Sonderpädagogische Kompetenz in schwedischen Volkshochschulen. In: Ingeborg Hedderich, Raphael Zahnd (Ed.), Teilhabe und Vielfalt: Herausforderungen einer Weltgesellschaft (pp. 289-299). Bad Heilbrunn: Verlag Julius Klinkhardt.
Open this publication in new window or tab >>Sonderpädagogische Kompetenz in schwedischen Volkshochschulen
2016 (German)In: Teilhabe und Vielfalt: Herausforderungen einer Weltgesellschaft / [ed] Ingeborg Hedderich, Raphael Zahnd, Bad Heilbrunn: Verlag Julius Klinkhardt, 2016, 289-299 p.Chapter in book (Refereed)
Abstract [de]

In der Erwachsenenbildung des schwedischen Bildungssystems spielen Volkshochschulen (schwedisch: „folkhögskolor”) als staatlich unabhängige Instanzen eine wichtige Rolle. Kennzeichen ist ihre Teilnehmer-Offenheit. Menschen mit Behinderungen werden hier als ein wachsender Personenkreis wahrgenommen, dem zunehmend Aufmerksamkeit gewidmet wird. Die Resultate differenzieren den Personenkreis und deuten auf die Notwendigkeit hin, eine sonderpädagogische Handlungskompetenz zu entwickeln.

Place, publisher, year, edition, pages
Bad Heilbrunn: Verlag Julius Klinkhardt, 2016
Keyword
Schweden, Volkshochschulen, Sonderpädagogik, Folkhögskolor, Sverige
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-127517 (URN)9783781520592 (ISBN)
Available from: 2016-04-29 Created: 2016-04-29 Last updated: 2016-11-29Bibliographically approved
Andersson, P. & Nissinen, K. (2016). The difference between actual skills and formal qualifications: Potential for recognition of prior learning (RPL), or need for recurrent education?. In: : . Paper presented at 44th NERA Congress, Helsinki, March 9-11, 2016. .
Open this publication in new window or tab >>The difference between actual skills and formal qualifications: Potential for recognition of prior learning (RPL), or need for recurrent education?
2016 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Our level of skills is associated with our educational level. However, even if there is correlation between actual skills level and educational level, the skills level varies also within a group with the same educational level. Recognition of prior learning (RPL) is a tool in adult and higher education, particularly aiming at giving recognition to actual skills and competencies not reflected in formal qualifications. RPL has been questioned, described as a measure mainly promoted in policy but with a comparably low demand in practice. This paper aims at analysing the potential for RPL, through identifying differences between groups with varying literacy and numeracy skills levels, but with same or similar educational level/formal qualifications. This analysis will identify this potential for RPL in the group with higher skills level than expected, ‘overachievers’, but also the need for recurrent education among those with lower skills levels than expected, the ‘underachievers’.

 

The analysis employs data from the PIAAC study (the Programme for the International Assessment of Adult Competencies) in Denmark, Finland, Norway, and Sweden. The skills measure was constructed as an overall index of individual’s combined literacy and numeracy. It was extracted using the PIAAC data of the four countries together. Variables such as age, gender, social background, attitudes towards learning, and reported skills use at work and at home, were used to characterize the different groups of over- and underachievers. Binary logistic analyses were performed to identify variables which are significantly related with overachievement, contrasted with the ‘normal’ achievement.  The analyses were carried out independently for each educational subgroup and for employed and unemployed as well (because unemployed people had no data on the otherwise important job-related variables).

 

The results show the influence of background, attitudes, and skills use, on the measured skills level as compared to formal educational level. For example, concerning cultural capital (number of books at home/parents’ educational level), it is shown that the higher the capital, the better are chances of being an overachiever (vice versa for underachieving). Further, more use of numeracy skills at home means better chances for overachieving (vice versa for underachieving). The use of numeracy skills was throughout the analyses more powerful ‘predictor’ than the use of reading, writing, or ICT skills. For the employed respondents, the results show that learning at work had a systematically negative effect on overachieving. The outcomes are further discussed in terms of if and in what groups there is potential for RPL, or need for recurrent education, in the Nordic countries.

Keyword
Skills level, Nordic countries, PIAAC, underachievement, overachievement, recognition of prior learning (RPL)
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-125985 (URN)
Conference
44th NERA Congress, Helsinki, March 9-11, 2016
Projects
Skills development for realizing the workforce competence reserve - SkillsREAL
Note

Projektet finansierat av Forskningsrådet, Norge.

Available from: 2016-03-10 Created: 2016-03-10 Last updated: 2016-03-21
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1194-9708

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