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  • 1.
    Aagaard, Kirsten
    et al.
    VIA University College, Denmark.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Halttunen, Timo
    University of Turku, Finland.
    Hansen, Brian Benjamin
    VIA University College, Denmark.
    Nistrup, Ulla
    VIA University College, Denmark.
    Quality in Validation of Prior Learning: Experiences in researching the practice of the Nordic Model for Quality in Validation of Prior Learning2017In: The Learner at the Centre: Validation of Prior Learning strengthens lifelong learning for all / [ed] Ruud Duvekot, Dermot Coughlan and Kirsten Aagaard, Houten/Aarhus: European Centre Valuation of Prior Learning/ VIA University College , 2017, p. 89-102Chapter in book (Other academic)
    Abstract [en]

    This chapter presents findings from a study of quality work in validation (recognition of prior learning) in three cases in Denmark, Finland, and Sweden. The quality work is based on a Nordic model for quality in validation and the study has an interactive approach.

  • 2.
    Abela, Charles
    Linköping University, Department of Behavioural Sciences and Learning.
    Understanding the Dynamics of the Employability Agenda in Further Education Colleges in England: New Cross College - A Case Study2008Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study explores the dynamic of what happens within a further education college in order to develop an understanding of the cultures, systems and processes that are used to socially construct meaning around work and employability.  It is an inductive approach and is based on a case study of a further education college in South London.  The case study is analysed through the metaphor of an “extended family” and draws on social learning theory which is predicated on meaning and identity being created through social interaction (Wenger, 1998).  What has become apparent from being immersed within that extended family of the College, from interviews with staff and students, interacting in social activities, observing classes and reviewing many of its artefacts is perhaps an unremarkable conclusion.  The work of the family is not primarily about imparting a given set of skills (although that plays an important part) but in the formation of identity: “because learning transforms who we are and what we can do, it is an experience of identity” (Wenger, 1998, p. 215).  A major task for the College is to build self belief in developing the identity of learners and assist them to make new meaning so that they can transact effectively in economic life.  To the extent that one can examine and comprehend the organisational DNA of a further education college there are markers here, genes if you will, that can be passed across generations of learners that adapt and shift to survive in life beyond the boundaries of this community.  This study constructs a narrative around that research experience to respond to that primary research question about how the dynamics of the employability operate within a college.  The answer is partial, limited and perhaps only grabs at a corner of what is really going on within the College.  With those caveats and disclaimers what follows is the story of how a discourse takes root and flourishes within a learning community.  It points to the need to re-set the relationship between FE colleges and government to promote greater coherence between policy and practice.

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    Understanding the Dynamics of the Employability Agenda in Further Education Colleges in England
  • 3.
    Abrahamsson, Heléne
    et al.
    Linköping University, Department of Thematic Studies.
    Adolfsson, Anna
    Linköping University, Department of Thematic Studies.
    Varför, och varför inte, integrerar NO-lärare ämnena i grundskolan?2005Independent thesis Advanced level (degree of Magister)Student thesis
    Abstract [sv]

    Under vår skolförlagda utbildning har vi varit på olika skolor, där vi sett att lärarnas undervisning varierade stort i dessa skolor. Vi undrar varför det är så mycket ämnesstrukturerad undervisning ute på skolorna och varför inte lärarna undervisar mer ämnesintegrerat när vi ser att det finns möjligheter till detta. En av de viktigaste uppgifterna som verksamma lärare bör ha, är att ge eleverna möjligheter till överblick och sammanhang mellan ämnen. Syftet med vår studie var att undersöka varför lärarna integrerar och varför inte lärarna integrerar i skolorna. Vår undersökning grundar sig på telefonintervjuer med 25 lärare från två kommuner.

    Vår studie visar att lärarna integrerar ämnena för att eleverna ska förstå samband och se helheter. Flertalet av lärare undervisar utifrån ett arbetsområde där de utgår från den stora helheten för att sedan leda in undervisningen till delar och små bitar. Vid verklighetsrelaterad undervisning kan undervisningen bli integrerad och när eleverna känner igen sig, har eleverna lättare att ta till sig undervisningen, menar lärarna i vår studie.

    Svårigheter som kan uppstå vid integrerad undervisning är t ex olika lärarkategorier och att integrerad undervisning kräver en tidskrävande planering samt brist på integrerat läromedel. Det fanns lärare som deltog i studien som ansåg sig lägga ner mycket tid och kraft att skapa eget integrerat läromedel. 20 stycken lärare i studien undervisar huvudsakligen integrerat men de undervisar också ämnesstrukturerat. Med varierade undervisningsformer kan lärarna nå ut till fler elever då åsikterna gått isär om vilken undervisningsform som gagnar vem.

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  • 4.
    Abrahamsson, Liselott
    Linköping University, Department of Educational Science (IUV).
    Fristående skolor1999Independent thesis Basic level (professional degree)Student thesis
    Abstract [sv]

    Detta examensarbete handlar bl.a. om hur man kan gå tillväga om man vill starta en fristående skola. Arbetet tar också upp några olika inriktningar en friskola kan ha, (t.ex. Waldorf och Montessori) och beskriver lite av deras bakgrund och pedagogik. Eftersom friskolor idag är ett hett debatteringsämne i både tidningar och tv finns även ett avsnitt med där lite olika inslag i debatten finns representerade. I arbetet redovisas också den enkätundersökning jag gjort med syftet att ta reda på om det möjligtvis finns några skillnader mellan friskoleelever och elever i den kommunala skolan när det gäller deras syn på lärande, kunskap och skolan. De resultat jag kan utläsa av undersökningen pekar mot att friskoleleverna i den här undersökningen är positivare och mer nöjda med sin skola och personalen där än vad eleverna från de medverkande kommunala klasserna är.

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  • 5.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Education and Psychology. Linköping University, Faculty of Educational Sciences. Univ.,.
    Learning physiotherapy: the impact of formal education and professional experience1997Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim is to describe and analyse physiotherapeutic learning through formal education and professional experience. The investigation focuses on the students' ways of experiencing the concepts of Health, Movement, Function and Interaction. Two groups of physiotherapy students at the Faculty of Health Sciences in Linköping, Sweden, were interviewed on two occasions respectively. The interviews were carried during the second and last term of the formal programme and after 18 months of professional experience. Data were analysed according to the phenomenographic approach and to the principles of contextual analysis. The students' conceptions varied qualitatively, but an analysis of the internal relationships between the concepts revealed that the most common perspectives after completing the formal education were consistently holistic or mixed. This pattern was also most common after 18 months of professional work. The subjects' ways of experiencing the Interaction within a patient encounter were described in four main categories; Mutuality, Technicalism, Authority and Juxtaposition. Mutuality and Technicalism denoted an integration of the communicative and problem-solving processes, the former category from a patient-centred and the latter from a physiotherapist-centred perspective. Authority and Juxtaposition denoted a separation of the processes, the former from a physiotherapist-centred perspective and the latter from a patient-centred perspective. Both separated and integrated perspectives were common after completing the formal education. After 18 months of professional practice the Mutuality category dominated.

  • 6.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Bjuremark, Anna
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Reshaping doctoral education :: international approaches and pedagogies2012Book (Refereed)
    Abstract [en]

    The number of doctorates being awarded around the world has almost doubled over the last ten years. The authors contribute to a previously under-represented focus of theorising the emerging practices of doctoral education & the shape of change in this arena.

  • 7.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Carlsson, IrmaLinköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Lärande på vuxnas vis - Vetenskap och beprövad erfarenhet2009Collection (editor) (Other academic)
    Abstract [sv]

    Denna bok belyser och jämför flera gemensamma brännpunkter i kommunal vuxenutbildning, folkhögskola och högskola: till vilka utbildningarna riktas, hur de utformas didaktiskt, hur de studerande betygssätts och bedöms. Författarna använder konkreta exempel när de diskuterar bland annat utbildares och studerandes perspektiv på dessa områden. Boken riktar sig till blivande och verksamma personalvetare, yrkes- och studievägledare samt pedagoger.

  • 8.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Grosjean, Garnet
    University of British Columbia, Vancouver, Canada.
    Lee, Alison
    University of Technology, Sydney, Australia.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    The graduate school in the sky: emerging pedagogies for an international network for doctoral education and research2011In: Reshaping doctoral education: international approaches and pedagogies / [ed] Alison Lee, Susan Danby, London: Routledge , 2011, 1, p. 173-186Chapter in book (Refereed)
    Abstract [en]

    A brief narrative description of the journal article, document, or resource.The number of doctorates being awarded around the world has almost doubled over the last ten years, propelling it from a small elite enterprise into a large and ever growing international market. Within the context of increasing numbers of doctoral students this book examines the new doctorate environment and the challenges it is starting to face. Drawing on research from around the world the individual authors contribute to a previously under-represented focus of theorising the emerging practices of doctoral education and the shape of change in this arena. Key aspects, expertly discussed by contributors from the UK, USA, Australia, New Zealand, China, South Africa, Sweden and Denmark include: (1) the changing nature of doctoral education; (2) the need for systematic and principled accounts of doctoral pedagogies; (3) the importance of disciplinary specificity; (4) the relationship between pedagogy and knowledge generation; and (5) issues of transdisciplinarity. "Reshaping Doctoral Education" provides rich accounts of traditional and more innovative pedagogical practices within a range of doctoral systems in different disciplines, professional fields and geographical locations, providing the reader with a trustworthy and scholarly platform from which to design the doctoral experience. It will prove an essential resource for anyone involved in doctorate studies, whether as students, supervisors, researchers, administrators, teachers or mentors. After an introduction, this book is divided into three parts. Part I, Old Basics/New Basics?, contains the following: (2) Framing Doctoral Pedagogy As Design and Action, Susan Danby and Alison Lee; (3) Writing as Craft and Practice in the Doctoral Curriculum (Claire Aitchison and Anthony Pare); (4) Learning from the Literature: Some Pedagogies (David Boote); (5) "Team" Supervision: New Positionings in Doctoral Education Pedagogies (Catherine Manathunga); (6) The Seminar as Enacted Doctoral Pedagogy (Madeleine Abrandt Dahlgren and Anna Bjuremark); (7) Taking a Break: Doctoral Summer Schools as Transformative Pedagogies (Miriam Zukas and Linda Lundgaard Andersen); and (8) "What's Going on Here?" The Pedagogy of a Data Analysis Session (Harris, J., Theobald, M., Danby, S., Reynolds, E., Rintel, E.S., and Members The Transcript Analysis Group (Tag)). Part II, Disciplinary and Transdisciplinary Pedagogies, contains the following: (9) Designing (In) the PhD in Architecture: Knowledge, Discipline, Pedagogy (Charles Rice and Linda Matthews); (10) Pedagogies for Creativity in Science Doctorates (Liezel Frick); (11) Creative Tensions: Negotiating the Multiple Dimensions of a Transdisciplinary Doctorate (Juliet Willetts, Cynthia Mitchell, Ku mi Absurdity and Dena Fame; (12) Cognitive Apprenticeship: The Making of a Scientist (Barbara J. Gabey's and Alina Bletch); and (13) Pedagogies of Industry Partnership (Barbara Adkins, Jennifer Summer ville, Susan Dan by and Judy Matthews). Part III, Inter-National and Intercultural Pedagogical Spaces, contains the following: (14) The Graduate School in the Sky: Emerging Pedagogies for An International Network for Doctoral Education and Research (Madeleine Brandt-Walgreen, Sofia Nostrum, Garnet Grossman and Alison Lee); (15) Ignorance and Pedagogies of Generative Equality: Internationalizing Australian Doctoral Education Programs and Pedagogies through Engaging Chinese Theoretical Tools (Michael Sing and Fang Chen); and (16) Expanding Pedagogical Boundaries: Indigenous Students Undertaking Doctoral Education (Liz McKinley and Barbara Grant). [Foreword by Erica McWilliam.]

  • 9.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Gustavsson, MariaLinköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.Fejes, AndreasLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Book of Abstracts: 3rd International ProPEL Conference 2017, 14-16 June 2017, Hosted by Linköping University, Sweden2017Conference proceedings (editor) (Other academic)
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    Book of Abstracts: 3rd International ProPEL Conference 2017, 14-16 June 2017, Hosted by Linköping University, Sweden
  • 10.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Gustavsson, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Professional practice, education and learning: A sociomaterial perspective2018In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 40, no 3, p. 239-241Article in journal (Other academic)
    Download full text (pdf)
    fulltext
  • 11.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Nordenström, Elin
    University of Gothenburg, Gothenburg, Sweden.
    Rooney, Donna
    University of TechnologySydneyAustralia.
    Rystedt, Hans
    University of Gothenburg, Gothenburg, Sweden.
    Video as a Tool for Researching Simulation Practices2019In: Video as a Tool for Researching Simulation Practices: Materiality, Embodiment, Interaction / [ed] Madeleine Abrandt Dahlgren, Hans Rystedt, Li Felländer-Tsai and Sofia Nyström, Cham: Springer Publishing Company, 2019, p. 31-55Chapter in book (Refereed)
    Abstract [en]

    This chapter provides examples of how arrangements for collection and analyses of video data were organized across different sites. The common approach to data collection builds on established methods for recording of audiovisual materials in the social sciences with a focus on interaction and learning. The chapter describes how arrangements for data collection across different sites were organised, and how video analysis can be used as a method for collaborative analysis of practices. One approach is entitled purposeful approach to collaborative data analysis. A second approach draws on video-based studies of situated action, and a third approach of analysis is the use of qualitatively different readings of the same data. One does not replace the other, but rather draws out different features.

  • 12.
    Ackesjö, Helena
    et al.
    Linnéuniversitetet.
    Persson, Sven
    Malmö universitet.
    Lago, Lina
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Faculty of Educational Sciences.
    Rektorers och skolhuvudmäns meningsskapande om förskoleklassens position i utbildningslandskapet2022In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 16, no 2, p. 7-26Article in journal (Refereed)
    Abstract [en]

    The preschool class has been subject to several policy reforms, which principals and local education authorities are responsible. for implementing and evaluating. The aim of this study is to contribute with knowledge about how principals and local education authorities make meaning of the position and organization of the preschool class in relation to these policy reforms and to the existing practices. The method used in the study is interviews with principals and local education authorities and shows how they reason about and relate to various regulatory, normative, and cultural-cognitive elements of governance. The analysis shows that the principals have arguments for three basic positions for the preschool class: a bridge between preschool and primary school, a knowledge-oriented position, and a socially oriented position. A key argument put forward by the principals is that the preschool class should be integrated into a continuous primary school organisation. The local education authorities, on their part, interpret the new policy as an ongoing qualification and homogenization process, which affects the preschool class’s position in the education system.

  • 13.
    Ackesjö, Helena
    et al.
    Linnéuniversitetet, Sverige.
    Persson, Sven
    Malmö universitet, Sverige.
    Lago, Lina
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Faculty of Educational Sciences.
    Utbildning för barn i skolstartsålder2022 (ed. 1)Book (Other academic)
    Abstract [sv]

    Det ligger något av ett magiskt skimmer över skolstarten. Många barn har längtat efter dagen då de får packa sin ryggsäck och träda in genom porten till det mytomspunna skolhuset där nya klasskamrater, lärare och utmaningar väntar.

    Denna bok handlar om hur utbildningen för barn i skolstartsåldern har förändrats under de senaste decennierna och hur man kan förstå mekanismerna bakom dessa förändringar. Idag råder ett starkt kunskaps- och lärandefokus, där huvudsyftet är att elever ska kvalificeras till nästa nivå i skolsystemet. Detta beskriver vi i boken som en skolarisering av utbildningen och dess konsekvenser berör alla aspekter av utbildning. 

    Skolariseringen syns på policynivå. Den påverkar den pedagogiska praktiken och undervisningen; den förändrar synen på barnet och dess förmågor, och inte minst påverkar den vår syn på vad utbildning är till för. I denna bok används skolstarten och förskoleklassen som exempel, men analysen av skolariseringen är allmängiltig för utbildning och undervisning av barn i hela skolsystemet. Hur kan dessa förändringar beskrivas? Vad bidrar till skolariseringen? Vilken betydelse har denna utveckling? Detta är angelägna frågor för alla som är engagerade i utbildning. Därför är det viktigt att lärare och lärarstudenter får ett språk för att kritiskt kunna granska och diskutera vad skolariseringen innebär - både för dem själva och för deras profession.

  • 14.
    Adamson, Lena
    Linköping University, Department of Education and Psychology. Linköping University, Faculty of Educational Sciences. Univ.,.
    Like circles on the water: a study of adolescent identity1999Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis explores the subject of identity development during late adolescence (16-20 years). Three questions were asked, each related to one domain of interest; a) how do adolescents perceive and describe themselves (adolescents' self-concept), b) what do they consider important in their lives (adolescents' existential questions), and, c) how do they describe their contacts with adult people (adolescents' contacts with adults)? The thesis includes three studies and uses a multimethodological approach, comprising interviews, a personality inventory, sentence-completion tasks and questionnaires.

    The results can be summarized as follows. The majority of the respondents had a positive view of themselves. An inconsistent self-concept was related to a number of negative factors. Existential questions mainly concerned one's personal future. Most respondents felt the need of adults in their lives, primarily due to adults' experience and knowledge.

    The main conclusions can be summarized in four points. First, identity development during late adolescence needs to be discussed in terms of processes of integration. This term emphasizes continuity and interaction, rather than autonomy and separation, terms that have dominated this field for a long time. Second, identity development during late adolescence can be illustrated by means of expanding circles. The centre is constituted by the adolescent's picture of her/himself (i.e., personal integration), whereas the periphery consists of the adolescent's picture of her /himself in relation to other people and society at large (i.e., social integration). Third, lack of personal integration at this age level signals an undesirable developmental process. Fourth, adolescent - adult interaction is one important factor in relation to social integration. Here the adolescent learns to develop her /his interactional skills in order to regulate and balance her /his own life space in relation to others'. However, the results also suggest that opportunities for social interaction between adolescents and adults outside their families are insufficient and need to be improved.

  • 15.
    Adegren, Anna
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Aidanpää, Ingela
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Att mäta avkodning: En jämförande undersökning av olika testers användbarhet2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Utifrån teorier om läsutveckling och språkets nivåer jämför vi olika avkodningstester som används i skolan. Syftet är att undersöka olika testers användbarhet gällande mätning av elevers avkodningsförmåga i årskurs 1. Fyrtioåtta elever delades upp i två grupper om 24 elever i varje grupp. Data samlades in i form av elevers poäng på tio olika deltester som mäter avkodning. En statistisk analys visade att de standardiserade testerna LegiLexi, LäSt och OLAF korrelerar högt med varandra och lärarskattningar. Dessa kan identifiera elever i risk för lässvårigheter samt fånga upp hela spridningen av avkodningsförmåga både i gruppen adekvata läsare och gruppen elever i risk för att utveckla lässvårigheter. LäsEttan och Skolverkets bedömningsstöd korrelerar lågt med andra tester och lärarskattning och uppvisar på grund av höga takeffekter och tveksam träffsäkerhet/sensitivitet en begränsad förmåga att identifiera elever i risk för lässvårigheter eller elever med adekvat läsförmåga. Vissa delar av bedömningsstödet är inte bättre än slumpen på att identifiera elever i risk för lässvårigheter. Vår rekommendation är att dessa två test bör kompletteras med andra avkodningstest med bättre psykometriska egenskaper.

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    fulltext
  • 16.
    Adolfsson Freij, Cecilia
    et al.
    Linköping University, Department of Social and Welfare Studies.
    Keskisärkkä, Katja
    Linköping University, Department of Social and Welfare Studies.
    "Att en pojke kan leka med dockor, det är inte tokigt": En kvalitativ intervjustudie av pedagogers uppfattningar om begreppet genus och genusmedvetenhet.2009Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats var att undersöka variationen i pedagogers uppfattningar om genusmedvetenhet och begreppet genus. Fokus har legat på pedagoger i förskola, skola och fritidshem. I studien redovisas olika forskares syn på begreppet genus och relevant forskning om genusmedvetenhet presenteras. Undersökningen är inspirerad av den fenomenografiska forskningsansatsen och en öppen intervjuform har använts. Resultatet har sedan kategoriserats i kvalitativt skilda kategorier. De fem kategorier som sammanfattar uppfattningarna om begreppet genus är:

    Genus är ett förhållande mellan könen, Genus är jämställdhet, Genus är jämlikhet, Genus är det kvinnliga och det manliga och Genus är att vara genusmedveten. De fyra kategorier som sammanfattar uppfattningarna om genusmedvetenhet är: Pedagogen reflekterar och diskuterar, Pedagogens påverkan på barnens omgivning, Pedagogens möte med barnen och Pedagogen för tanken om genus vidare. Studien resulterade i en stor variation av uppfattningar, både vad gäller genusmedvetenhet och begreppet genus.

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    FULLTEXT01
  • 17.
    Adolfsson, Lennart
    Linköping University, Department of Educational Science (IUV).
    Föräldrasamverkan i skolan. Ur ett elevperspektiv2004Independent thesis Basic level (professional degree)Student thesis
    Abstract [sv]

    Sedan folkskolan införande (och troligtvis ännu tidigare) har föräldrar haft synpunkter på deras barns undervisning i skolan. Politiker och andra styrande inom skolan har också förstått vitsen med föräldraengagemang i de egna barnens lärande som en tillgång för skolan. Sällan eller aldrig har eleverna frågats vad de tycker om föräldraengagemang i slan. I samarbete med en lokal skolstyrelse med föräldramajoritet är detta arbete gjort under vårterminen 2003. Syftet med arbetet är att ta reda på vad eleverna tycker om föräldrarnas engagemang i skolan och i klassrummet. Usökningen är avgränsad till att enbart gälla denna enda skola. Som undersökningsmetod har jag använt mig av en kvantitativ enkätundersökning utdelad till ca 250 elever. Av dessa har 91 % svarat, vilket får anses vara en mycket god svarsfrekvens.

    Vad tycker eleverna om att föräldrarna besöker skolan både som åhörare/hjälplärare, deltagare i utvecklingssamtal och delaktig i skolbeslut? De allra flesta elever har en positiv syn på föräldrars skolengagemang, även om det kan vara psamt ibland. Jag konstaterar att elever i stort uppskattar kontakter mellan föräldrar och skolans personal. Bland de mesteniga svaren var elevers absoluta tillit till att föräldrar har en dialog med klasslärare/lärare och att det är helt OK för föräldrar att prata med andra föräldrar.

    Elevers åsikter om föräldrar som bestämmer i skolan är lite tudelad men de flesta tycker att det är bra. Åsikten om evens medbestämmande i skolan varierar över årskurserna, där de lägre kurserna anser sig ha mer att säga till om än de högre. Något som samtliga årskurser var överens om var att utvecklingssamtal var en bra informationskanal. Några nior nämner utvecklingssamtalet som den enda kanalen "att få veta hur det går".

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  • 18.
    Adolfsson, Stella
    et al.
    Linköping University, Department of Educational Science (IUV).
    Hult, Camilla
    Linköping University, Department of Educational Science (IUV).
    Med språket som verktyg: En jämförande studie om språkförståelse hos svenska elever och invandrarelever i nionde klass.1999Independent thesis Basic level (professional degree)Student thesis
    Abstract [sv]

    För att integreras i samhället och för att kunna ta del av medborgerliga rättigheter krävs goda språkkunskaper. Goda språkkunskaper är också ett måste för att invandrarelever ska kunna tillgodogöra sig undervisningen i skolan på ett tillfredsställande sätt. Syftet med det här examensarbetet är att undersöka språkförståelsen hos grundskoleelever med invandrarbakgrund. För att uppnå vårt syfte har vi gjort dels en litteraturstudie, dels en undersökning av språkförståelse hos elever i nionde klass. Av litteraturstudien framgår att många elever med invandrarbakgrund har brister i det svenska språket. Det framgår även att det är lätt att överskatta många invandrarelevers färdighet i svenska, eftersom de klarar talspråket bra. Många gånger saknar dock invandrarelever djupare kunskap i det svenska språket och de har även brister i ordförrådet. I vår undersökning ingår 10 svenska elever och 10 elever med invandrarbakgrund, slumpmässigt utvalda från en skola. Dessa genomförde tester av ordförståelse, textförståelse och begreppsförståelse baserat på en lärobokstext i historia. Resultaten visar på en sämre språkförståelse i svenska hos invandrareleverna jämfört med de svenska eleverna. Skillnaden mellan de båda grupperna är speciellt markant när det gäller ordförståelse.

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  • 19.
    Adolfsson, Tommy
    Linköping University, Department of Educational Science (IUV).
    "prygel eller pjosk"Folkskollärarna och disciplinfrågan 1950-19641999Independent thesis Basic level (professional degree)Student thesis
    Abstract [sv]

    Under åren 1946-1962 förändras Sveriges obligatoriska skolväsende i grunden. Hur såg lärarna på de frågor som rörde disciplinen i skolan och hur menade de att problemen hade uppstått samt hur skulle problemen lösas på både kort och på lång sikt. Analysen tar upp vad folkskollärarna debatterar om disciplinproblemen under 1950-talet till och med 1964. Analysen görs utifrån folkskollärarnas tidning och lärartidningen.

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  • 20.
    Afram, Eliane
    Linköping University, Department of Culture and Communication.
    La percepción de métodos didácticos en la enseñanza del español comolengua extranjera: Análisis cualitativo sobre la percepción de los alumnos de los métodos gramática- traducción,método situacional y método comunicativo2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [es]

    Nuestra tesina trata de indagar en cómo piensan los alumnos de bachillerato sobre los métodos didácticos elegidos para aprender una lengua extranjera. El objetivo de esta tesina es investigar tres métodos didácticos; método gramática- traducción, método situacional y método comunicativo, comprobar si los estudiantes los utilizan, y cuál les resulta más útil y por qué. Hemos investigado qué opinan los alumnos con la ayuda del método cualitativo a través de entrevistas cualitativas. Podemos decir que los alumnos utilizan los métodos hasta cierto punto en su enseñanza. Piensan que todos los métodos tienen sus aspectos positivos y negativos. Los aspectos positivos y negativos están repartidos de manera igual entre los métodos didácticos.

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  • 21.
    Agelin, Sebastian
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Rörlig bild för lärande: Läraresintentionerochvillkorföratteleverskagörafilmiskolan2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta arbete handlar om hur lärare kan uppfatta hur elever inom grundskolan lär och vad de kan lära genom att göra egna filmer. Arbetet beskriver lärares syften med att låta elever skapa film i skolan och vad som krävs av lärare och elever för att arbetet ska fungera och svara upp mot läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. Undersökningen består dels av en litteratursökning och dels resultatet från en kvalitativ intervju av lärare. Lärarna som intervjuats berättar att det är ett arbetssätt som fungerar mycket bra för dem. Eleverna är ofta väl motiverade och många skolämnen kan integreras. Dock kan inte all undervisning ske på detta sätt eftersom arbetet tar mycket tid och kan orsaka stress. En del av arbetet sker dessutom på lärarnas egen fritid. Elever lär sig att skapa berättelser som kan filmatiseras. Det finns även intention om att elever som arbetar med film genom sina erfarenheter att berätta och få fram sitt budskap ska kunna bli mer kritiska gentemot det mediala utbudet.

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  • 22.
    Agevall, Lena
    et al.
    Linnaeus University.
    Broberg, Pernilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Management and Engineering, Business Administration. Högskolan Kristianstad.
    Umans, Timurs
    Högskolan Kristianstad.
    The new generation of auditors meeting praxis2015Conference paper (Other academic)
    Abstract [en]

    This paper describes an exploratory study of whether and in what way ‘double-edged learning’ can develop from understanding the relationship between structure and judgment and thus capture students’ experience of the audit profession. The study is based on a focus group/individual interviews conducted with students performing their work-integrated learning assignments where they interact with auditors. Identifying two themes defined as Perceiving the profession and auditing and Entering into and forming in the audit profession derived from the data, it appears that when positioned within a work-integrated learning context, students develop awareness of the use of standards and checklists on one hand as well as the importance of discretional judgment on the other. Based on these results, we theorise as to how double-edged learning manifests itself in students’ experiences and understanding of the relationship between structure and judgment.

  • 23.
    Ahlberg, Anders
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology.
    Körkortsutbildning efter GDE-matrisen: Hur trafiklärare uppfattar sin pedagogiska roll2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna kandidatuppsats undersöker hur trafiklärare uppfattar målen med Transportstyrelsens nya kursplan (2006) och hur de undervisar för att eleven ska nå målen i kursplanen.

    Studien är av explorativ karaktär och därför valdes en kvalitativ ansats med empiri i form av intervjudata. Sex trafiklärare intervjuades och materialet analyserades med meningskoncentrering och kategorisering.

    Den teoretiska referensramen bygger på Mezirows ”transformativa vuxenundervisning”, samt forskning inom kognitiv neuropsykologi.

    Resultatet visar att trafiklärarna i studien övervägande är positiva till den nya kursplanen och att de försöker undervisa på ett sätt så att eleven ska nå målen och uppfylla kraven. Till exempel rapporterar samtliga lärare att de jobbar mera med självvärdering, men även med insiktshöjande pedagogiska metoder.

    Av resultatet framgår att trafiklärarna är mycket negativa till förarprovet som de uppfattar som en begränsande faktor i utbildningssystemet. Av den anledningen är de också pessimistiska till hur nyblivna körkortsinnehavare kommer klara sig i framtiden.

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  • 24.
    Ahlberg, Zandra
    Linköping University, Department of Educational Science (IUV).
    Simon -en tracheotomerad pojkes annorlunda vardag2000Independent thesis Basic level (professional degree)Student thesis
    Abstract [sv]

    Jag har valt att fokusera på hur en annorlunda elevs vardag ser ut. Jag har intervjuat diverse centrala personer i Si-mons liv inklusive honom själv. Genom observation av Simon i skolan tillsammans med intervjuerna har jag försökt skapa mig en bild av hur det är att leva med ett funktionshinder. Riskerar man att bli mobbad för att man är annor-lunda? I litteraturdelen behandlas funktionshindrade människors situation och rättigheter förr och nu. Handikappbegrep-pets betydelse och hur det används belyses också. I slutdiskussionen jämförs litteratur med empiri och det visar sig att mycket av litteraturen överensstämmer med den verkliga situationen.

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  • 25.
    Ahlfors, Mathias
    et al.
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Sten, Peter
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Finns tiden som behövs?: Ett första steg med implementeringen av den nya läroplanen för fritidshemmet.2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Introduction

    In 2016, the National Agency for Education issued new sections in elementary school curricula. Among other things, assignments and purposes were clarified for teachers in the extended school. The amendments take an effect on the first of July of the same year. By these changes the role and status should be improved for the teachers, by giving them more time to the extended school.

    Purpose

    The purpose of this survey is to find out if teachers in the extended school consider that their daily work has changed since the new sections of the curriculum came out, to see how the implementation of the section paragraphs has worked and will continue to work, as well as to investigate how teachers in the extended school, if their status has increased or decreased compared with previous years.

    Method

    We used a quantitative method through a survey, there were 324 replies.

    Results

    What emerges from our results is that the status is perceived to increase slowly but surely. In order to strengthen the profession, more planning time, higher pay and better insight into the activities of colleagues and principals / mandator are needed. What is also evident is that teachers in the extended school have a variety of assignments during the school day, but more time would be needed for the extended school to complete the new chapter of the curriculum.

    Conclusion

    There is still not enough time for the extended school activities. We also think that the status is going in a positive direction.

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  • 26.
    Ahlgren, Britt-Louise
    Linköping University, Department of Educational Science (IUV).
    Motorik och lärande2002Independent thesis Basic level (professional degree)Student thesis
    Abstract [sv]

    Denna studie är ett arbete som baserar sig på en litteraturstudie och en kvalitativ undersökning i form av intervjuer, som studerar motoriken och rörelsens betydelse för lärandet. Denna kvalitativa studie bygger på intervjuer med fyra elever och deras föräldrar samt två lärare. Här ställs också frågan om hur jag som lärare kan upptäcka dessa elever och hur jag kan arbeta med dem i skolan. Slutligen ställs också frågan hur dessa barn och föräldrar som arbetar med motorisk träning beskriver detta.

    I arbetet framgår att rörelser av olika slag kan vara stimulerande för vissa delar av hjärnans utveckling, som senare kan få betydelse för lärandet. Arbetet beskriver även vilken betydelse, reflexerna, perceptionen samt de auditiva och visuella områdena, har för lärandet. Det framkommer vilka problem ett barn kan få om den exempelvis har kvar reflexrester. Det framgår vidare att det finns hjälp att få för de barn som har motoriska problem. Denna hjälp kan de få i form av olika rörelseövningar som kan sättas in av kunnig expertis. Den här typen av hjälp får dock kritik, samtidigt som intervjuerna vittnar om att det haft en positiv inverkan och lett till förbättringar.

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  • 27.
    Ahlgren, Jonna
    Linköping University, Department of Educational Science (IUV).
    Projektet Alfaskolan2003Independent thesis Basic level (professional degree)Student thesis
    Abstract [sv]

    Jag har till syfte att genom mitt arbete få kunskap om Alfaskolan som projekt, dess verksamhet och syfte. Är detta en metod att använda sig av i den ordinarie skolan? Hur förhåller sig personal i den ordinarie skolan till Alfaskolan och dess metod? Jag har även valt att studera hur Alfaskolan förhåller sig gentemot integrering respektive särskiljning. För att ge en bakgrund till Alfaskolan som projekt har jag valt att beskriva huvudprojektet Barns och ungdomars bästa i vilket Alfaskolan är ett delprojekt. I min litteraturdel inleder jag med att redogöra för olika perspektiv på specialpedagogik. Vidare definierar jag begrepp som integrering, segregering och differentiering.

    För att få en bild samt en förståelse av Alfaskolan har jag valt att använda mig av fallstudien som metod med pedagogisk fältforskning som ansats. Inom ramen för min metod har jag sedan utfört samtal, observationer och intervjuer. Samtalen har till stor del förts med Birgitta Sundvall, grundaren av Alfaskolan. Intervjuerna har genomförts med två rektorer, fyra lärare, en assistent och en kurator. Mitt resultat visar bland annat att Alfaskolan är ett mycket personligt projekt ur den aspekten att det är en person, Sundvall, som står bakom idén till projektet. En stor del av metoden och arbetssättet bygger dessutom på Sundvalls egen erfarenhet. Alfaskolan har till syfte att stödja och hjälpa barn som av olika anledningar har svårt att ta till sig den traditionella skolundervisningen. Viktiga faktorer inom Alfaskolan är bland annat miljön, stämningen, konkretion, variation och stimulans av alla sinnen. Utöver detta ska även pedagoger få kunskap om barns olika inlärningsstilar och alternativa metoder. Ett samarbete Alfaskolan och den ordinarie skolan emellan är en förutsättning. Genom detta vill man nå en uppföljning, samt att barnen integreras i den ordinarie klassen. Resultatet från intervjuerna visar dock på en avsaknad av samarbete.

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  • 28.
    Ahlstrand, Elisabeth
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Andersson, Ingrid
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Eriksson Gustavsson, Anna-Lena
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Persson, Ulla-Britt
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Erfarna lärares engagemang: livsberättelser som retrospektiv reflektion2008In: Läraren i blickpunkten : olika perspektiv på lärares liv och arbete / [ed] Carola Aili, Ulf Blossing, Ulrika Tornberg, Stockholm: Lärarförbundets Förlag , 2008, 1, p. 189-205Chapter in book (Other academic)
    Abstract [sv]

    Lärares arbete är komplext och kan beskrivas på olika sätt beroende på vilken utgångspunkt man väljer. I takt med att det ställs allt högre krav på lärare att utgå från en vetenskaplig bas i arbetet, behövs också fler redskap och begrepp för att förstå och förklara läraryrket. Hur ser arbetsprocesserna ut? Vad formar yrket? Vilka insatser kan göras för att förbättra verksamheten? Den här antologin presenterar femton sätt att se på lärares liv och arbete med hjälp av olika teoretiska perspektiv.Boken vänder sig till lärare och blivande lärare samt till alla som är intresserade av kunskapsutvecklingen kring lärares arbete.

  • 29.
    Ahlstrand, Pernilla
    Linköping University, Department of Behavioural Sciences and Learning.
    Vad är estetiskt lärande? Från empiri till teori2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Den här studien undersöker ett estetiskt lärande kopplat till estetiska programmet inom gymnasieskolan. En undersökning, baserad på triangulering är gjord. Syftet är att vaska fram elever och lärares tankar om estetiskt lärande och därigenom skapa kategorier. Enkät, intervju och loggböcker har analyserats för att ringa in hur en estetisk läroprocess kan definieras. Data har analyserats genom en fenomenografisk analysmetod för att på så sätt synliggöra människors olika uppfattningar. Utifrån kategorierna har framkommit sex

    begrepp: kunskap, personlig utveckling, praktisk kunskap, samarbete, motivation och scenisk närvaro. Med hjälp av begreppen analyseras forskning och litteratur med syfte att förankra begreppen teoretiskt. Den praktiska kunskapen speglas i ett teoretiskt språk för att visa på kopplingen mellan teori och praktik.

    Studien landar i ett sociokulturellt förhållningssätt där likheter dras mellan ett sociokulturellt lärande och en estetisk läroprocess.

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  • 30.
    Ahlström, Hanna
    Linköping University, Department of Educational Science (IUV).
    Barn med Asperger syndrom2003Independent thesis Basic level (professional degree)Student thesis
    Abstract [sv]

    Det här examensarbetet handlar om barn med Asperger syndrom. Syftet med arbetet var att ta reda på vad Asperger syndrom är och hur man som lärare kan hjälpa dessa elever på bästa sätt. Jag är intresserad av elever som har det svårt och antar att jag någon gång under min tid som lärare kommer att stöta på dessa elever.

    Arbetet inleds med en teorigenomgång där jag främst går igenom de utmärkande dragen hos barn med Asperger syndrom. Där går jag också bl a igenom orsaker till Asperger och diagnostisering. Andra delen av arbetet är praktiska råd till lärare som arbetar med elever som har Asperger syndrom, vad läraren bör tänka på. Skolans främsta uppgifter, hur klassrummet bör se ut och arbetsmetoder är saker som jag går igenom där.

    Det som jag kommer fram till där är att det är mycket viktigt med struktur och ordning. Alla barn mår bra av att veta hur dagen ser ut, men för barn med Asperger så är det mycket viktigt att dagen följer vissa rutiner. För att barnen ska kunna ha det så bra som möjligt så är det bra att ha mål utsatta för eleven, både kortsiktiga och långsiktiga. Det är också viktigt med ett personligt dagsschema, så eleven vet vad som kommer att hända under dagen.

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  • 31.
    Ahmad, Azeem
    et al.
    Linköping University, Department of Computer and Information Science, Software and Systems. Linköping University, Faculty of Science & Engineering.
    Sandahl, Kristian
    Linköping University, Department of Computer and Information Science, Software and Systems. Linköping University, Faculty of Science & Engineering.
    Berglund, Aseel
    Linköping University, Department of Computer and Information Science, Software and Systems. Linköping University, Faculty of Science & Engineering.
    The Perceived Effects of Introducing Coaching on the Development of Student's Soft Skills Managing Software Quality.2021In: Proceedings of 4th Software Engineering Education Workshop (SEED 2021) co-located with APSEC 2021, 06-Dec, 2021, Taipei, Taiwan, 2021Conference paper (Refereed)
    Abstract [en]

    Technical abilities (also known as hard skills) are just as crucial as soft skills (such as communication, cooperation, teamwork, etc.) in attaining professional success. Therefore it is important to pay much attention to soft skills when developing the curriculum of engineering educations. Many elements can have a direct or indirect impact on students’ soft skills, including course topic, course module (i.e., laboratories, seminars, etc.), the medium of instruction, and learning activities. Many academics have investigated the development of soft skills in a variety of disciplines, including engineering, science, and business. The purpose of this study is to assess the perceived impact of coaching on the development of soft skills in MS and BS engineering students. During four planned sessions over a six-month period, MS students acted as coachers, while BS students received coaching from MS students. After each coaching session, all students were asked to complete a survey to evaluate their perception for how their soft skills had developed. The results of the perceived effects of introducing coaching activities are presented in this article. This article is a first step, in the series of our investigation, in identifying the students’ perceptions about the development of soft skills. According to the survey, the MS engineering students who were the coachers had perceived to improve most of their soft skills. However, in the perception of BS students, their soft skills did not improve as compared to MS students, prompting us to conduct additional research in the future to discover what hampered the growth of BS students’ soft skills as well as how MS students’ soft skills were enhanced.

  • 32.
    Ahn, Song Ee
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    A good learning opportunity, but is it for me?: A study of Swedish students' attitudes towards exchange studies in higher education2014In: Journal of Research in International Education, ISSN 1475-2409, E-ISSN 1741-2943, Vol. 13, no 2, p. 106-118Article in journal (Refereed)
    Abstract [en]

    This article describes students’ involvement and interest in exchange programmes in Swedish higher education. Law and Engineering bachelor’s programmes were chosen to exemplify an over-represented and under-represented group respectively in terms of international mobility in this context. The study combines interview and survey data. The author argues that the different institutional practices in educational programmes impact on students’ experienced involvement in exchange studies.

  • 33.
    Ahn, Song Ee
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Teaching future mobile professionals2012In: ProPEL Conference  Programme Book 2012, 2012, p. 12-13Conference paper (Other academic)
    Abstract [en]

    Students are on the move. An increasing number of students move abroad for education, both as part of exchange programs and as “free movers”. In the field of higher education, increasing the international mobility of the student population has been a top priority. Studying abroad is often described as valuable educational and cultural experiences. In addition to the educational merits, cultural experiences and personal development, it is also argued that internationally mobile students are set to enjoy an advantage in employability and mobility in a supposed future international and intercultural labour market. Increasing demands have been placed on universities as social institutions to produce internationally mobile professionals.

    Evaluations of exchange programmes, for example ERASMUS, show that there may be some truth to the claim that international education provides an advantage in the labour market. However, the results of the studies are often cautiously positive.  

    While the discussion of international education and mobility is attracting more and more attention, it is often pointed out that it is difficult to define “international education”, and that it is better understood as aspects of transnational work. 

    This paper investigates how international education is translated and performed by Swedish educational programs. It deals with questions such as what makes a student internationally mobile and what it means for an educator to teach an international education and provide students and graduates with international competences. The empirical materials are interviews with teachers in Swedish higher education, working in three different international fields: a PhD with teaching experiences in courses in an international master program, a director of studies in international master program with additional experience in a national program and a director of studies in a national program with an international focus. 

    Drawing upon the sociomaterial perspective on mobility and education, the paper aims at tracing the different entities that enable student and graduate mobility and in which way international educations are performed. The paper discusses various entities such as policy documents, degrees, language, incoming and outgoing students as well as the labor market, and how they contribute to create a space for anticipation and limits of “international education” and “international mobility”. 

  • 34.
    Ahn, Song Ee
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    To participate or not to in an exchange program: A study on the Swedish students’ attitudes on exchange programs in higher education2010Conference paper (Refereed)
    Abstract [en]

    This study explores students’ attitudes on international exchange programs in higher education in Sweden. Internationalization of higher education has been one of the main agendas during the last decades and increasing students’ international mobility has been one of the key issues in work of internationalisation of higher education. There are strong arguments and assumptions on the positive value of what internationalization of higher education would bring. For the individual students, it is often argued that students would gain international and intercultural knowledge and understandings by studying abroad. In addition

    it is not only educational merits but an advantage in employability and mobility in the future labour market, which is described to be international and intercultural.

    Exchange studies as an inclusive and integrated part of students’ education are aimed to make it easier for the students to move and study abroad. It is intended that studying abroad would be an open opportunity for students. Despite the accessibilities and universities’ ambitions and efforts in improving conditions for the students, not many students take this opportunity. In Sweden, the number of outgoing students is not impressive. For example during 2007-08, the percentage of outgoing students in higher education was only 1,8 % (Högskoleverket, 2009).

    The main question of the study investigates students’ attitudes on exchange programs and their choices; which groups of students are more likely to take part in exchange programs? The study is based on survey data collected from two different educational programs: one is over- represented and the other is under-represented in internationally mobile student groups. Independent variables such as gender, the parents’ socio-economic backgrounds and level of education are used to describe student groups and their attitudes. To gain better understanding on the students’ attitudes and participation in exchange programs, the study further explores; the students’ international experiences, the families’ international experiences and the students’ perceptions on their future labour market.

    Influenced by Bourdieu’s work, the concepts such as international capital, educational capital and educational trajectories are used to interpret the results. The results further discuss the students’ subjective attitudes and choices within the objective conditions and structures.

  • 35.
    Ahn, Song Ee
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Unequal opportunities: considering student mobility as an effect of institutional practice2013In: Mobility as a tool to acquire and develop competences from childhood to seniority / [ed] M. Mendel & A. Atlas, Warszawa: Fundacja Rozwoju systemu Edukacji , 2013, p. 365-373Chapter in book (Other academic)
  • 36.
    Ahn, Song Ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sociomateriella perspektiv på vuxen pedagogik2013In: Lärandets mångfald: Om vuxenpedagogik och folkbildning / [ed] Andreas Fejes, Lund: Studentlitteratur , 2013, p. 299-316Chapter in book (Other (popular science, discussion, etc.))
  • 37.
    Ahn, Song Ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Rimpilainen, Sanna
    University of Stirling, UK.
    Performing multiple realities: a study of action and agency in technology-enhanced simulation in medical education2013In: Book of Abstracts: 7th European Research Conference, 2013, p. 3-Conference paper (Other academic)
    Abstract [en]

    Drawing upon Actor network theory (ANT), the paper discusses the issue of agency in simulation training in medical education. Data is generated through observing technology-enhanced simulations in health care education where a mid-fidelity simulator (SimMan) is used. In the teaching session described in the paper, the students work and learn together in a-30 minutes emergency simulation with the SimMan as a patient called Sofia. The paper illustrates different examples of how the SimMan transforms from a "mannequin" and a "piece of technology" to a "female patient Sofia" as an effect of an assemblage of heterogeneous actors and how rapidly the transformation reverses back to a "mannequin", "piece of technology" when the assemblage fails to hold together. By drawing upon ANT, the paper argues that agency is not just a capacity of the students and teachers, but in webs of relations of human actors, materials, a scenario, techniques and the mannequin.

  • 38.
    Ahn, Song Ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Rimpilainen, Sanna
    University of Stirling, UK.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Health Sciences.
    Fenwick, Tara
    University of Stirling, UK.
    Interprofessional training in technology-enhanced medical simulation: Locations and knowings2013In: Conference Programme Book: 8th International Conference on Researching Work and Learning 2013, 2013, p. 15-16Conference paper (Other academic)
    Abstract [en]

    This paper take an actor-network theory perspective on the use of medical simulators in professional education as a means of training students in medical education and nursing in handling acute emergency situations in health care.  The main aim of the study is to investigate what activities are performed in what material arrangements in a full cycle of simulation, i.e  the briefing, the simulation in the emergency room, the observations in the control room and the debriefing and what knowing is produced as an effect of these arrangements.

     The use of simulators has become a common teaching strategy in medical education. An ageing population, declining financial resources and lack of trained health care personnel are global trends that call for changing the system of health care practice as well as for professional education in the sector.  To build more effective health services, professionals are required to work more collaboratively and in partnership with health care consumers (WHO 2008; 2010). Recently, leading medical experts have also criticised the training of health personnel for not adequately preparing for cooperation and inter-professional communication (Frenk et al, 2010). In health care, this concern situations demanding effective communication for making prompt decisions that are of critical importance in emergency situations. Training of students and professionals by means of full-scale simulators is a response to accommodate for these needs.  Education in simulation-based environments is seen to offer opportunities to address the needs for training interprofessional collaboration by focusing on communication, situation awareness, decision making and coping with stress (Arafeh et al 2010; Östergaard et al,2011). Cook et al has shown in a meta analysis of more than 600 research articles, that in comparison with no intervention, technology-enhanced simulation is consistently associated with large effects for outcomes of knowledge, skills, and behaviors but moderate effects for patient-related outcomes (Cook et al 2011). A majority of the studies are effect studies with quantitative designs. The authors argue that there is a need for rigorous, theory based qualitative studies in order to clarify how and when to effectively use technology enhanced simulations in the training of health care professionals.

     The present study draws upon Actor-network theory (Latour, 2005).  This perspective which situates materiality as a part of the social practices, provides theoretical tools for observation and discussion of the relation between the material assemblages and human actors. Observations of full-scale simulations of acute trauma handling in the emergency room with ten groups of medical and nursing students make up the data for analysis. Preliminary findings indicate that the different locations and material arrangements of the simulation cycle produce different kinds of knowing and learning than the intended curriculum objectives. The findings can contribute to the theoretical knowledge of how to design simulation-based medical education.

     

     

     

     

     

  • 39.
    Ahn, Song-ee
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Aktör-nätverksteori2015In: Handbok i kvalitativ analys / [ed] Andreas Fejes och Robert Thornberg, Stockholm: Liber, 2015, 2, p. 115-130Chapter in book (Other academic)
  • 40.
    Ahn, Song-ee
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Ur kurs: Utbytesstudenters rörelser i tid och rum2007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this dissertation is to study exchange students’ movement and exchange studies as a trajectory in time and space. The dissertation is based on interviews with fourteen Korean exchange students at Swedish universities. The theoretical framework is based on Actor–Network Theory (ANT). ANT argues that everything that does something is an actor (human and non-human) and that an actor cannot be separated from a network that acts through the actor. ANT also argues that one’s location is not explained only in terms of Euclidean space and time but also in terms of spatiality and temporality, which are a network’s production.

    The dissertation shows that the students were enrolled and mobilized in the exchange programs by heterogeneous actors and that there were specific network spaces that produced exchange students at the home universities. The exchange students were excluded at the Swedish host universities by being formally included without direction. At the host universities, they went off course from their educational trajectories because the curriculum disappeared during their exchange studies. The dissertation also shows that the exchange students were enrolled and mobilized in the networks of “international students” at the host universities. Theses exchange students instead moved in the same way as the other exchange students, which stabilized the networks of “international students” at the host universities. It describes how the exchange students acted at a distance as actor of networks in Korea. When they returned, many of them had to prolong their educational period. This was a result of the translation of exchange studies at the home universities.

    In this dissertation, it shows that the exchange program was performed not only by individual exchange students; rather, it was performed in the associations of heterogeneous actors.

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  • 41.
    Ahn, Song-ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Flogell, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Arts and Sciences.
    Karlsson, Georg
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Kunskap – synlig, standardiserad och jämförbar?2009In: Lärande på vuxnas vis: Vetenskap och beprövad erfarenhet, Lund: Studentlitteratur , 2009, 1, p. 123-142Chapter in book (Other academic)
    Abstract [sv]

    Denna bok belyser och jämför flera gemensamma brännpunkter i kommunal vuxenutbildning, folkhögskola och högskola: till vilka utbildningarna riktas, hur de utformas didaktiskt, hur de studerande betygssätts och bedöms. Författarna använder konkreta exempel när de diskuterar bland annat utbildares och studerandes perspektiv på dessa områden. Boken riktar sig till blivande och verksamma personalvetare, yrkes- och studievägledare samt pedagoger.

  • 42.
    Ahn, Song-ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Edelbring, Samuel
    School of Health Sciences, Örebro University, Örebro, Sweden.
    Designing a virtual patient as an interprofessional enactment: lessons learnt from the process2020In: International Journal of Learning Technology, ISSN 1477-8386, E-ISSN 1741-8119, Vol. 15, no 3, p. 204-218Article in journal (Refereed)
    Abstract [en]

    This study is based on observations of the design process of a virtual patient (VP), which aimed to facilitate interprofessional learning. By following the design process of this particular VP, this study aimed to trace how different practices and the knowledge within these practices were enacted as a VP and to understand the design team's difficulties and challenges. Drawing upon actor-network theory (ANT), the study demonstrates how technology and various practices in healthcare and education were enrolled to build the VP and the different translations that took place during the process. We discuss the results by reflecting on the intertwined relationship among the different enactments of a patient in the different professional practices, the enactment of pedagogical intentions and the role of technology in the design process.

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  • 43.
    Ahn, Song-Ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Hallqvist, Anders
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Innovative folk high school programs2016Conference paper (Other academic)
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  • 44.
    Ahn, Song-ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Hallqvist, Anders
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Kursutveckling inom folkhögskolan: Fyra exampelpå didaktisk innovation2018In: Folkhögskolan 150 år / [ed] Ann- Marie Laginder, Eva Önnesjö, Irma Carlsson & Erik Nylander, Stockholm: Förening för Folkbildningsforsning och författarna , 2018, 1, p. 273-286Chapter in book (Other academic)
  • 45.
    Ahn, Song-Ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Hallqvist, Anders
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Innovative Program Development in Swedish Folk High Schools2016Conference paper (Other academic)
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  • 46.
    Ahn, Song-ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nya former för yrkeslärande: simulatorstödd undervisning2018In: Yrkesutbildning: mellan skola och arbetsliv / [ed] Maria Gustavsson, Susanne Köpsén, Lund: Studentlitteratur AB, 2018, p. 85-100Chapter in book (Other academic)
  • 47.
    Ahn, Song-ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Simulation-based training in VET through the lens of a sociomaterial perspective2020In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 10, no 1, p. 1-17Article in journal (Refereed)
    Abstract [en]

    This article aims to review the pedagogical research on simulation training in voca-tional education and training (VET) and to discuss the emerging teaching practice from a socio-material perspective on learning and practice. Literature reviews on research into simulation training with pedagogical interests show that there are three main themes: 1) the effect of technology-enhanced simulation training, 2) the fidelity and authenticity of simulation and learning, and 3) pedagogical consideration and under-pinnings. The article draws on a sociomaterial perspective on learning and practice to problematise and discuss the findings of previous research. This theoretical perspec-tive makes it possible to discuss how technology, educational practice and social rela-tions are intertwined and precondition each other.

    Through the lens of sociomaterial theory, the article discusses how the introduction of the new technologies brings about changes and expectations of what can be learned, how the teaching practices are enacted and how this affects the relationship between teachers and students.

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  • 48.
    Ahn, Song-ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The professional bodies of VET teachers in the context of simulation-based training for vocational learning2023In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 16, p. 141-156Article in journal (Refereed)
    Abstract [en]

    It is argued that the use of high-fdelity simulators is educationally efective, since students are able to work more independently and can better control their learning. Therefore, simulations can be used as a teaching method to facilitate and ease teachers’ work situations. This raises questions as to whether teachers’ professional bodies are a bounded physicality, or whether we can understand teachers’ professional bodies in practice in terms of enactments? This article analyses and discusses the enactment of VET teachers’ professional bodies in the context of vocational and simulation-based training. The empirical material is based on ethnographic observations in three classes in two diferent vocational education programmes at two upper secondary schools in Sweden. Three diferent cases are presented and analysed as examples of how VET teachers’ professional bodies are enacted. Guided by a practice theory perspective (Schatzki, T. R. Social practices: a Wittgensteinian approach to human activity and the social (1996), Schatzki, T. R. The site of the social: A philosophical account of the constitution of social life and change (2002), Schatzki, T. R. & Natter, W. Sociocultural bodies, bodies sociopolitical. In T. R.Schatzki & W. Natter (Eds.), The social and political body (1996), the study shows that VET teachers’ professional bodies are enacted in multiples, distributed, and delegated in an interplay between the teachers, the students, the simulator, and its material set-up. In these enactments of professional bodies, VET teachers embody both a teacher identity and a previous vocational identity, which they perform simultaneously depending on the educational situation.

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  • 49.
    Ahn, Song-ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Rimpiläinen, Sanna
    Digital Health and Care institute.
    Maintaining Sofia – or how to reach the intended learning outcomes during a medical simulation training2018In: International Journal of Learning Technology, ISSN 1477-8386, E-ISSN 1741-8119, Vol. 13, no 2, p. 115-129Article in journal (Refereed)
    Abstract [en]

    The study aims to understand what makes a 'successful simulation', one that follows the planned sequence of events embedded in the simulated scenario, thus producing the intended learning path and learning outcomes for the participating students. The study is based on observations of 15 full-scale simulation sessions of acute trauma handling during inter-professional training of medical and nursing students. The study shows that the briefing preceding the simulation frames the students' emergent actions during the scenario by demarcating 'possibilities' and 'impossibilities' for actions during the exercise. This in turn defines what actions are 'appropriate' and 'inappropriate' when the scenario is enacted. The simulation exercises are emergent and co-constituted by the diverse participating, socio-material actors. The extent to which this socio-material assemblage manages to produce and maintain the enactment of the patient during the simulation signifies the success or failure of the intended learning path of the exercise.

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  • 50.
    Ajanic, Semir
    Linköping University, Department of Behavioural Sciences and Learning.
    Lärares upplevelse av vad som kännetecknar ett gott ledarskap2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Anledningen till att denna studie utforma sig var mina funderingar om att ledarskapet i klassrummet är beroende av hur man bemöter eleverna. Genom en semistrukturerad intervjustudie ska fyra verksamma lärare få uttrycka sina föreställningar och upplevelser kring vad som kännetecknar ett gott ledarskap och dess olika beståndsdelar. Hela studien och studiens resultat bygger på att samla data om lärares upplevelser kring frågeställningarna. Studien ses ur ett fenomenologiskt perspektiv och analyseras med inspiration från the grounded theory. Dessa två metoder passar bra ihop då de vill fånga undersökningsdeltagarnas upplevelser av ett fenomen och dess olika aspekter.

    Utifrån informanternas upplevelser beskrivs olika aspekter på fenomenet relationellt ledarskap och strategier för relationsarbetet. I denna studie kommer du att få ta del av informanternas beskrivningar av olika aspekter på relationellt ledarskap och vilka relationella strategier de säger att de använder. Aspekterna som berör och kopplas till det relationella ledarskapet är: Föredömlig, social, personlig, anpassningsbar, auktoritativ och ämneskunnig.

    I studiens resultat presenteras deras upplevelser och kopplas till olika teorier kring ledarskap och relationsskapande i klassrummet. I stora drag visar denna studie att informanterna upplever att lärare som främjar relationer både mellan eleverna och mellan dem själva och eleverna utövar ett gott ledarskap eller ”lärarskap”.

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