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.

Despite the widespread interest in using and researching simulation in higher education, little discussion has yet to address a key pedagogical concern: difficulty. A sociomaterial view of learning, explained in this paper, goes beyond cognitive considerations to highlight dimensions of material, situational, representational and relational difficulty confronted by students in experiential learning activities such as simulation. In this paper we explore these dimensions of difficulty through three contrasting scenarios of simulation education. The scenarios are drawn from studies conducted in three international contexts: Australia, Sweden and the UK, which illustrate diverse approaches to simulation and associated differences in the forms of difficulty being produced. For educators using simulation, the key implications are the importance of noting and understanding (1) the effects on students of interaction among multiple forms of difficulty; (2) the emergent and unpredictable nature of difficulty; and (3) the need to teach students strategies for managing emergent difficulty.

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.

This paper explores whether and in what way dual learning can develop understanding of the relationship between structure/judgement and explores audit students perceptions of the audit profession. The Work Integrated Learning (WIL) module, serving as a tool of enabling dual learning, represents the context for this exploration. The study is based on a focus group and individual interviews conducted with students performing their WIL. Our data and its analysis indicates that when in a WIL context, students develop awareness of the use of standards and checklists on the one hand, and the importance of discretional judgement on the other. Based on these results, we theorise as to how dual learning manifests itself in students experiences and understanding of the relationship between structure and judgement.

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.

Kunskapen om i vilken omfattning ungdomar har sålt eller köpt sex är begränsad. Delvis kan det bero på svårigheten med att bestämma vad som omfattas i begreppen sälja och köpa sex. Studier visar också att det i ungdomsrelationer förekommer att gåvor ges efter sexuella aktiviteter.

I denna studie har totalt 16 personer (1,9 %) uppgett att de i olika omfattning utfört sexuella tjänster mot ersättning och att 79 personer (9,1 %) blivit erbjudna pengar eller annan ersättning för sexuella tjänster. Det är fler killar än tjejer som säljer sex. När det gäller att ha blivit erbjuden sex mot ersättning är det flest tjejer som svarat ja. Resultatet visar också att 131 personer (15,1 %) kan tänka sig att utföra sexuella tjänster mot ersättning. I svaren kan vi också utläsa att 348 personer (40,1%), mestadels killar, accepterar att andra utför sexuella tjänster mot ersättning.

När det gäller i vilka kretsar de som säljer sex umgås är det tydligt att ungdomarna tittar mer på porr, att det är vanligare att de visar sig i sexuella situationer och att de har mindre tolerans mot homosexuella. Samlagsdebuten var ett år tidigare än hela undersökningsgruppen. Det är vanligare att man blivit utsatt för olika sexuella handlingar mot sin vilja, men man har också utsatt andra för sexuella handlingar mot deras vilja. Sammantaget kan vi se att ungdomarna i denna studie som sålt sex lever ett påtagligt mer sexualiserat liv än vad andra ungdomar i motsvarande ålder gör.

Högläsning kan ses som ett verktyg för att utveckla elevers språk och har samtidigt visat sig vara betydelsefull för elevers egen läsutveckling. Att lärare högläser för elever är därför av största vikt. Syftet med denna studie är att undersöka vilka strategier forskare förespråkar att lärare kan använda sig av under högläsningen för att främja elevers språk. Syftet är också att undersöka vilka betydelser deförespråkade strategierna kan ha på elevers lärande. Högläsning avser i denna studie den form när läraren läser högt för eleverna. Formen inkluderar även interaktioner mellan lärare och elever likt ett socialkonstruktivistiskt synsätt på lärande där elever lär i samspel med andra. Förståelsen och förmågan att röra sig i andra texter är också viktiga aspekter som utvecklar elevers literacy. I denna studie har vi använt oss av manuella sökningar och sökningar i databasen ERIC. Litteraturstudien är baserad på resultat från elva olika studier. Resultatet visar att de förespråkade strategierna kan delas upp i tre kategorier: 1. Förberedelser innan högläsning. 2. Texters struktur och innehåll. 3. Ordförrådsstrategier. Utifrån studiens resultat rekommenderar vi att lärare med fördel kan tillämpa strategier från respektive resultatdel. Lärare har inför högläsning didaktiska val att ta ställning till, exempelvis strategin bokval. För att främja förståelsen av texters struktur och innehåll kan lärare till exempel utnyttja strategierna berättelsens komponenteroch dramatisera. Slutligen bör lärare använda sig av planerade ordförrådsstrategier där exempelvis ord placeras i ny kontext eller att elever konstruerar nya meningar med ord.  

This qualitative study focuses on how knowings and learning take place in full-scale simulation training of medical and nursing students, by drawing upon actor-network theory (ANT). ANT situates materiality as a part of the social practic-es. Knowing and learning, according to ANT, are not simply cognitive or social phenomena, but are seen as emerging as effects of the relation between material assemblages and human actors being performed into being in particular locations. Data consists of observations of simulations performed by ten groups of students. The analysis focuses on the emerging knowings in the socio-material—arrangements of three locations involved in the simulation—the simulation room, the observation room and the reflection room. The findings indicate that medical knowing, affective knowing and communicative knowing are produced in different ways in the different locations and material arrangements of the simulation cycle.

The purpose of the dissertation is to study, describe and analyses which comparative measurement activities preschool children construct and use, and how they solve problems and communicate when they use the comparative measurement activities whilst playing with Lego (“the Lego play”). The measurement activities chosen are length/height, quantity and time.

The empirical material is based on data from two preschool classes with children aged 2 – 5 year, It was collected through participant observation (video captures) of the children’s Lego play. The theoretical starting points in this study are grounded in childhood sociology and the sociocultural perspective. The study assumes the childhood sociology perspective by viewing the children as competent and active in creating meaning as well as controlling and influencing their own and others’ social environment. The sociocultural perspective gives prominence to development and learning, and its related tools and concepts are used to analyses the results of the study. That is, the Lego play is studied in a social context from the child’s perspective, and the sociocultural perspective describes and analyses the child’s use of mathematics and the acquisition of knowledge in the Lego play in a sociocultural context.

The results show that children measuring length/height and quantity explored a store of measurement tools in order to make comparisons, and adapted these to the context in question. These were own body, other body, artefacts, numbers and counting. The measurements were used individually and with others, and the solving of the own or shared problems constituted a large share of the time spent constructing models during Lego play. By contrast, the time concept was used mainly as a tool when the children played with their finished Lego models. Thus, a time perspective was added to the child’s finished model, which inspired thoughts and reflections about time used in the Lego play. The children used the time concepts of the present, the past and the future, and also considered the concept of velocity in the context of the timescale. The children’s communication had a large impact on the Lego play, and they expressed their ideas verbally, physically and through action. The children’s use of mathematics was prominent and meaningful during the Lego play.

Syftet med denna studie är att redogöra för forskning kring muntlig kommunikation i matematik. Studien syftar till att se över vilka arbetssätt elever möter när muntlig kommunikation i matematik är i fokus, samt lärares val av matematiskt språk vid matematikundervisning. Syftet är dessutom att ta reda på vilken betydelse muntlig kommunikation i matematik har för kunskapsutvecklingen hos elever, bland annat för elever med dyslexi och elever med annat modersmål än svenska.

I denna studie beskrivs muntlig kommunikation i matematik, arbetssätt, matematiskt språk samt kunskapsutvecklingen hos elever, utifrån existerande forskning, föregående läroplan samt nuvarande läroplan.

Resultatet visar att utomhusmatematik är ett lämpligt arbetssätt för att elever ska kunna utveckla matematisk kommunikation. Även laborativ matematik har visat sig vara ett arbetssätt som bidrar till grupparbete och muntlig kommunikation. Elevers logiska tänkande utvecklas i samband med muntlig kommunikation i matematik och eleverna får möjlighet att utveckla förmågor som lyfts fram i Lgr11. Lärares val av det matematiska språket påverkar vilket språk elever använder när de kommunicerar med varandra. Det är viktigt att lärare möter elever på ett vardagsspråk men samtidigt måste lärare presentera matematiska begrepp på ett vetenskapligt språk för att undvika förvirring hos eleverna. Forskning visar även att det är viktigt för elever med svenska som andraspråk att lärare inte växelvis blandar mellan ett vardagsspråk och vetenskapligt språk. 

In this thesis I discuss workplace learning during international assignments in a variety of work sectors. In addition to normal adjustments to a new workplace, foreign language acquisition and cultural adaptation are necessary. By collecting and analyzing narratives of a group of Swedish professionals with international work assignments, I have found some regularities and variations of workplace learning as well as some significant effects that these assignments had on their identity. Recommendations are given to providers of preparatory courses for international work assignments as well as sending organizations and employers.

The main finding is that workplace learning for international workers follows a trajectory starting already long before departure and continues throughout different phases of the assignment. It also has effects on work life after the return to one’s home culture. The learning resulting from the work assignment affected all areas of life (not only work life) and contributed towards an intercultural identity. This kind of assignment often included networking with several organizations and groups of people of varying nationalities. Instead of working towards becoming full members of one work community, the participants in this study often found themselves in the peripheries of multiple ones. This peripheral albeit influential situation provided many opportunities for learning, both for the individual and the groups they work with. In this way, these international workers have the potential to be agents of change and development in all work communities they relate to. 

This article examines what we call micro-level language policy-in-process – that is, how a target-language-only policy emerges in situ in the foreign language classroom. More precisely, we investigate the role of language policing, the mechanism deployed by the teacher and/or pupils to (re-)establish the normatively prescribed target language as the medium of classroom interaction in the English as a foreign language classroom of an international school in Sweden. Using ethnomethodological conversation analysis, we have identified a regular three-step sequence for language policing: (1) a (perceived) breach of the target-language-only rule, (2) an act of language policing and (3) an orientation to the target-language-only rule, usually in the guise of medium switching to the target language. Focusing primarily on teacher-to-pupil policing, where the teacher polices pupils’ (perceived) use of their L1 (Swedish), we identify three different categories of teacher-policing. These categories are based on particular configurations of features deployed in the three steps, such as initiator techniques (e.g.reminders, prompts, warnings and sanctions) and pupils’ responses to being policed (e.g. compliance or contestation).

This new publication in the Models and Modeling in Science Education series synthesizes a wealth of international research on using multiple representations in biology education and aims for a coherent framework in using them to improve higher-order learning. Addressing a major gap in the literature, the volume proposes a theoretical model for advancing biology educators’ notions of how multiple external representations (MERs) such as analogies, metaphors and visualizations can best be harnessed for improving teaching and learning in biology at all pedagogical levels.The content tackles the conceptual and linguistic difficulties of learning biology at each level—macro, micro, sub-micro, and symbolic, illustrating how MERs can be used in teaching across these levels and in various combinations, as well as in differing contexts and topic areas. The strategies outlined will help students’ reasoning and problem-solving skills, enhance their ability to construct mental models and internal representations, and, ultimately, will assist in increasing public understanding of biology-related issues, a key goal in today’s world of pressing concerns over societal problems about food, environment, energy, and health. The book concludes by highlighting important aspects of research in biological education in the post-genomic, information age. 

En av de grundläggande kunskaperna alla elever ska kunna efter en avslutad skolgång är att läsa. Det är skolans uppgift att se till att det sker. Ett särskilt ansvar finns då hos varje lärare att stötta och hjälpa elever med lässvårigheter. Vi ansåg därav att det var av stor vikt att undersöka hur lärare kan göra just det. Syftet med den här studien är att beskriva hur lärare kan främja läsutvecklingen för elever som har eller ligger i riskzonen för dyslexi. Vi har genomfört en strukturerad litteraturstudie där vi har analyserat elva vetenskapliga artiklar. Resultatet visade att färdighetsträning i fonologi i kombination med till exempel läsförståelse eller ordigenkänning är mycket effektiv. Resultatet visade också att arbete i små homogena grupper eller en-till-en-undervisning, elev och lärare, är de mest framgångsrika lärmiljöerna. Den här studien bidrar till en grund för den nyfikne läraren eller föräldern som vill lära sig mer om hur hen kan hjälpa de elever som har eller befinner sig i riskzonen för dyslexi.

The aim of the present thesis was to investigate how individual memory potential in different tasks is affected by collaboration in social settings. Collaborative group dimensions were also studied: friendship, age, and gender. The principal comparison was between an actual collaborative dyad and the sum of the two individuals' memory potential, i.e., the predicted potential. It was shown, in five studies, that two individuals can not cue each other effectively enough to reach their predicted potential, i.e., negative net effects of collaboration were demonstrated. The widespread feeling of a group superiority is therefore wrong. This effect held true for explicit and episodic memory tasks, but not for semantic and implicit tasks, across materials. Furthermore, collaboration at encoding and retrieval reduced the effectiveness of the cue and the reduced cue effectiveness hypothesis gained support in further tests. Friends, as opposed to non-friends, were shown to possess an ability to reduce the negative net effects of  collaboration. In addition, if the participants (old as opposed to young children) could take their partner's perspective, a reduction of the negative net effects occurred, i.e., the reciprocal understanding hypothesis was supported. It is suggested that young children's lack of perspective-taking ability reduces their possibility to cue each other as effectively as older children. Finally, negative net effects occurred for collaborative dyads regardless of gender constellation. Generally, the data pattern suggests that cognitive theory can explain how individual memory performance is influenced by collaboration. There is (a) a selectivity in the size of the negative net effect with respect to type of memory task and type of dyadic relationship, and (b ), there is a generality of the effect across task materials and gender. Thus, (a) and (b) replicate, extend, and further deepen our understanding of this counter-intuitive phenomenon.

i detta kapitel diskuteras begreppen reell och formell kompetens och hur dessa är relaterade till varandra. Speciellt läggs fokus på hur den reella, faktiska, kompetens som utvecklas i olika sammanhang ges erkännande och värde på varierande sätt, och hur den reella kompetensen även kan ”omvandlas” till formell kompetens genom sådana processer som ofta kallas för validering. I detta sammanhang lyfts även begreppen bruksvärde och bytesvärde upp för att ringa in vad det är för slags värde som kunskap och kompetens har och tilldelas. Kompetensens värde relateras även till det som brukar betecknas kvalifikationer i arbetslivssammanhanget. Kapitlet tar därmed bland annat sin utgångspunkt i den modell för yrkeskunnande som Per-Erik Ellström beskrev 1992, och som fortfarande är värdefull för att förstå värdet av reell och formell kompetens.

Recognition of prior learning (RPL) has emerged in recent decades as an important policy area and policy concept. It is a phenomenon with a certain variation in practices as well as contexts, concepts and conceptions. However, there is a basic idea about giving recognition to prior learning wherever and whenever learning has taken place. Such ideas can be ‘materialised’ in formal assessment systems providing the basis for recognition, as well as in informal processes where prior learning is made visible and gets recognition.

This book provides a range of empirically and theoretically based contributions from different parts of the world where RPL, or an equivalent, is mobilised as part of educational practices for adults. Discussion in this area often takes place locally. This volume compiles different kinds of contributions to create a broader dialogue among scholars and practitioners, not only on the specific topic of RPL, but also on more general issues faced in educational research. It was originally published as a special issue of the International Journal of Lifelong Education.

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.

Welcome to a new volume of the Nordic Journal of Vocational Education and Training. In this first issue of 2018 we are proud to present a new associate editor of our journal. Associate professor Hedvig Skonhoft Johannesen from OsloMet - Oslo Metropolitan University in Norway has joined the editorial group, and we look forward to fruitful cooperation with the journal. In this issue of NJVET we have seven contributions ￜ six peer-reviewed research articles and one magazine article ￜ from Sweden, Norway, and Denmark. The topics of the articles address assessment in empirical and analytical approaches, VET studentsￜ as well as teachersￜ boundary learning, digital storytelling as an approach to vocational didactics, drop out from vocational education, and finally the quality of vocational education.

The focus of this thesis is on hearing-impaired students in higher education. The following problem are formulated: How can one understand the interaction between hearing-impaired students and the academic and social environment of higher education, including the individual student's prerequisites and possibilities as regards higher education, and in what forms? The thesis consists of a study based on the perspective of 11 hearing-impaired students. A combination of several data sources were used. Verbatim transcribed thematized interviews were analysed. In order to understand the action itself, participant observation, video recordings and stimulated recall were used in addition to text interpretations.

The results shows that the impairment in itself was not a determining factor as regards success in University studies. Nor was it possible to discern any connection between communication ability and the results achieved in University studies. It was also not possible to determine whether a person with a congenital hearing-impairment would be less successful in University studies than persons whose hearing was impaired later in childhood. There existed a complex integration problem which meant that considerable effort was often needed to conform to the hearing University world. The study shows how the problem of hearing is both situationally and culturally related as well as being determined by the goals of the hearing-impaired person. A number of obstacles to success were identified. These could arise as an effect of (i) independent study coupled to lectures, (ii) integration problems in conjunction with different types of group activities, (iii) time coupled to pace and efficiency and (iv) marginal contact with teachers/lecturers in many disciplines. The hearing-impaired students had conceptions of what was regarded as a problem, what was seen as a legitimate demand and what were fundamental values in the worlds of persons with and without impaired hearing, respectively. A comparison of the different conceptions of these worlds revealed underlying explanations of why obstacles arose in the encounters between hearing-impaired students and the hearing world of higher education

The aim of this study is to explore the nature of technology education in a Sámi school, in order to identify the potential of indigenous Sámi knowledge for broadening the horizons of technological literacy. This paper presents the findings from the initial analysis of the empirical material. The purpose was to identify which specific artefacts play a central role in technology education in a Sámi school, and how the artefacts are implemented in technology education to convey technological knowledge. The participants (teachers and pupils) were all from the same Sámi School in Northern Sweden. The method employed was participatory observation and empirical material consists of field notes, recorded conversations, photographs and children’s drawings. The findings show that technology education is strongly connected to specific artefacts that are important in Sámi culture. Technology Education is grounded in a holistic view of knowledge and to a large extent integrated with other school subjects. The knowledge system embedded in technology teaching is collective and related to both artefacts and activities. Myths and storytelling are frequently used to contextualise the technological content, and the historical aspect of technology is largely present since connections between older and newer technological solutions are made. Technological knowledge, activities and specific artefacts are not only attributed a practical value, but also given a symbolic value, since a common knowledge base in Technology contributes to strengthening the children’s cultural identity.

In 2017, the Swedish government decided on a new national strategy for digitalisation of the school system. The strategy resulted in a revision of the curricula for Swedish preschool in order to strengthen digitalisation. Although programming is not explicitly mentioned in the curriculum, programming and robots have become a more common feature of preschool teaching. There are intervention studies showing that children can develop programming skills and conceptions. However, studies of programming from a technology education perspective are rare, and there is a need for further research. This study aims to investigate how programming in a preschool context and what the teachers and children do. This study focuses on the interaction between children, teachers and technology. The programming activities in preschool are not a separate activity, but part of a wider context, hence we adapt a sociocultural perspective. The empirical data consist of two group interviews with preschool teachers and one video-recorded programming activity with children aged 4-5 years and their teachers. The data material was analysed using a thematic content analysis to inductively search for patterns in the actions and methods used by teachers and children. This study shows that four aspects of programming were communicated: instructions, sequences, bugs, and language. Moreover, the relationship between humans and the technological artefacts was characterized in three different ways: technology as I) anthropomorphic, II) gender coded, and III) autonomous or non-autonomous. Thus, the programming activities and robot were incorporated in a wider context. Technology (the robot) became a tool to achieve several learning objectives. The technology was not the main focus; the overall message constructed in this teaching setting is that the human controls and uses the technology to achieve specific purposes.

Vårt syfte med denna litteraturstudie var att undersöka vilka undervisningsmetoder som var gynnande för lågpresterande elevers grundläggande taluppfattning i årskurs F-3. Den grundläggande taluppfattningen är viktig för eleven för att kunna utvecklas vidare i sitt matematiska kunnande. Det är ingenting eleven kan utveckla själva utan det krävs tydlig vägledning av läraren och många möjligheter för eleven att praktisera kunskapen. I och med det ville vi se vilka metoder som var gynnande. Vi sökte artiklar på databaserna Eric och Unisearch och fick i resultatet fram fyra metoder som var gynnande. De metoderna var att jobba med konkret – abstrakt, laborativt material, lekfulla aktiviteter och ”tänka högt”. Tillsamman med metoderna framförs även betydelsen av att jobba i olika konstellationer.

Begreppet kreativitet omnämns vid flertalet tillfällen i läroplanen för grundskolan, föreskoleklassen och fritidshemmet (Lgr 11). Det redogörs dock inte för någon definition av begreppet. Denna studie syftar till att lyfta begreppet kreativitet och försöka finna definitioner av begreppet, dels ur ett generellt perspektiv och dels ur ett slöjdspecifikt perspektiv. Dessutom beskrivs hur man kan arbeta med kreativitet i skolslöjden.

Studien utgörs av en begreppsanalys där forskningslitteratur inom psykologi, pedagogik och slöjd studerats för att finna definitioner av begreppet kreativitet.

Resultatet visar att det inte finns någon entydig definition av begreppet kreativitet, varken inom psykologin eller inom slöjdforskningen. Det resultat som framkom var att kreativitet är kontextbundet och behöver definieras utifrån det sammanhang där det uppkommer. Kreativitet innebär, bland annat, att redan förvärvda kunskaper och erfarenheter kombineras för att skapa något nytt. Det beskrivs hur en person inte kan skapa vare sig i eller med vakuum. För att en idé skall komma att klassas som kreativ redogör vissa forskare för hur idén behöver vara användbar och ny för en grupp människor. Andra forskare redogör för kreativitet ur ett individuellt perspektiv där idén enbart behöver uppfattas som kreativ av en enskild individ. För att gynna kreativiteten i skolslöjden krävs det att klassrumsklimatet är öppet för risktagande, analyserande, prövande, omprövande av idéer, samt diskussion kring den enskilde elevens skapande. 

Digitaliseringen av samhället har i grunden förändrat dagens arbetsliv och alltmer arbete utförs i och omkring digitala enheter. Arbetsmoment är därmed på något sätt knutet till vad som i bred bemärkelse kan kopplas till skärmar av olika slag, vad som kan beskrivas som skärmarbete. Ytterligare en konsekvens av digitaliseringen är att nya yrkesroller uppstått till följd av framväxande digitala arbets- och fritidsaktiviteter. I relation till lärande innebär digitaliseringen att arbetsplatsens lärprocesser i hög grad sker i och omkring skärmarbete. Med utgångspunkt i ett sociokulturellt perspektiv på lärande är syftet i detta kapitel att bidra med kunskap om möjligheter och utmaningar med lärande i organisationer där digitala aktiviteter och redskap är det centrala kunskapsobjektet för yrkeskunnandet. Exempel tas från två olika verksamheter där kollegialt skärmarbete organiseras för att utföra utvärderings- och bedömningsaktivteter. Den första verksamheten utgörs av en IT-support där ett team använder dokumenterat skärmarbete vid återkommande organiserade lärtillfällen. Det andra sammanhanget utgår från hur en jury av yrkesverksamma spelutvecklare värderar spel på en datorspelstävling. I kapitlet diskuteras hur yrkesprofessionellas kollegiala blick är direkt kopplad till hur digitala verktyg är integrerade i organisatoriska verksamheter. Kapitlet illustrerar hur professsionella grupper organiserar såväl traditionella som nyare former av utrymme och stöd för lärande och utveckling för att tillgängliggöra privata digitala aktiviteter kollegialt.

Handledning är av central betydelse för en doktorands arbete och genomströmning. I föreliggande studie granskas kriterier för att handledningen ska uppnå hög kvalitet. Frågorna som står i fokus är: Vad karaktäriserar bra handledning, och hur kan handledningens kvalitet värderas och stärkas? Diskussionen baserar på tidigare forskning, styrdokument och intervjuer med några erfarna handledare. Resultaten tyder på att strukturellt och formaliserat stöd i forskningsmiljön såväl som vid handledningsträffarna gynnar handledningens kvalitet och doktorandens möjligheter att vid disputation nå examensmålen. Handledaren behöver vara flexibel och reflexiv i sitt förhållningssätt, eftersom doktoranders behov och förutsättningar skiljer sig och också förändras under utbildningens gång. Samtidigt behöver handledaren förhålla sig till olika krav, vilka kan skapa dilemman och leda till en svår balansgång i handledningen. Viktigt är att handledaren tar ansvar för att handledningen och relationen fungerar väl för samtliga inblandade parter, och uppmuntrar till samtal om problem och svårigheter när de uppstår. Samtidens krav på effektivitet och genomströmning fordrar arbetsplatsens och kollegiets stöd i handledningen, med ett kollektivt ansvar för doktorandens utbildning och utveckling.

N F S Grundtvig, 1783-1872, was the founder of the folkhögskola, ("Folk High School", Residential colleges of general, liberal education for adolescents and adults), but he also was a pastor, a poet, and a historian. The dissertation presents an overview of Grundtvig's pedagogical thoughts, including his ideas of both the folkhögskola and a Nordic University. The dissertation's main purpose is to clarify the meaning of the concept of livsupplysning (Life enlightenment).

Grundtvig's point of departure is his view that life is embedded in the spoken word of dialogues, songs, folk tales, folk songs and proverbs. What, then, constitutes a Text that Enlightens Life? What are its characteristics? What is its nature? How is it composed? On the basis of deconstructive reading, some of Grundtvig's central pedagogical texts are interpreted. The dissertation demonstrates what characterizes a Text that Enlightens Life, and how Grundtvig uses different rhetoric patterns to express what is meant by Life Enlightenment.

The reading brings forward the two strategies of Reversal and Dislocation. The Reversal clarifies the three fundamental opposites Life and Death, Light and Darkness, Truth and Lie. The Dislocation strategy indicates the need to create maximal växelverkan (interaction, interchange). The outcome is a text built upon ambiguity and pluralism. These are also fundamental in Grundtvig's pedagogy, striving to engender a deep understanding of the meaning of Life Enlightenment.

Syftet med studien var att ta reda på vilka svårigheter som kan uppstå i problemlösning för elever som har svenska som andraspråk. För att ta reda på detta ställdes frågorna: “vilka svårigheter stöter elever med utländsk bakgrund på vid problemlösningsuppgifter?”  samt “vilket stöd kan de eleverna få i sitt lärande?” För att kunna svara på frågeställningarna utfördes en systematisk litteraturstudie och 12 artiklar har granskats och analyserats. När resultaten av artiklarna sammanställdes kunde vi komma fram till att det oftast handlar om en svårighet och att det finns fler sätt att stötta eleverna i utvecklingen. Det är huvudsakligen språkliga problem som eleverna stöter på, med detta menas både förståelse för enstaka ord och förståelsen av sammanhanget i uppgiften. Vad det gäller stöd beskrivs det främst fyra riktlinjer man kan förhålla sig till; 1) språkligt stöd, 2) laborativt material, 3) tydliga instruktioner och 4)  strategier och kontexten i uppgiften.

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.

Hur kan vi på bästa sätt stödja förskolebarns andraspråkslärande och flerspråkiga utveckling, så att de blir väl rustade att klara av skolan? Hur ska vi tänka och hur bedrivs en väl fungerande språkundervisning i svenska som andraspråk?

I den här teoretiska grundboken tar författarna upp centrala aspekter av förskolebarns två- och flerspråkiga utveckling och lärande ur olika perspektiv: språkliga, didaktiska, sociala, familjeorienterade och samhälleliga. Syftet med antologins olika kapitel är att ge en trygg kunskapsgrund att planera sin verksamhet utifrån i enlighet med förskolans nyreviderade läroplan.

Boken vänder sig till förskollärarutbildningen, verksamma förskollärare samt övrig förskolepersonal, förskolechefer och skolpolitiker.

Japanese high school teachers are extremely busy. They are covering a myriad of duties in exceedingly long shifts when compared to their colleagues from across the world. The tasks that teachers have to undergo on a daily basis could vary greatly every semester and so does their need for interaction with peers, superiors, society, parents and students. This puts them at the forefront of a wide array of ever changing learning contexts while perhaps also compromising their needs for personal and professional development. Nevertheless, the degree of sophistication and variety of learning settings available to teachers, quite often, mirrors their work commitment and obligations.     Teachers are also aware of additional threats hampering their performance and aims for empowering their students with holistic education. The aim of this research is to identify the strategies that teachers use for satisfying their own adult learning interests and professional development while highlighting the biggest impediments to their learning goals. This study pretends to be a snapshot of the current state of affairs of high school English teachers in Japan as well as a reflection of the resilience of other English teachers across Japan.    I have used a qualitative approach using theme analysis in the interpretation of semi-structured interviews.  

The aim of the study is to explore how school absenteeism as a material-discursive phenomenon is produced in the practices of humans and nonhumans, when absences and presences are registered and managed through digital technologies. How is the phenomenon of school absenteeism produced when absences and presences are digitally registered? How does the phenomenon of school absenteeism emerge when both human and nonhuman entanglements are included in the apparatuses of knowing?

Through a posthumanist approach, the study engages empirically with two types of software for the registration of absences and presences at three Swedish schools. The results show that digital registration blurs the division between absences and presences, and queers what is absent and what is present. Digital registration produces school absenteeism as a phenomenon for all students every day, and at the same time as mainly for the students who are present most of the time. A conclusion that is drawn from the study is that digital registration makes absences present, by the visualization and performative repetition of the registration. The study points to how school absenteeism is always ‘in the making’, and proposes the concept of school absenteeing as a productive way to open up new possibilities in relation to students’ absences.

What can social sciences do with machine learning, and what can the latter do to them? A contribution to the emerging debate on the role of machine learning for the social sciences, this article offers an introduction to this class of statistical techniques. It details its premises, logic, and the challenges it faces. This is done by comparing machine learning to more classical approaches to quantification - most notably parametric regression - both at a general level and in practice. The article is thus an intervention in the contentious debates about the role and possible consequences of adopting statistical learning in science. We claim that the revolution announced by many and feared by others will not happen any time soon, at least not in the terms that both proponents and critics of the technique have spelled out. The growing use of machine learning is not so much ushering in a radically new quantitative era as it is fostering an increased competition between the newly termed classic method and the learning approach. This, in turn, results in more uncertainty with respect to quantified results. Surprisingly enough, this may be good news for knowledge overall.

I denna litteraturstudie var syftet att undersöka hur användning av fingrar kan skapa möjligheter och/ eller begränsningar för elever i deras matematiska utveckling, främst i aritmetik. Studien tog utgångspunkt i vilka strategier elever använder vid användning av fingrar som hjälpmedel, där fokus låg på finger gnosis, fingerräkning, chisanbop och fingertal.  Vid insamling av data användes databaserna ERIC och UniSearch samt manuell sökning. Resultaten av insamlad data visade att användning av fingrar som hjälpmedel i matematiken kan innebära både begräsningar och möjligheter för elevernas matematiska utveckling i de tidiga skolåren. Resultaten visade också att fingrarna är mindre effektivt som hjälpmedel för elever i högre årskurser.

This study shows that developing a gender sensitive technology education in apreschool setting is a very complex and multifaceted task. The preschool, andthe preschool teachers, are expected to help the children develop their technologicalawareness and interest in technology without being limited by traditionalperspectives on gender. However, as research has shown, teachers’ expectationsof children’s behaviour and interest in leisure time activities aregendered and reflect historically developed gendered roles in relation to technology.As this study shows there is a palpable risk of the preschool teacherson one hand focusing on girls and boys as homogenous groups, where a singleindividual gets to represent the group as a whole; and on the other hand, missinggender structures if the mindset is that gender does not factor into theirtreatment of the children at all – that they, automatically in their role astechers, act gender neutral. In this study, the pedagogical conversation wasimportant for the teachers possibility to reflect about their own preconceptions.However, the conversation did not seem to be enough, it was also importantfor the teachers to get to see and reflect on how they actually interactedwith the children in the technological activities. Only then did the teachersactually start to question their preconceptions and began to discuss new waysof acting.

Change is nothing new for the creative industry. The sector has changed drastically over the last decade. Innovation and adaptability therefore sit at the heart of any education programme, preparing students for a professional career in this sector. On the one hand, the industry is in constant need of an appropriate mix of both hard and soft skills to face challenges of todays working world. On the other hand, the context of higher education has evolved simultaneously and equally in order to keep up with the changes in the sector but also with the changes in educational approaches, methodologies and demands for quality enhancement. This project aims at bringing the worlds of education, training and work closer together through a more effective interrelation, further professionalization of staff and the creation of a conducive learning environment that makes proper use of new information technologies.

Tidigare forskning har visat att pojkars och flickors motivation till matematikämnet påverkas olika vad gäller självbilden, självförtroendet samt av de stereotypiska uppfattningar om matematik som omgivningen bidrar till. Forskningen visar en nedåtgående trend i mellanstadiet för elevers motivation i matematikämnet samt att flickor har sämre motivation till ämnet än pojkar.

Syftet med denna studie är att testa om olika abstraktionsnivåer i matematikens område geometri har påverkan på och effekter för elevers motivation, självtillit och prestationer. Den syftar även till att se om det finns skillnader mellan pojkars och flickors motivation till matematik. Studien är av experimentell design i vilken abstraktionsnivåer i matematiken har manipulerats, undersökningen har dessutom genomförts vid två tillfällen. Detta i syfte att se hur värdering av självtillit och motivation påverkas hos eleverna utöver de faktiska resultaten och prestationerna i matematiktest. Deltagande elever går i mellanstadiet i olika kommuner i Sverige och vårdnadshavare har godkänt deltagandet.

Denna studies resultat visar tvärtemot tidigare forskning att flickorna har högre motivation i matematikämnet än pojkarna. Undantaget är att pojkarnas inre motivation höjdes av den högre abstraktionsnivån i matematiktesterna. Det intressanta resultatet kan inte förklaras med varken självtillitsnivå eller spatial förmåga.

Syftet med denna litteraturstudie är att undersöka elevers motivation i matematikundervisningen i grundskolan utifrån ett genusperspektiv. Valda aspekter att utgå ifrån är dels huruvida elevers självbild samt självförtroende påverkar deras motivation. Dels hur omgivningens effekter, det vill säga hemmiljön, skolmiljön samt stereotypiska uppfattningar påverkar elevers motivation i matematik. Undersökningen har genomförts genom att samla in forskning, analysera den och sammanställa i ett resultat. Resultatet har sedan bearbetats i samband med litteratur inom ämnena motivation och genus. 

Resultatet visar på skillnader mellan flickors och pojkars självbild samt självförtroende genom grundskolans matematikundervisning, dessa faktorer påverkar i sin tur elevers motivation. Vidare visar resultatet att stereotypiska uppfattningar från både hem- och skolmiljö påverkar elevers motivation.  

The aim of this thesis was to answer the question: How are vocational, gendered subjectivities produced in vocational education for the beauty industry? Drawing on Foucault and poststructural feminist theory, this question is answered in four papers, in which the material consists of beauty-school recruitment and marketing material, interviews with skin and spa therapy students and observations of practical skin and spa therapy training. These are educational arrangements that are closely bound to the economic sector of the beauty industry, and they have remained remarkably unexplored. Various aspects of subjectivity production are explored throughout these papers: Paper I shows how the potential beauty student is shaped through processes of responsibilising and individualising in recruitment; Paper II shows how a scientific and caring professional emerges; Paper III shows how students learn to adopt a critical gaze towards bodies; and Paper IV shows how students are produced as emotional workers and learners, taking Hochschild’s term “emotional labour” as a point of departure. The results show how (medical) scientific knowledge becomes a resource in the production of the skin and spa therapy professional, mobilising gender relations of power, and neglecting other types of skills and knowledge. However, relational and caring aspects of work and learning emerge in the study through the way in which wider discourses of femininity inform the ways in which students are produced as professionals.

This study focuses on the recruitment of adults to the beauty industry in Sweden. It is concerned with a move in (beauty) education away from state and towards private provision in a wider context where education is becoming more heavily marketised. Drawing on a poststructural approach inspired by the work of Foucault and feminist theory, the shaping of student subjectivity in recruitment material for private beauty schools is analysed. A poststructural approach provides analytical tools that make visible the process of how power shapes subjectivities, and the use of feminist theory gives special focus to the gendered aspects of this process. The study includes a textual analysis of website homepages of beauty schools, beauty schools’ Facebook pages and web pages that provide compiled information on educational programs and courses connected to the beauty industry. The analysis shows how consumption is constituted and feminised through specific marketing strategies and thereby becomes both a starting point and a resource for the shaping of student subjectivity. Thus, a particular form of gendered entrepreneurial self is shaped in this femininised educational context, and this study therefore highlights the importance of vocational research that takes into account the shaping of student subjectivity.

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.

Teaching larger software engineering project courses at the end of a computing curriculum is a way for students to learn some aspects of real-world jobs in industry. Such courses, often referred to as capstone courses, are effective for learning how to apply the skills they have acquired in, for example, design, test, and configuration management. However, these courses are typically performed in small teams, giving only a limited realistic perspective of problems faced when working in real companies. This paper describes an alternative approach to classic capstone projects, with the aim of being more realistic from an organizational, process, and communication perspective. This methodology, called the company approach, is described by intended learning outcomes, teaching/learning activities, and assessment tasks. The approach is implemented and evaluated in a larger Masters student course.

Friluftslivets pedagogik inkluderar inte bara naturkunskap, friluftsteknik och utomhuspedagogik utan också ekologi, humanekologi, geografi, miljö- och samhällsfrågor, historia, hälsa, biologi, slöjd och massor med praktiska aktiviteter - såväl för det tätortsnära som det fjärran friluftslandskapet.

This production paper examines how differentiating instructional strategies that are acknowledged by earlier research  are found in textbooks that are used in one of the upper secondary courses in math, a course that a great proportion of students fail. Many teachers base their instruction in mathematics on the textbook, which imposes great significance on how the textbook is designed. The purpose of the paper is therefore to examine if textbooks that are used in the course are designed in a way that helps the teacher to achieve with their differentiating task in the inclusive classroom. The  result was obtained through a qualitative content analysis and showed that the strategies structure, extended repetition, explicit instruction, meta strategies, everyday math and visual representations were found in a variety of ways, both in the  explanatory text and the exercises of the textbooks. The conclusion is that the textbooks have potential to provide the  teacher with prerequisites to succeed with their differentiating task. However, this requires that the teacher is  conversant with the textbook in order to be able to use it in a conscious way which addresses different student needs.