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  • 101.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Forskning om vuxnas lärande2011In: KOM. Kommunikation mellan vuxenutbildare, ISSN 0347-4445, Vol. 39, no 1, p. 23-24Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Denna artikel ger en kortfattad introduktion till och översikt över aktuell vuxenpedagogisk forskning.

  • 102.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    From working life into higher education2013Conference paper (Other academic)
    Abstract [en]

    In Sweden, a relatively high number of students have a background in working life before entering higher education. Measures have also been taken to widen admission among adults with working-life experience. The admission to Swedish higher education is governed through a two-step selection system. Firstly eligibility is assessed through varying measures, to secure that students have the ability to take the course or program in question. Secondly, if there are more eligible applicants than study places, a selection process is undertaken based on partly other measures. The focus of this paper is the first step, eligibility, and particularly applicants who were employing the 25:4 scheme, a measure for eligibility that was introduced to widen access to higher education in the 1970s, and which is now abandoned. The scheme meant that an age of 25 and 4 years work experience were the main criteria in an alternative track for basic eligibility. The aim of this study is to describe choices and trajectories in relation to higher education among 25:4 applicants, and their experiences of factors that could influence their choices.

     

    The analysis is based on a follow-up survey distributed to a sample of 25:4 applicants from the autumn admission round of 2008, the last admission round when the decision to abandon the 25:4 scheme still had not had any influence on applicants’ opportunities. The results identify patterns of application, admittance, completion of studies, and drop-out, in this group. Particularly, applicants’ experiences of choice and drop-out are focused upon. For example, it is shown that almost 90 % were admitted to their first-hand choice, which means that the selection process was not that decisive in this group, but the eligibility was central to be able to be admitted. Further, it is shown how the importance of a course is influenced by its value in terms of working-life opportunities, but also how individual knowledge interests and family situations influence the choices of the applicants.

  • 103.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Från slöjdseminariet på Nääs till samtida gerillaslöjd2015In: Mimer. Nationellt program för folkbildningsforskning, ISSN 1102-5913, no 1, p. 1-2Article, book review (Other (popular science, discussion, etc.))
    Abstract [sv]

    Detta är en recension av boken Slöjd, bildning, kultur - Om pedagogisk slöjd i historia och nutid (Sven Hartman, red., 2014). Recensionen fokuserar på slöjd i relation till folkbildning.

  • 104.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    National Policy and the Implementation of Recognition of Prior Learning in a Swedish Municipality2013In: Social Theory and Education Research. Volume four / [ed] Mark Murphy, London: Sage Publications, 2013, 1, p. 515-531Chapter in book (Other academic)
    Abstract [en]

    Although education researchers have drawn on the work of a wide diversity of theorists, a number of these have been of particular significance to education. While the likes of Karl Marx, Antonio Gramsci, John Dewey and Paulo Freire influenced previous generations of educational theorists, much of the more contemporary theory building has revolved around a quartet of well-known and much-debated thinkers – Michel Foucault, Jürgen Habermas, Pierre Bourdieu and Jacques Derrida. However, while the influence of these thinkers has grown considerably over the last number of years, both their original work and its application to education can prove challenging to the educational practitioner. The challenges they pose to educators are exacerbated by a lack of suitable reading material that can appeal to the advanced practitioner market, while also providing a sufficiently in-depth overview of the various theories and their applications in educational research.

    This edited book expertly rectifies this omission in the educational literature, and delivers a text that is both advanced and accessible, offering the education practitioner/researcher a suitable guide to assist their acquisition and application of social theory. The chapters included in this collection are designed to illustrate the diverse ways in which continental theory of whatever stripe can be applied to educational issues. From school surveillance to curriculum, social theory is used to shed light on ‘practical’ issues facing the sector, helping to widen and deepen discussion around these areas when they are in danger of being over-simplified.

    This book will be incredibly useful to post-graduate student teachers who wish to develop their capacity to engage with these debates at an advanced level. It will also prove of great interest to anyone involved in education policy and theory.

  • 105.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Non-traditional applicants for higher education.: A study of the 25:4 scheme.2010Conference paper (Other academic)
    Abstract [en]

    The selection system for higher education in Sweden could be seen as a two-step system. Firstly the eligibility is assessed through varying measures, to secure that students have the ability to take the course or program in question. Secondly, if there are more eligible applicants than study places, a selection process is undertaken based on partly other measures.

    The focus of this paper is the first step, the eligibility, and particularly the 25:4 scheme, a measure for eligibility that was introduced to widen access to higher education in the 1970s, and which is now on its way out. The scheme means that an age of 25 and 4 years work experience are the main criteria in an alternative track for basic eligibility. The aim of this exploratory study is to identify carachteristics of applicants in the 25:4 group and to compare them to groups of applicants with other types of eligibility from upper secondary school and adult education. What are the carachteristics of 25:4 applicants? I what ways do they differ from other applicants?

    The analysis is based on a material consisting of data from the admission rounds in 2007 and 2008, the last admission rounds when the 25:4 scheme was still fully useful for potential applicants. The results identify differences and similarities in forms of courses/programmes applied for as well as in background factors such as age, gender and socioeconomic status. The results indicate what influence the 25:4 scheme has had on the admission of traditional and non-traditional students in Swedish higher education.

  • 106.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Provision of Prior Learning Assessment2011In: Adult Learning and Education / [ed] Kjell Rubenson, Oxford: Elsevier, 2011, p. 192-221Chapter in book (Refereed)
    Abstract [en]

    As individuals and societies try to respond to fundamental economic and social transformation, the field of adult learning and education is rapidly getting increased attention and new topics for research on adult learning have emerged. This collection of articles from the International Encyclopedia of Education 3e offers practitioners and researchers in the area of adult learning and education a comprehensive summary of main developments in the field. The 45 articles provide insight into the historical development of the field, its conceptual controversies, domains and provision, perspectives on adult learning, instruction and program planning, outcomes, relationship to economy and society and its status as a field of scholarly study and practice.

  • 107.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Provision of Prior Learning Assessment2010In: International Encyclopedia of Education: Volume 1 / [ed] Eva Baker, Penelope Peterson and Barry McGaw, Oxford: Elsevier , 2010, 3, p. 169-174Chapter in book (Other academic)
    Abstract [en]

    The field of education has experienced extraordinary technological, societal, and institutional change in recent years, making it one of the most fascinating yet complex fields of study in social science. Unequalled in its combination of authoritative scholarship and comprehensive coverage, "International Encyclopedia of Education, Third Edition" succeeds two highly successful previous editions (1985, 1994) in aiming to encapsulate research in this vibrant field for the twenty-first century reader. Under development for five years, this work encompasses over 1,000 articles across 24 individual areas of coverage, and is expected to become the dominant resource in the field. Education is a multidisciplinary and international field drawing on a wide range of social sciences and humanities disciplines, and this new edition comprehensively matches this diversity. The diverse background and multidisciplinary subject coverage of the Editorial Board ensure a balanced and objective academic framework, with 1,500 contributors representing over 100 countries, capturing a complete portrait of this evolving field.It features a totally new work, revamped with a wholly new editorial board, structure and brand-new list of meta-sections and articles. It is developed by an international panel of editors and authors drawn from senior academia; web-enhanced with supplementary multimedia audio and video files, hotlinked to relevant references and sources for further study. It incorporates ca. 1,350 articles, with timely coverage of such topics as technology and learning, demography and social change, globalization, and adult learning, to name a few. It offers two content delivery options - print and online - the latter of which provides anytime, anywhere access for multiple users and superior search functionality via ScienceDirect, as well as multimedia content, including audio and video files.

  • 108.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Reflektioner kring en modell för bedömning av reell kompetens, utvecklad inom projektet Validering West2009In: Arbetsmaterial för bedömning av reell kompetens inom universitet och högskola / [ed] Validering West, Borås: Högskolan i Borås , 2009, 1, p. A1-A5Chapter in book (Other academic)
  • 109.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    RPL in further and vocational education and training2014In: Handbook of the recognition of prior learning: research into practice / [ed] Judy Harris, Christine Wihak & Joy Van Kleef, Leicester: NIACE - National Institute of Adult Continuing Education , 2014, 1, p. 337-355Chapter in book (Other academic)
    Abstract [en]

    The extent of implementation of RPL in the further and vocational education and training (FET/VET) sectors varies around the globe. This chapter starts with a review of research and literature pertaining to implementation and demand in selected countries. Some central themes for RPL in FET/VET are highlighted: inclusion and exclusion through RPL; the relation between prior and new learning; and the importance of the candidates’ experiences of RPL. Further, the use of theory in RPL research is exemplified through examples of Honneth’s theory of recognition and Habermas’ theory of communicative action. Literature relating to the development of a more holistic approach to RPL is discussed. Finally, the chapter finally presents some implications for the future development of RPL in FET/VET with ramifications for other sectors.

  • 110.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    To be a folk high school teacher2014Conference paper (Other academic)
    Abstract [en]

    This paper concerns the work as a teacher, with a particular focus on one group of adult educators – the folk high school teachers. The aim is to describe and analyse their use of time, their conditions of work, and their needs of competence development. The folk high school is a typical Nordic institution for non-formal adult education, but educational research on the work of the folk high school teacher is limited, which motivates this explorative and mainly descriptive study.

    A theoretical framework for what is typical for a profession is used to analyse the professional development and possible professionalization among folk high school teachers. The interpretative analysis is based on descriptive quantitative data from one survey answered by 1,344 active teachers, and from a study of time use during one week among 94 teachers. The quantitative data are supported by qualitative data from interviews with 15 headmasters and two follow-up focus-group interviews with totally 15 teachers.

    The study shows that the professional freedom is important for the teachers, but the other side of the coin is the work load which is partly a result of this freedom. The experience of high work load is confirmed by the study of time use, which shows that the full-time employed teachers in the study spent on an average 49 hours at their work during one week. (45 hours would be the expected time spent according to a normal working-hours agreement for this group.) Every eighth woman and every tenth man in the time use study spent more than 60 hours on work activities during one week. In addition to this high level of involvement in their work in terms of time, the teachers also express a high level of involvement in the students’ development. For example, the area where teachers express the highest need of competence development concerns the ability to identify and support students with special needs.

  • 111.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Validation as a Learning Process2017In: 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. 121-127Chapter in book (Other academic)
    Abstract [en]

    This chapter presents a discussion on how validation (or recognition) of prior learning could be understood also as a learning process in itself. Three dimensions of learning in validation is highlighted: to learn what you know (develop awareness of prior learning), to learn what is required in validation, and to learn how to present your knowledge.

  • 112.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Validering av reell kompetens2015In: Dialog, ISSN 1404-7314, p. 36-37Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Detta är en kort populärvetenskaplig artikel om validering skriven med anledning av 10-årsjubileet för NVL, Nordiskt nätverk för vuxnas lärande. Den behandlar främst validering som företeelse i nordiska sammanhang samt även arbetet kring validering inom ramen för NVL.

  • 113.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Validering och det livslånga lärandet2013In: Lärandets mångfald: Om vuxenpedagogik och folkbildning / [ed] Andreas Fejes, Lund: Studentlitteratur, 2013, 1, p. 159-172Chapter in book (Other academic)
    Abstract [sv]

    Sverige har ett unikt system för vuxnas deltagande i arrangerat lärande inom ramen för kommunal vuxenutbildning, folkhögskola och studiecirklar. Dessa verksamheter står under ständig förändring i fråga om vem som deltar, hur de finansieras, vilket uppdrag de har och vilka pedagogiska ideal som råder.

    Lärandets mångfald ger en aktuell bild av olika sammanhang för vuxnas lärande med speciellt fokus på vuxenutbildning och folkbildning. Läs den också för att lära känna den forskning som idag finns om dessa områden. Ämnen är bland annat bokcirklarnas framväxt, framväxten av muslimska studieförbund och folkhögskolor, skönlitteraturens roll inom utbildning, politiska makthavares bildningsvägar, didaktiska perspektiv på undervisning av vuxna och yrkeslärares identiteter.

    Boken vänder sig till studerande vid lärarprogram, studie- och yrkesvägledarprogram, personalvetarprogram, kurser inom pedagogik, samt till yrkesverksamma lärare, folkbildare, studie- och yrkesvägledare, personalvetare och en intresserad allmänhet.

  • 114.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, The Institute of Technology.
    Validering som læreproces: anerkendelse af realkompetencer i et pædagogisk perspektiv2011In: Anerkendelse af realkompetencer: en antologi / [ed] Kirsten Aagaard og Anne Marie Dahler, Århus: Viasystime , 2011, 1, p. 77-87Chapter in book (Other academic)
    Abstract [sv]

    Detta kapitel tar upp validering av kunskap och reell kompetens ur ett pedagogiskt perspektiv, med särskild fokus på hur validering kan innebära en lärprocess - och hur lärprocesser kan ge erkännande åt tidigare lärande och reell kompetens.

  • 115.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Validering som verktyg för arbetsplatslärande2012In: Ingredienser för framgångsrikt arbetsplatslärande: En populärvetenskaplig sammanställning i halvtid / [ed] Karolina Parding, Stefan Ekenberg, Luleå: Luleå tekniska universitet , 2012, p. 22-26Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Kapitlet behandlar validering i relation till lärande i arbetet. Det belyser möjligheter med möjlig koppling till validering såsom rörlighet, kompetensutnyttjande, konkurrenskraft samt självkänsla och självförtroende. Vidare diskuteras fallgropar med validering som inlåsningseffekter och att förväntningar inte uppfylls. För en konstruktiv användning av validering i detta sammanhang framhålls behovet av balans mellan individanpassning och standardisering samt en tydlig koppling mellan validering och kompetensutveckling.

  • 116.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Värdet av reell och formell kompetens2014In: Lärande i arbetslivet: möjligheter och utmaningar : en vänbok till Per-Erik Ellström / [ed] Henrik Kock, Linköping: Linköpings universitet, Institutionen för beteendevetenskap och lärande , 2014, p. 8-19Chapter in book (Other academic)
    Abstract [sv]

    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.

  • 117.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Widening participation among adults with a work-life background: A study of a higher education access initiative2013Conference paper (Other academic)
    Abstract [en]

    In Sweden, a relatively high number of students have a background in work life before entering higher education. Measures have also been taken to widen admission and participation among adults with work-life experience, through new definitions of eligibility as well as new selection instruments. The starting point of this paper is one central aspect, eligibility, and particularly the experiences of applicants who were employing the 25:4 scheme, a measure for eligibility that was introduced to widen access to higher education in the 1970s. The scheme meant that an age of 25 and 4 years work experience were main criteria in an alternative track for basic eligibility. The aim of this paper is to analyse and discuss choices and trajectories in relation to higher education among 25:4 applicants, and their experiences of factors that could influence their choices. Thus, the study concerns theories on adults’ participation in education, which are related to a case from the practice of Swedish higher education.

     The analysis identifies patterns of application, admittance, participation, completion of studies, and drop-out, in this group. Particularly, applicants’ experiences of choice and drop-out are focused upon. For example, it is shown that 88 % were admitted to their first-hand choice, which means that eligibility, rather than the selection process, was central for these applicants to be admitted. Further, it is shown how the importance of a course is influenced by its value in terms of work-life opportunities, but also how individual knowledge interest, and family situation, influence the choices of the applicants.

  • 118.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Danielsson, Mattias
    Högskolan i Borås.
    Reell kompetens som resurs i högre utbildning?2011In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 1, no 1, p. 3-14Article in journal (Refereed)
    Abstract [en]

    Students’ ”real” or actual competence can be the basis for credits and exemptions in higher education, but is also important in relation to the educational process. Here, real/actual competence as a resource is discussed in both these aspects. The concepts real/actual competence and learning are discussed, as well as the relation between experiences, learning and recognition of competence based on prior learning. Recognition could take place through formal ”validation” where credits are assigned, but also when it is taken account of and makes the learning process in a course/programme easier.

  • 119.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Ellegrd, Kajsa
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Time squeezed teachers?: Structural patterns in the time use of teachers’ in folk high schools2015Conference paper (Other academic)
    Abstract [en]

    The teacher profession has certain conditions when it comes to time use. On the one hand, teaching is normally scheduled during the day and week. Increasingly, at least in the Swedish context, also other duties are scheduled, like staff meetings and planning with colleagues. On the other hand, there is still a high degree of freedom when it comes to teachers’ use – in time and space – of the rest of the working hours. What is folk high school teachers’ everyday life like in a week perspective?

    In this paper we analyse and visualize the activity rhythm of teachers in non-formal adult education in the Swedish folk high school. The analysis is based on 658 time diaries, from 94 folk high school teachers who filled in seven time diaries each, during a full week Monday-Sunday.

    We use the data for an analysis based on basic time-geographic concepts (activities, projects and constraints) and methods (visualizations). E.g., the work rhythm of the week, the day-to-day sequential flow of activities including the weekend, can be identified on an individual level for these folk high school teachers, and the interweaving of work and private activities can be revealed in a week perspective.

    The results show structural patterns in the interweaving of teaching, planning, and administrative work-activities, and of work and private life. The influence of the schedule will also be identified in relation to time for breaks and recovery during the day.

  • 120.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Ellegård, Kajsa
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Everyday life of teachers in compulsory schools and folk high schools2015Conference paper (Other academic)
    Abstract [en]

    The teacher profession has certain conditions when it comes to time use. On the one hand, teaching is normally strictly scheduled during the day and week. Increasingly, at least in the Swedish context, also other duties are scheduled, like formal meetings and planning with colleagues. On the other hand, there is still a high degree of freedom when it comes to teachers’ use – in time and space – of the rest of the working hours. What is teachers’ everyday life like in a week perspective?

    In this paper we analyse and visualize the activity rhythm of teachers in compulsory school and non-formal adult education in the folk high school. The analysis is based on two data sets with similarities and differences. 3626 compulsory-school teachers filled in a one-day time diary each, on one of the weekdays Monday–Friday. 94 folk high school teachers filled in seven time diaries each, during a week Monday-Sunday. As data on compulsory-school teachers’ weekends are lacking, the focus will be activity patterns during weekdays, Monday–Friday.

    We use the data for an analysis based on basic time-geographic concepts (activities, projects and constraints) and methods (visualizations). We also discuss weaknesses and strengths of the whole week data collection and the one-day diaries, and the consequences of these different approaches for the analysis. E.g., the work rhythm of the week, in this paper focussing on the weekdays, can be identified on an individual level for the folk high school teachers, and the interweaving of work and private activities can be revealed in a week perspective. For the compulsory-school teachers, the data based on one-day diaries from different individuals mean that the rhythm of the week can be identified at aggregated level and day by day only, while the important day-to-day sequential flow of activities is lost.

    The results will show similarities and differences between teachers work in compulsory school and folk high school when it comes to the interweaving of teaching, planning, and administrative work-activities, and of work and private life. The influence of the schedule will also be identified in relation to time for breaks and recovery during the day.

  • 121.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Ellegård, Kajsa
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Lärare i tidens grepp?: Aktivitetsmönster som strukturerar folkhögskollärares arbetsvecka2014Conference paper (Other academic)
    Abstract [sv]

    Detta paper innehåller en preliminär tidsgeografisk analys av 94 folkhögskollärares sätt att använda sin tid under en hel vecka om sju dagar. Analysen bygger på tidsdagboksmaterial, och visualiserar veckans struktur när det gäller olika typer av arbetsrelaterade aktiviteter bland dessa 94 lärare.

  • 122.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Eriksson, Lisbeth
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Tema: Vuxnas lärande och demokrati2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, no 3, p. 7-12Article in journal (Refereed)
    Abstract [sv]

    En introduktion till ett temanummer om vuxnas lärande och demokrati. Ger en kort introduktion till forskningsområdet samt presenterar fyra artiklar som ingår i temanumret.

  • 123.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Effects of Recognition of Prior Learning as Perceived by Different Stakeholders2012In: Prior Learning Assessment Inside Out, Vol. 1, no 2Article in journal (Refereed)
    Abstract [en]

    Recognition of prior learning (RPL) is an integral part of in-service training programs targeting elder care workers in nursing homes. Our main research question is as follows: What are the effects, as perceived by different stakeholders, of participation in RPL programs? We examine this issue through questionnaires and qualitative, semi-structured interviews. The stakeholders included in the study are care workers, supervisors, teachers and managers. We identify effects related to individual care workers and the nursing home as an organization. Three kinds of individual effects and three kinds of organizational effects are identified. The perceived individual effects are the acquisition of knowledge, increased self-esteem and a more professional work attitude. The organizational effects include a growing interest in in-service training, the introduction of new and more effective methods of in-service training, and an increase in reflection and discussion at work.

  • 124.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Kunskapers värde: Validering i teori och praktik2010 (ed. 2)Book (Other academic)
    Abstract [sv]

    Denna bok ger en introduktion till validering av kunskap och kompetens, närmare bestämt den ambition som finns i vårt samhälle att värdera och ge erkännande åt vad människor lärt sig oavsett var, när och hur detta skett. Författarna sätter validering i relation till hur vuxnas lärande organiseras och till de skilda sätt på vilka valideringstanken gestaltat sig. De visar hur validering förhåller sig till olika teorier om kunskap och lärande samt till den i sammanhanget så viktiga kunskapsbedömningen. I boken presenteras några modeller för hur validering kan organiseras och genomföras i praktiken, liksom de roller som olika aktörer har i en valideringsprocess. I denna nya upplaga har innehållet reviderats och uppdaterats, bland annat har ett kapitel lagts till som handlar om validering och lärande. Boken riktar sig främst till blivande och yrkesverksamma personalvetare, yrkes- och studievägledare samt lärare, men även till andra som berörs av frågor kring värdering av kunskap och kompetens.

  • 125.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mobility of knowledge as a recognition challenge: Experiences from Sweden2013In: Transnational Migration and Lifelong Learning: Global Issues and Perspectives / [ed] Shibao Guo, London and New York: Routledge, 2013, p. 54-71Chapter in book (Refereed)
    Abstract [en]

    This article focuses on the tensions between mobility, knowledge, and recognition, and what the impact of migration could be on lifelong education and society. This is discussed with the case of Sweden as the starting point. The main issue in Sweden concerning migration is the admission of refugees. Sweden has had a relatively open policy concerning refugees in recent decades, and a large number of refugees have also been granted residence permits. Thus, they have not come to Sweden due to a labour shortage, and the demand for their knowledge in the labour market has not been high. Their knowledge is not recognized in terms of employment in vocations where their prior learning could be utilized. This means that Sweden has faced challenges concerning questions of recognition and lifelong education. In this article, we take as our starting point the policy in this area, including policy texts and national initiatives as well as experiences from such initiatives, to discuss the role of lifelong education and recognition of prior learning in a situation where mobility concerns not only migration of people but also of knowledge. We discuss how this knowledge, which has been situated in another national context, can be recognized and included in further lifelong education, and what type of lifelong education or lifelong learning is needed in this situation.

  • 126.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Recognition of prior learning as a technique for fabricating the adult learner: a genealogical analysis on Swedish adult education policy2005In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 20, no 5, p. 595-613Article in journal (Refereed)
    Abstract [en]

    This article focuses on the recognition of prior learning and the figure of thought it represents in Swedish policy on adult education. It can be seen as a technique for governing the adult learner and a way of fabricating the subject. We are tracing this thought back in time to see how it has changed and what it consists of. The material analysed consists of Swedish official documents published between 1948 and 2004. We draw on two concepts from the Foucauldian toolbox: genealogy and governmentality. The result shows that this technique for governing and fabricating the adult subject is not new. It has been present during all periods analysed. However, there is a difference in how the ideas of competence and knowledge are stressed. Today the focus is on the subject's specific experience, which means competence. You are constructed as an adult with experiences that are to be evaluated. During the 1960s and 1970s the focus was rather on general experience. There was also discussion concerning the subject's ability to study. During the 1950s this figure of thought focused on ability was dominant. Those with the talent/ability to study were to be accepted for adult education.

  • 127.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Svensk forskning om validering av vuxnas lärande: Trender och tendenser2014In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 19, no 4-5, p. 324-344Article in journal (Refereed)
    Abstract [sv]

    Denna artikel tar upp några olika teoretiska perspektiv som kan användas och har använts för att förstå bedömning som företeelse i pedagogiska sammanhang. Diskussionen tar sin utgångspunkt i ett exempel på bedömning som förekommer främst inom utbildning för vuxna, nämligen validering. Inledningsvis ges en definition av validering, som kort sagt handlar om att synliggöra, bedöma och ge erkännande åt de kunskaper som utvecklats i sammanhang utanför det formella skolsystemet, men även i utbildningssammanhang i andra kontexter än där man befinner sig (till exempel i andra länder). Därefter presenteras och diskuteras, med utgångspunkt i tidigare svensk forskning, såväl vår egen som andras, ett antal teoretiska perspektiv som använts för att förstå och analysera validering som företeelse. Exempel på perspektiv är teori om situerat lärande, Habermas teori om kommunikativt handlande och Foucaults diskursanalytiska perspektiv. Till sist diskuteras teorierna tillskott och användbarhet i analys och förståelse av bedömning mer generellt.

  • 128.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Sweden: The developing field of validation research2011In: Researching the Recognition of Prior Learning: International Perspectives / [ed] Judy Harris; Mignonne Breier; Christine Wihak, Leicester: NIACE , 2011, 1, p. 228-247Chapter in book (Other academic)
    Abstract [en]

    Academic research on the Recognition of Prior Learning (RPL)/validation in Sweden has developed alongside the emergence of RPL as a policy area. Although activities that fit the description of RPL have long been present in Sweden, the introduction of validation as a concept has directed stronger policy attention to the phenomenon. As a consequence, researchers have placed the concept and its associated practices under scrutiny. This chapter focuses on validation in Sweden and on research undertaken since 2000. Six main themes or areas of research have emerged, which structure the piece: historical studies of RPL; research on recognition of vocational competence; RPL, immigration and gender; theories of assessment in RPL; RPL and governance; and comparative studies of RPL. Swedish academic RPL research has utilised various methodological approaches and theoretical perspectives. Qualitative approaches dominate thus far, but quantitative ideas have been introduced at a theoretical level, via discussions on reliability and validity. The theories and concepts that have been used to explore RPL focus on phenomena such as learning, governmentality, communication and gender. Theoretical selections relate to the disciplines that have been involved - educational research has been and is dominant, but researchers from human work science and from business administration have added new perspectives.

  • 129.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Introducing research on recognition of prior learning2013In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 32, no 4, p. 405-411Article in journal (Refereed)
  • 130.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Introduction: Introducing research on recognition of prior learning2015In: Recognition of Prior Learning: Research from around the globe / [ed] Per Andersson, Andreas Fejes, Fredrik Sandberg, London & New York: Routledge, 2015, 1, p. 1-7Chapter in book (Other academic)
    Abstract [en]

    This is the introduction chapter of an anthology of research on recognition of prior learning, previously published as a special issue of the International Journal of Lifelong Education.

  • 131.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, AndreasLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.Sandberg, FredrikLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Recognition of Prior Learning: Research from around the globe2015Collection (editor) (Refereed)
    Abstract [en]

    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.

  • 132.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Halttunen, Timo
    University of Turku, Finland.
    Nistrup, Ulla
    VIA University College, Denmark.
    Quality in Validation of Prior Learning: Experiences from Work with the Nordic Model for Quality in Validation of Prior Learning2017Report (Other academic)
    Abstract [en]

    Validation has become a central element in educational policies around the world. In the Nordic countries validation has been practiced especially in the vocational education and training sector (VET) for the past 15–20 years.

    This report explores the question of quality in validation, first by introducing the concept in general and secondly in detail by describing the Nordic Model for quality in validation. The

    researchers were testing the Model in VET institutions in a project coordinated by the Nordic Network on Adult Learning (NVL). Find- ings from the interactive research are presented from a sample of three colleges situated in Denmark, Finland and Sweden. The Nor- dic Model can be seen as a structured way to assess the current sit- uation in validation at an institutional level and to identify areas of development. The research does not focus on the quality itself, but on the process of quality work and the process in the cases.

    In conclusion, the work with the cases speaks for the useful- ness of the Nordic Quality Model for validation as a comprehensive structure for developing the validation system in vocational educa- tion and training.

  • 133.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Hellberg, Kristina
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Science in the pre-school teacher education: Trajectories of child minders becoming pre-school teachers with a scientific profile2010Conference paper (Refereed)
    Abstract [en]

    This paper has a biographical perspective and analyses the learning trajectories of child minders participating in a teacher education to become qualified pre-school teachers. These child minders have worked full-time and are working part-time in pre-schools during the teacher education. The focus of the paper is on the scientific profile in their teacher education, and how their prior experiences and prior learning from working in pre-school and from everyday life are related to and acknowledged in this profile.

    Lager-Nyqvist (2003) has studied student teachers’ experience of science education during their teacher training. The findings are that early school experiences and own opinions on science education in school affect the teacher’s role. In a previous study of child minders participating in a teacher education (Andersson & Hellberg, 2009) it was found that the child minders are initially peripheral participants, and change from within might require a more central position in the community of practice. The results show how these students become less peripheral fairly quickly. Their prior experiences and prior learning help them in their trajectory into university studies and in the shift of identity. Not least their participation in the practice of work, where part of the education program is situated, could to a large extent be seen as full.

    The data in the present study are collected through narrative interviews with seven teacher students with a background as child minders. The interviews are conducted in a way outlined by Horsdal (2002). The interview starts with a more or less extensive narrative of the interviewee’s life with focus on aspects relevant (from the interviewee’s perspective) in relation to the choice to become a pre-school teacher. This narrative is followed by a number of follow-up questions focusing on the scientific profile in relation to prior and present experiences particularly from the pre-school practice. In the analysis of interviews, a central guiding concept is trajectory, and particularly learning trajectory. Other concepts that guide our analysis in this approach are critical incidents, critical persons, turning points, and identity, which help us identify the structures of and central themes in the narratives. This theoretical perspective is based on the idea of situated learning (Lave & Wenger, 1991).

    The preliminary results presented here indicate how and in what ways these teacher students learn scientific knowledge, and how this learning is related to the practice of the pre-school, and the students’ prior experiences and prior learning within this community of practice. The analysis provides implications for how learning in scientific subjects could be understood, and particularly how learning among students with prior experiences from the community of practice for which they are trained could be understood.

  • 134.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Hellberg, Kristina
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Yrkeseleven2014In: Lära till yrkeslärare / [ed] Susanne Köpsén, Lund: Studentlitteratur AB, 2014, 1, p. 131-154Chapter in book (Other academic)
    Abstract [sv]

    Detta kapitel ger en introduktion vad gäller kunskap om och för förståelse av elever i yrkesutbildning. Kapitlet behandlar rekrytering och deltagande men även sociala kategorier och funktionsnedsättningar.

  • 135.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Aktuella kunskaper i undervisningsämnet: En utmaning för yrkesläraren2018In: Yrkesutbildning: Mellan skola och arbetsliv / [ed] Maria Gustavsson och Susanne Köpsén, Lund: Studentlitteratur AB, 2018, 1, p. 119-135Chapter in book (Other academic)
    Abstract [sv]

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

  • 136.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Att bli vuxenutbildare i Norden och Baltikum.: Nationell rapport: Sverige.2010Report (Other academic)
  • 137.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    BAEA: Becoming Adult Educators in the European Area: National report - Sweden2010Report (Other academic)
  • 138.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Becoming adult educators in Sweden: A biographical perspective2009In: Educating the adult educator: Quality provision and assessment in Europe / [ed] A. Papastamatis, E. Valkanos, G.K. Zarifis & E. Panitsidou, Thessaloniki: University of Macedonia , 2009, p. 401-411Conference paper (Refereed)
  • 139.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Becoming Adult Educators in the Nordic-Baltic Region: National Report: Sweden2009Report (Other academic)
  • 140.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Becoming an adult educator: Folk high school teacher education in transformation2009Conference paper (Other academic)
    Abstract [en]

    This paper discusses present Swedish path-ways for prospective adult educators, e.g. folk high school teachers, and the state of policy with a proposal for new teacher education. As a background, the context of policy and provision of liberal, general and vocational adult education is described.

    Presently there is one teacher-education programme dedicated to adult education, for folk high school teachers (liberal adult education). For general/vocational adult education, there is no specific programme, but teachers in these sectors should teach pupils of all ages (including adults) on their respective level. E.g. a teacher in vocational education in upper secondary school is also expected to teach in vocational adult education on upper secondary level. Here it should be noted that for post-secondary ‘advanced (higher) vocational education’ there are neither any teacher education nor formal demands on teachers’ educational competence.

    An official report (green paper) on new Swedish teacher education was presented in December 2008. Among other things, the report proposes that the folk high school teacher programme will be put down, and that teachers for liberal adult education will be educated together with ‘subject teachers’ for general adult education and upper secondary school. An interesting concern here is how contents specifically related to the folk high school as a teaching context will be covered in such a new teacher education. Thus the future role of adult education and the adult educator, and particulary the folk high school and its prospective teachers, in a transformed Swedish teacher education is presently unclear. The adult educator is not in focus in teacher education and adult education policy today. However, the governmental bill (white paper) concerning the new teacher education implemented in 2011 will be presented in December 2009 and might (or might not) result in opportunity structures where the adult educator is more in focus.

  • 141.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Continuing professional development of vocational teachers: Participation in a national initiative in Sweden2014Conference paper (Other academic)
    Abstract [en]

    This study concerns the continuing professional development (CPD) of vocational teachers, with a particular focus on professional development within their vocational subject areas. The theoretical departure are socio-cultural theory of identity formation focusing the boundary-crossing between different communities of practice, and theory of adults’ participation in education, which is relevant when it comes to conditions for learning and identity formation among vocational teachers. The subject knowledge of the vocational teacher is normally based on vocational education and work-life experience, which means specific conditions as compared to other groups of teachers. Changes in working life poses new demands of vocational teachers’ competence in their subject knowledge at the same time as there are demands of strengthening the quality of vocational education. The knowledge and skills related to the vocational subject in school are situated in a specific community of practice, that is, a vocational practice. In so, to be knowledgeable to teach the vocational subject requires the teacher to have a vocational identity related the specific vocational subject, and to have the knowledge and skills of the contemporary main tasks of the vocational practice. It has been shown that boundary crossings between the vocational practices and the practice of school are crucial for vocational teachers to maintain and develop their vocational/professional knowledge and identity and that there are various conditions/barriers for such boundary crossings. In this paper we are analysing the participation among Swedish vocational teachers in a national initiative targeting vocational teachers and their professional development within the vocational subjects. The analysis is based on statistical data on participation in this initiative. The findings are discussed in terms of varying opportunities of participation and boundary crossing in and between different communities of practice, and consequences for the development of teachers’ professional identity. The opportunities of participation could be influenced by for example institutional and situational factors.

  • 142.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Continuing professional development of vocational teachers: participation in a Swedish national initiative2015In: Empirical Research in Vocational Education and Training, ISSN 1877-6345, Vol. 7, no 7, p. 1-20Article in journal (Refereed)
    Abstract [en]

    This study concerns the continuing professional development (CPD) of vocational teachers. As a starting point, vocational teaching as a profession is based on a type of dual professionalism. Thus, the conditions of vocational teachers’ competence in their teaching subject differ from those of other groups of teachers. In this article, we analyse vocational teachers’ participation in a Swedish national initiative that targets vocational teachers’ CPD within their vocational subjects. Because of changes in working life and demands to strengthen the quality of Swedish vocational education, vocational teachers are expected to be well qualified and up-to-date in the vocation they teach. Swedish vocational teachers normally spend most of their time teaching in schools, and the means through which vocational teachers meet the demands of contemporary vocational competence differ. The national initiative provides vocational teachers opportunities to participate in the vocational, work-life community of practice of their subject for at least 2 weeks. This study aims to explore vocational teachers’ participation in this CPD programme. The analysis is based on registry data on participation in the initiative. Our theoretical foundation is the socio-cultural theory of identity formation, with a focus on the boundary crossing between different communities of practice, and a theory of adults’ participation in education. The findings show differences in participation according to age, vocational area, and geographic location. The results indicate that participation opportunities may be influenced by, for example, institutional factors and situational factors. This implication is discussed in relation to vocational teachers’ development of a professional identity and their teaching of the vocational subject.

  • 143.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Maintaining Competence in the Initial Occupation: Activities among Vocational Teachers2018In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 11, no 2, p. 317-344Article in journal (Refereed)
    Abstract [en]

    Contemporary work-life changes rapidly, and vocational education andtraining (VET) teachers need to keep up-to-date with changing knowledge demandsand technological developments. This article concerns VET teachers’continuing pro-fessional development (CPD) related to the specific vocations for which they teach. Theaim is to analyse VET teachers’participation in various types of activities designed tomake them become more knowledgeable in relation to industry currency. The studydraws on a socio-cultural perspective on practice and learning. Theory concerningadults’participation in education is also used in analysing drivers of and barriers toparticipation in learning activities. The analyses are based on survey data from 886Swedish VET teachers relating to their participation in different activities, barriers/drivers concerning participation in these activities, perceived effects (outcomes) ofparticipation in terms of professional development, and teachers’background. Readingprofessional texts was the most common CPD activity among those VET teachersparticipating in the study. Reading, and work in the VET teacher’s former/initialoccupation were the two activities where variation in performing them could beexplained to the highest degree. The study particularly highlights the importance ofboundary crossing between school and work-life for maintaining and developing theindustrial currency of VET teachers’competence. Active membership and engagementin the community of practice of the initial occupation is important for participation inCPD activities closely related to this community.

  • 144.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Maintaining vocational competence: a survey study among vocational teachers2016Conference paper (Other academic)
    Abstract [en]

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

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

  • 145.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Swedish teacher education in transformation2009In: ECER 2009, Vienna, 28-30 September 2009, 2009, p. 1-20Conference paper (Other academic)
  • 146.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    VET Teachers’ Continuing Professional Development: barriers and opportunities2015Conference paper (Other academic)
    Abstract [en]

    This study concerns the continuing professional development (CPD) of vocational teachers and recognizes the dual professionalism of vocational teachers as having a particular focus on the professional development related to the teachers’ vocational subject areas. The study takes place in Sweden, in VET on upper secondary level. Swedish vocational teachers normally work full-time and spend most of their days at school, and how they meet the demands of contemporary vocational competence differ. They have varying opportunities and options for CPD, and this study explores to what extent and how the vocational teachers cross boundaries between school and other communities of practice to take part in various types of CPD. The vocational teachers’ perceived results of the CPD, as well as barriers and opportunities/motivation for participation are also investigated. The analysis is based on survey data on vocational teachers’ participation in CPD activities and draws on a socio-cultural perspective on practices, identity and learning, and theory concerning adults’ participation in education and barriers towards this.

  • 147.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    VET teachers’ continuing professional development for industry currency in the initial occupations2018Conference paper (Other academic)
    Abstract [en]

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

     

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

  • 148.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    VET Teachers’ Continuing Professional Development: participation, momentum and perceived results2015Conference paper (Other academic)
    Abstract [en]

    This study concerns the continuing professional development (CPD) of vocational teachers and recognizes the dual professionalism of vocational teachers as having a particular focus on the professional development related to the teachers’ vocational subject areas. The study takes place in Sweden, in VET on upper secondary level. Swedish vocational teachers normally work full-time and spend most of their days at school, and how they meet the demands of contemporary vocational competence differ. They have varying opportunities and options for CPD, and this study explores to what extent and how the vocational teachers cross boundaries between school and other communities of practice to take part in various types of CPD. The vocational teachers’ perceived results of the CPD, as well as momentum for participation are also investigated. The analysis is based on survey data on vocational teachers’ participation in CPD activities and draws on a socio-cultural perspective on practices, identity and learning, and theory concerning adults’ participation in education and barriers towards this.

  • 149.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Views on adult educators2010In: BAEA: Becoming Adult Educators in the European Area: Synthesis research report / [ed] Marcella Milana (ed.) et al., Copenhagen: Danish School of Education, Aarhus University , 2010, p. 43-53Chapter in book (Other academic)
    Abstract [en]

    With an increased interest in and focus on lifelong learning and adult education as a means to economic development, social cohesion and participation in a democracy, comes an enhanced attention on adult educators and their qualifications. In light of this, the aim of Becoming Adult Educators in the European Area (BAEA), results of which are presented in this publication, has been to investigate ways prospective adult educators qualify for their jobs in terms of professional competences beforeentering the profession. Inspired by Bronfenbrenner (1979, 1986), among others, the study is grounded on the premise that individuals exist in multiple, multilayered and interacting contexts, each of which is a domain of social relations and physical contexts. The specific aims of the project have been:

    • To analyse ways in which adult education policies and initial education andtraining opportunities for prospective adult educators affect professionalisation processes in the field of general, vocationally-oriented and liberal adult education;
    • To investigate social and cultural factors that influence the individual formation of initial competences and qualifications of adult educators in the field of general, vocationally-oriented and liberal adult education;
    • To investigate the main factors that influence the construction of a professional identity among prospective adult educators.

    Professional development in this study is defined as a process that involves the acquisition of a specialised body of knowledge, the formation of personal teaching-learning theories grounded on both theoretical principles and the self-interpretation of one‟s own practice, as well as the construction of a professional identity. The study is designed as a comparative study involving four European countries: Denmark, Estonia, Italy and Sweden. The empirical data was collected in the period of 2008-2009, in two steps. In the first step, a literature review of existing informationon adult education and learning and on the structural conditions surrounding the adult educator at work was conducted. The documents analysed included research reports and articles, official descriptions of national education systems, policy papers, laws, by-laws and reports, including national reports to the European Commission on the implementation of lifelong learning strategies at national levels. The second step consisted of narrative interviews which were conducted with a total of sixty-two persons undertaking specialised studies in adult education and learning. Each interview was first analysed in depth following a common frame of reference. Thereafter, cross-case analyses were carried-out nationally, and finally comparisons were made cross-nationally. Though the four countries studied differ in relation to adult education traditions as well as structural and political conditions, the analysis unveils similar trends for all – both in relation to adult education and training and in relation to the qualification of current and prospective adults educators. The empirical evidence brought together underscores that while the quality of adult education represents a topic of concern, it nonetheless underestimates the difficulties embedded in the provision of qualified teaching-learning transactions by adult educators who often enter the profession without specialised pedagogical knowledge. Further, the evidence highlights that professionalism in the field of adult education embodies contrasting views and understandings of its purpose, characterisations and possibilities, not least due to weak social recognition, fragile collective representativeness and individual protection. To better the conditions for the professionalisation of prospective and current adult educators, hence the quality of adult education provisions, more research-based knowledge in the field is needed. At the same time, the European Commission, governments, and other institutional actors and education agencies should:

    • Develop policies and practices aimed at defining and implementing initial education and training paths and appropriate support for further career development in the field of adult education;
    • Recognise adult educators as a professional group with complex cultural and professional competences;
    • Create new opportunities for participation in specialised studies and concrete or virtual communities for professional exchange and mutual enrichment;
    • Organise functional internships;
    • Improve recruitment strategies and working conditions.
  • 150.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vocational teachers’ continuing professional development: a survey study2016Conference paper (Other academic)
    Abstract [en]

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

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

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