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  • 101.
    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.

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    Maintaining Competence in the Initial Occupation: Activities among Vocational Teachers
  • 102.
    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.

  • 103.
    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 Arts and Sciences.
    VET teachers between school and working life: boundary processes enabling continuing professional development2019In: Journal of Education and Work, ISSN 1363-9080, E-ISSN 1469-9435, Vol. 2, no 6-7, p. 537-551Article in journal (Refereed)
    Abstract [en]

    Changes in working life require development in vocational education and training (VET) to retain industrial currency. VET teachers are key actors in VET, and their continuing professional development (CPD) in vocational subjects is central to the currency of VET. This study is situated in Sweden, with a mainly school-based VET system where VET teachers have the main responsibility for students’ school-based and workplace learning, and they typically have a background in an initial occupation which they now teach their students. The study applies a situated learning perspective, with a particular focus on boundary processes between VET schools and working life, and how the modes of identification of engagement, imagination, and alignment are enacted and influence the identity formation and CPD of VET teachers. The findings are based on interviews with 30 Swedish VET teachers. The qualitative study shows how different forms of boundary encounter between VET teachers and working life, brokering of occupational knowledge, and reconstruction of occupational practices at schools provide opportunities for teachers’ CPD and influencing vocational teaching. It is important for the quality of VET teachers’ CPD to include and integrate the different modes of identification, to allow for updating of different aspects of the occupational identity.

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    VET teachers between school and working life: boundary processes enabling continuing professional development
  • 104.
    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.

  • 105.
    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.

  • 106.
    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.

  • 107.
    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.

  • 108.
    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.
    Yrkesdidaktiska utmaningar2014In: Lära till yrkeslärare / [ed] Susanne Köpsén, Lund: Studentlitteratur AB, 2014, 1, p. 217-224Chapter in book (Other academic)
    Abstract [sv]

    Detta är ett avslutande och summerande kapitel i en antologi som tar upp centrala kunskapsområden inom det yrkesdidaktiska området.

  • 109.
    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.
    Aakre, Bjørn Magne
    Nord University, Norway.
    Editorial: The first issue of NJVET in a new shape2016In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 6, no 1, p. i-iiArticle in journal (Other academic)
    Abstract [en]

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

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

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

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    fulltext
  • 110.
    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.
    Larson, Anne
    Danish School of Education, Aarhus University.
    Milana, Marcella
    Danish School of Education, Aarhus University.
    Qualification paths of adult educators in Sweden and Denmark2013In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 35, no 1, p. 102-118Article in journal (Refereed)
    Abstract [en]

    The qualification of adult educators is a central aspect of the quality of adult education. However, within current policy discourses and adult education research on the professional development of prospective adult educators, little attention is paid to teacher qualification when compared to other fields of education and training. In this study, we analyse the qualification paths, or learning trajectories, of prospective adult educators in Sweden and Denmark. The analysis is based on narrative interviews with 29 students in training to become adult educators. The career paths of adult educators are often long and winding roads. Becoming an adult educator could be their primary desire, but it could also be their ‘Plan B’, a second choice. Individual motives and external demands interact in the professionalisation process. A shift in focus from teaching subject and methods to teaching context and the relation to the learners is part of the professional development. Finally, we argue that both academic studies and hands-on work in the adult education community are crucial parts of the adult educator’s qualification path.

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    fulltext
  • 111.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Muhrman, Karolina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Marketization of Vocational Adult Education in Sweden2019In: Pedagogical concerns and market demands in VET.: Proceedings of the 3rd Crossing Boundaries in VET conference, Vocational Education and Training Network (VETNET) / [ed] F. Marhuenda & MJ. Chisvert-Tarazona, Valencia: European Research Network of Vocational Education and Training (VETNET) , 2019, p. 153-157Conference paper (Refereed)
    Abstract [en]

    The focus of this paper is the organisation of vocational adult education on upper secondary level in Sweden, and specifically the process of marketization that has taken place here since the late 1990s. Swedish adult education on this level, including vocational as well as theoretical courses, is organised by the local municipality, but with national governing policies including a national curriculum. However, the courses and programmes per se are not necessarily organised by the municipality itself. There is a widespread system of procurement, which means that courses could also be organized by varying other providers, typically private training companies. That is, there are both private and public providers, but the training is paid for by the municipality, which also decides who will be admitted to different courses and has a responsibility for the quality assurance.

  • 112.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nissinen, Kari
    University of Jyväskylä .
    The difference between actual skills and formal qualifications: Potential for recognition of prior learning (RPL), or need for recurrent education?2016Conference paper (Other academic)
    Abstract [en]

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

     

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

     

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

  • 113.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Bernhard, Dörte
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folkhögskolor, funktionsnedsättningar och specialpedagogik2015Conference paper (Other academic)
    Abstract [sv]

    Detta paper presenterar kvantitativa resultat från en kartläggning av folkhögskolans deltagargrupper över tid 1997-2013 vad gäller deltagare som kategoriserats i olika funktionshinderområden, och från en enkät till landets folkhögskolor kring hur de arbetar med och ser på lärmiljön i relation till olika funktionsnedsättningar hos deltagarna.

  • 114.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. Region Östergötland, Center for Diagnostics, Department of Clinical Immunology and Transfusion Medicine.
    Editorial: Nordic research on vocational education and training2017In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, p. iii-vArticle in journal (Other academic)
    Abstract [en]

    Welcome to a new issue of the Nordic Journal of Vocational Education and Training. We continue to develop an open forum for research on vocational and professional education and training, with a particular focuson the Nordic con-texts. Our journal is published online, open access, and there are no submission or article processing charges, which means that anyone with access to the Inter-net also has access to the research findings we present.

    Download full text (pdf)
    Editorial: Nordic research on vocational education and training
  • 115.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Skonhoft Johannesen, Hedvig
    OsloMet - Oslo Metropolitan University, Norway.
    Editorial: Spring 20182018In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 8, no 1, p. iii-vArticle in journal (Other academic)
    Abstract [en]

    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.

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  • 116.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Rudberg, Kajsa
    Stockholms universitet.
    Rydenstam, Klas
    Folkbildningsrådet.
    Svensson, Lena
    Ölands folkhögskola.
    Att vara folkhögskollärare: förutsättningar, kompetensbehov och tidsanvändning2013Report (Other academic)
    Abstract [sv]

    Den här rapporten kartlägger folkhögskollärares arbete, tidsanvändning, kompetens och kompetensbehov.

    Syftet är att ge en bild av folkhögskolans lärare utifrån dessa aspekter, och på så sätt kunna beskriva folkhögskollärarna som profession. Syftet är också att visa vilka uppgifter som ingår i lärarnas arbete samt hur de ser på och hanterar dessa uppgifter.

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    fulltext
  • 117.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Skonhoft Johannesen, Hedvig
    OsloMet – Oslo Metropolitan University, Norway.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Editorial: Autumn 20182018In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 8, no 2, p. iii-vArticle in journal (Other academic)
    Download full text (pdf)
    fulltext
  • 118.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Skonhoft Johannesen, Hedvig
    Fakultet for lærerutdanning og internasjonale studier, OsloMet – Oslo Metropolitan University, Norway.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Editorial: Spring 20192019In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 9, no 2, p. iii-viArticle in journal (Other academic)
    Download full text (pdf)
    Editorial: Spring 2019
  • 119.
    Arbouz, Daphne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Becoming ’mixed’: researching marginal experiences in Swedish education research2015Conference paper (Other academic)
  • 120.
    Arbouz, Daphne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Racializing lifelong learning research in Sweden? Making sense of mixed and multiracial subjectivities in a colour-blind society?2014Conference paper (Other academic)
  • 121.
    Arbouz, Daphne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vad betyder det att inte känna sig hemma där man är född och uppvuxen?: om mellanförskap i dagens Sverige2012In: Om ras och vithet i det samtida Sverige / [ed] Tobias Hübinette, Helena Hörnfeldt, Fataneh Farahani, & René León Rosales, Tumba/Botkyrka: Mångkulturellt Centrum , 2012, p. 37-42Chapter in book (Other academic)
    Abstract [sv]

    Det finns rasistiska strukturer i dagens Sverige- Men flertalet av oss blundar gärna för både vithetens privilegier och den diskriminering som icke-vita svenskar utsätts för. Vår fysiska kropp påverkar hur vi blir bemötta, betraktade och behandlade. Därför måste vi börja tala om ras. Först då kan vi förstå de samhällsproblem som handlar om vardagsrasism, segregation och diskriminering.

    Med inspiration från kritisk ras- och vithetsforskning skärskådar tolv forskare med varierande akademisk bakgrund dagens Sverige.

    Dessutom berättar medlemmar i Mellanförskapet, författare, journalister och andra om sina erfarenheter av att leva som icke-vita svenskar i dagens Sverige.

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  • 122.
    Avby, Gunilla
    et al.
    Linköping University, HELIX Vinn Excellence Centre. Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Nilsen, Per
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Health Sciences.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Ways of understanding evidence-based practice in social work: A qualitative study2014In: British Journal of Social Work, ISSN 0045-3102, E-ISSN 1468-263X, Vol. 44, no 6, p. 1366-1383Article in journal (Refereed)
    Abstract [en]

    This qualitative, empirical study explores and describes the variation in how evidence-based practice (EBP) is understood in social work. A phenomenographic approach to design and analysis was applied. Fourteen semi-structured interviews were conducted with politicians, managers and executive staff in three social welfare offices in Sweden. The main findings suggest that there are qualitatively different ways in which EBP is understood, described in five categories: (i) fragmented; (ii) discursive; (iii) instrumental; (iv) multifaceted; and (v) critical. The outcome space is hierarchically structured with a logical relationship between the categories. However, the informants found it difficult to account for EBP, depending on what was expressed as deficient knowledge of EBP in the organisation, as well as ability to provide a seemly context for EBP. The results highlight the importance of acknowledging these differences in the organisation to compose a supportive atmosphere for EBP to thrive rather than merely assume the case of evidence-based social work. The categories can be utilised as stimuli for reflection in social work practice, and thereby provide the possibility to promote knowledge use and learning in the evolving evidence-based social work.

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  • 123. Backius, Stefan
    et al.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    ABF och radikaliseringens vågor2015In: Arbetarhistoria : Meddelande från Arbetarrörelsens Arkiv och Bibliotek, ISSN 0281-7446, Vol. 153-154, no 1-2, p. 30-41Article in journal (Other academic)
  • 124.
    Bernhard, Dörte
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sonderpädagogische Kompetenz in schwedischen Volkshochschulen2016In: Teilhabe und Vielfalt: Herausforderungen einer Weltgesellschaft / [ed] Ingeborg Hedderich, Raphael Zahnd, Bad Heilbrunn: Verlag Julius Klinkhardt, 2016, p. 289-299Chapter in book (Refereed)
    Abstract [de]

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

  • 125.
    Bernhard, Dörte
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Swedish Folk High Schools and Inclusive Education2017In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 37, no 2, p. 87-102Article in journal (Refereed)
    Abstract [en]

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

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    Swedish Folk High Schools and Inclusive Education
  • 126.
    Bjuremark, Anna
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Utvärdering och måluppfyllelse: Måluppfyllelse ur ett styrningsperspektiv, Summativ utvärdering2014In: När mästaren tar ett steg tillbaka: ett pedagogiskt utvecklingsprojekt vid LiU Malmsten Furniture Studies / [ed] Anna Bjuremark & Ann-Sofie Bergeling, Linköpings universitet , 2014Chapter in book (Other academic)
  • 127.
    Blanco Diez, Juan Carlos
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Learning contexts available for Japanese teachers in a top tier public high school: encompassing a demanding work environment with adult education needs.2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    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.  

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  • 128.
    Bolander, Eva
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Diskursanalys2015In: Handbok i kvalitativ analys / [ed] Andreas Fejes & Robert Thornberg, Stockholm: Liber, 2015, 2, p. 90-114Chapter in book (Other academic)
    Abstract [sv]

    Detta är en oumbärlig handbok för dig som ska skriva en akademisk uppsats baserad på kvalitativ datainsamling som exempelvis kvalitativa intervjuer, detaljerade observationer av samtal, textdokument eller fältstudier. Här får du konkreta råd och en gedigen genomgång av grundläggande aspekter av kvalitativ forskning samt redskap för att analysera data. Boken redogör för olika former av kvalitativ analys och går därutöver även igenom forskarens roll, forskningsprocessen, metoder för datainsamling samt vilken metodansats som kan vara lämplig att välja.Läs merFörfattarna presenterar ett flertal betydelsefulla och etablerade ansatser inom kvalitativ forskning, där varje ansats beskrivs på ett sådant sätt att läsaren direkt ska kunna finna vägledning i hur han eller hon kan analysera sina data. Kapitlen tydliggör också vilka typer av forskningsfrågor som kan vara av intresse inom ramen för de specifika metoderna eller ansatserna. Därmed ger boken studenterna hjälp att både bättre förstå logiken bakom olika kvalitativa forskningsansatser och finna den eller de metoder som passar för just de frågor som de är intresserade av.Nio olika metodansatser presenteras ingående:grundad teori, hermeneutik, diskursanalys, fenomenologi, fenomenografi, textanalys, konversationsanalys, fältforskning, livsberättelser.Om författarnaBokens huvudredaktörer är Andreas Fejes, docent i pedagogik, och Robert Thornberg, fil.dr i pedagogik, vid Linköpings universitet.

  • 129.
    Bolander, Eva
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. 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.
    Diskursanalys2019In: handbok i kvalitativ analys / [ed] Andreas Fejes, Robert Thornberg, Stockolm: Liber, 2019, 3, Vol. Sidorna 91-115, p. 91-115Chapter in book (Other academic)
  • 130.
    Bolldén, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Materialities and Virtualities of Online Teaching: A Practice Theory Perspective2014Conference paper (Other academic)
    Abstract [en]

    Various kinds of information and communication technologies (ICT) are common elements for educational purposes in higher education. Researchers have found that educational issues have been put in the background in favor of technology when it comes to teaching with ICT. Investments and efforts have been prioritised concerning hardware and software, and teachers' skills development have been focused on learning how to use specific software programs technically. However, teachers are also asking for skills development concerning pedagogical issues in relation to ICT. Mishra and Koehler (2006) argue that one of the reasons pedagogy has not been given more space is lack of theories that can help us understand the integration of technology in education.

    In order to use ICT teachers have to step into them to show presence and to conduct their teaching. Research has emphasised that presence is important in online learning and thus it becomes an issue of pedagogical interest. Embodiment as a way of showing presence has not been highlighted as other aspects of presence has been. Therefore this study sets out to study teachers' embodiments online. The study has an online ethnographical approach where the analysis is based on data from two case studies where different ICT are used; It's learning and Second Life. Each focuses on a course at university level that is held entirely online. Practice theory (Schatzki, 2002; Schatzki, 1996) and concepts of being a body, having a body and instrumental body have been used for analysing how teachers are stepping into embodied presence.

    Bodily presence implies choices where personalisation of teacher embodiment is afforded by the systems but not demanded. The embodiment is ranging from a default to a personalised one. This study shows that it is possible to customise the embodiment which happens but not always. Further, both the online and offline body is actualised in the online setting. What happens in the practice online is not cut off from what happens offline. Teaching in a virtual world is a matter of managing several bodies that overlaps to a more or lesser degree. There is a need to consider that being a body includes several bodies, not just one. To teach in a virtual world comprises knowledge and skills of manoeuvring the bodies and of teaching subject matter, with both of them in the foreground from time to time. Teachers' bodies online could be understood as instrumental, used for doing teaching in the online setting. The border between the bodies and the ICT is blurred and it is difficult to discern where one ends and the other begins.

    Mishra, P. & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record 108(6), 1017-1054.

    Schatzki, T. (2002). The site of the social: A philosophical account of the constitution of social life and change. University Park: Pennsylvania State University Press.

    Schatzki, T. (1996). Social practices: A Wittgensteinian approach to human activity and the social. Cambridge: Cambridge University Press.

  • 131.
    Bolldén, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Online teaching practices: Sociomaterial matters in higher education settings2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this study was to describe and analyse online teaching practices in the Swedish higher education context. The study had an online ethnographic approach and was based on empirical data on the teaching in two university courses. The study rested primarily on observational data but interviews and available documents also formed the basis for analysis. Empirical data were analysed with a perspective of practice theory – a perspective within a sociomaterial account. The results showed that online teaching was characterised by an embodied sociomaterial practice. The teacher’s body could be understood as both multiple and closely interwoven with technology. Furthermore, the teacher’s body was used in the teaching situation to reduce technological complexity but also, along with other forms of materiality, to prefigure what kind of teaching would take place. Teacher interventions in online environments could furthermore be understood as relational to both technology (that is the virtual material arrangement) and teachers’ doings and sayings (that is the teaching practice). Teacher interventions were aimed at making the arrangement intelligible for the students. The study showed that teacher interventions arranged both students and information and communication technology (ICT) in order to make them work as a teaching practice. The teaching practice that emerged was characterised as an interplay between virtual materiality and social practice, where asymmetricrelations between teachers and the ICT prevailed.

    List of papers
    1. Teachers' embodied presence in online teaching practices
    Open this publication in new window or tab >>Teachers' embodied presence in online teaching practices
    2016 (English)In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 38, no 1Article in journal (Refereed) Published
    Abstract [en]

    This study aims to examine teachers’ embodiments online. The analysis is based ononline ethnographic data from two online courses in higher education settings usingdifferent information and communication technologies. The perspective of practicetheory and the concepts of being a body, having a body and the instrumental body wereused to analyse how teachers step into an embodied presence. The embodied presencedepends on both teacher judgements and what the technology offers. The finding addsto the understanding of the concept of teacher presence online, in showing that teacherembodiment occurs online and furthermore that the body could be understood asmultiple. The result also shows how online and offline bodies hang together,actualising the offline body in the online setting, which in turn raises questions onthe dualism of online and offline. Teachers also deliberately used their embodimentsand bodily traces online in order to sustain presence and to bring about certain teachingpractices. Their bodily positioning signalled what kind of teaching that would takeplace. A deliberate positioning of the online body in a virtual world also helped toreduce the complexity of the arrangements for the students.

    Place, publisher, year, edition, pages
    Taylor & Francis, 2016
    Keywords
    teacher embodiment, teaching practices, sociomaterial, online ethnography, higher education
    National Category
    Pedagogy
    Identifiers
    urn:nbn:se:liu:diva-112886 (URN)10.1080/0158037X.2014.988701 (DOI)000370629900001 ()
    Available from: 2014-12-18 Created: 2014-12-18 Last updated: 2017-12-05Bibliographically approved
    2. Teacher interventions in online teaching practices
    Open this publication in new window or tab >>Teacher interventions in online teaching practices
    (English)Manuscript (preprint) (Other academic)
    Abstract [en]

    This paper addresses teacher interventions in online teaching practices through the lens of practice theory. The analysis has its point of departure in an online ethnographic study comprising two settings, each focusing on a university course carried out entirely online. In this article, it is argued that the mode of teacher interventions is relational to the particular ICT that was used in each course. Furthermore, teacher interventions arranged both human and non-human entities to work as an interrelated teaching practice. This structuring of the teaching practice could be seen as a complex interplay of pedagogy, technology and the coconstitution of these. Teachers’ actions were organised by teleoaffective structures producing a calm and safe climate. Teachers fostered students’ learning by forcing the technology into the background so that students could focus on subject matter.

    Keywords
    Teaching practices; sociomaterial; online ethnography; higher education; internet research
    National Category
    Pedagogy Educational Sciences
    Identifiers
    urn:nbn:se:liu:diva-117193 (URN)
    Available from: 2015-04-21 Created: 2015-04-21 Last updated: 2015-04-21Bibliographically approved
    3. The emergence of online teaching practices: A sociomaterial analysis
    Open this publication in new window or tab >>The emergence of online teaching practices: A sociomaterial analysis
    2016 (English)In: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 41, no 3, p. 444-462Article in journal (Refereed) Published
    Abstract [en]

    The aim of this article was to analyse relations between online teaching practices and their virtual material arrangements. Two higher education online settings were studied using an online ethnographic approach in which observation of the teaching process was of central importance. The first setting was a course in education carried out on itslearning© (a learning management system) and the second setting was a language course in Second Life® (a virtual world). A sociomaterial perspective based on practice theory was used in the analysis, and the focal point was the co-constitutive relation between teaching practices and material arrangements in online settings. A number of relations between practice and arrangement were identified and analysed in the results section. It is argued that the relation between online arrangements and practice is not fixed and determined beforehand, but emerges and alters as the teaching unfolds.

    Place, publisher, year, edition, pages
    Routledge, 2016
    Keywords
    Arrangement; teaching practice; sociomaterial; higher education; internet research
    National Category
    Pedagogy Educational Sciences
    Identifiers
    urn:nbn:se:liu:diva-117194 (URN)10.1080/17439884.2015.1044536 (DOI)000381359100002 ()
    Note

    On the day of the defence date the status of this article was Manuscript.

    Available from: 2015-04-21 Created: 2015-04-21 Last updated: 2017-12-04Bibliographically approved
    4. Teaching practices in Second Life: Sociomaterial matters
    Open this publication in new window or tab >>Teaching practices in Second Life: Sociomaterial matters
    (English)Manuscript (preprint) (Other academic)
    Abstract [en]

    In this paper, technology use in a higher education setting online are analysed with a sociomaterial approach. The overarching aim with the study reported is to analyse the relation between teaching practice and technology in online pedagogy and the paper seeks to answer the question on how the online setting studied becomes intelligible as a teaching practice. A single subject university course in spoken language carried out online in the virtual world of Second Life® constitutes the setting. An online ethnographic approach with a major focus on participant observation of the teaching in the course has been used. Theoretical concepts on practice based on Schatzki are used in the analysis. The result shows that teaching practices in online settings are made intelligible through intentional, causal, spatial and prefigurative relations between teaching practices and material arrangements. The intelligibility of a setting is not created in advance, but is emergent and multifaceted.

    Keywords
    Practice theory; sociomaterial; virtual world; higher education; educational technology; internet research
    National Category
    Pedagogy Educational Sciences
    Identifiers
    urn:nbn:se:liu:diva-117195 (URN)
    Available from: 2015-04-21 Created: 2015-04-21 Last updated: 2015-04-21Bibliographically approved
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  • 132.
    Bolldén, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Teacher interventions in online teaching practicesManuscript (preprint) (Other academic)
    Abstract [en]

    This paper addresses teacher interventions in online teaching practices through the lens of practice theory. The analysis has its point of departure in an online ethnographic study comprising two settings, each focusing on a university course carried out entirely online. In this article, it is argued that the mode of teacher interventions is relational to the particular ICT that was used in each course. Furthermore, teacher interventions arranged both human and non-human entities to work as an interrelated teaching practice. This structuring of the teaching practice could be seen as a complex interplay of pedagogy, technology and the coconstitution of these. Teachers’ actions were organised by teleoaffective structures producing a calm and safe climate. Teachers fostered students’ learning by forcing the technology into the background so that students could focus on subject matter.

  • 133.
    Bolldén, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Teachers' embodied presence in online teaching practices2016In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 38, no 1Article in journal (Refereed)
    Abstract [en]

    This study aims to examine teachers’ embodiments online. The analysis is based ononline ethnographic data from two online courses in higher education settings usingdifferent information and communication technologies. The perspective of practicetheory and the concepts of being a body, having a body and the instrumental body wereused to analyse how teachers step into an embodied presence. The embodied presencedepends on both teacher judgements and what the technology offers. The finding addsto the understanding of the concept of teacher presence online, in showing that teacherembodiment occurs online and furthermore that the body could be understood asmultiple. The result also shows how online and offline bodies hang together,actualising the offline body in the online setting, which in turn raises questions onthe dualism of online and offline. Teachers also deliberately used their embodimentsand bodily traces online in order to sustain presence and to bring about certain teachingpractices. Their bodily positioning signalled what kind of teaching that would takeplace. A deliberate positioning of the online body in a virtual world also helped toreduce the complexity of the arrangements for the students.

    Download full text (pdf)
    fulltext
  • 134.
    Bolldén, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Teaching practices in Second Life: Sociomaterial mattersManuscript (preprint) (Other academic)
    Abstract [en]

    In this paper, technology use in a higher education setting online are analysed with a sociomaterial approach. The overarching aim with the study reported is to analyse the relation between teaching practice and technology in online pedagogy and the paper seeks to answer the question on how the online setting studied becomes intelligible as a teaching practice. A single subject university course in spoken language carried out online in the virtual world of Second Life® constitutes the setting. An online ethnographic approach with a major focus on participant observation of the teaching in the course has been used. Theoretical concepts on practice based on Schatzki are used in the analysis. The result shows that teaching practices in online settings are made intelligible through intentional, causal, spatial and prefigurative relations between teaching practices and material arrangements. The intelligibility of a setting is not created in advance, but is emergent and multifaceted.

  • 135.
    Bolldén, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The emergence of online teaching practices: A sociomaterial analysis2016In: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 41, no 3, p. 444-462Article in journal (Refereed)
    Abstract [en]

    The aim of this article was to analyse relations between online teaching practices and their virtual material arrangements. Two higher education online settings were studied using an online ethnographic approach in which observation of the teaching process was of central importance. The first setting was a course in education carried out on itslearning© (a learning management system) and the second setting was a language course in Second Life® (a virtual world). A sociomaterial perspective based on practice theory was used in the analysis, and the focal point was the co-constitutive relation between teaching practices and material arrangements in online settings. A number of relations between practice and arrangement were identified and analysed in the results section. It is argued that the relation between online arrangements and practice is not fixed and determined beforehand, but emerges and alters as the teaching unfolds.

    Download full text (pdf)
    fulltext
  • 136.
    Boud, David
    et al.
    Deakin University, Geelong, Australia / University of Technology, Sydney, Australia / Middlesex University, London, UK.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. Region Östergötland, Center for Diagnostics, Department of Clinical Immunology and Transfusion Medicine.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Gustavsson, Johanna
    Linköping University, Department of Clinical and Experimental Medicine, Division of Clinical Chemistry. Linköping University, Faculty of Medicine and Health Sciences.
    Kelly, Michelle
    Curtin University, Perth, Australia.
    O’Keeffe, Dara
    Royal College of Surgeons in Ireland, Dublin, Ireland.
    Learning through observation2019In: Interprofessional Simulation in Health Care: Materiality, Embodiment, Interaction / [ed] Madeleine Abrandt Dahlgren, Hans Rystedt, Li Felländer-Tsai & Sofia Nyström, Cham: Springer, 2019, p. 115-137Chapter in book (Refereed)
    Abstract [en]

    This chapter has a particular focus on the observers’ role in simulation-based learning activities. Simulation-based learning is often organised so that participants rotates between active participation in the scenario and participation as observers. The research examples provided show that the conditions for learning are related to the locations where and the ways the observers are situated, and to how the instructions to the observers are formulated. Arguments are put forward that the observers’ role in simulation has unexploited potential for developing skills of noticing.

  • 137.
    Bredlöv, Eleonor
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Constructing a professional: gendered knowledge in the (self-)positioning of skin and spa therapy students2017In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 29, no 7, p. 890-906Article in journal (Refereed)
    Abstract [en]

    This study outlines the self-positioning of skin and spa therapy students. More specifically, it focuses how they position themselves as professionals in terms of knowledge, and how gender is at play throughout this process. Drawing on a poststructural approach, inspired by Foucault and feminist theory, regularities of description and self-description were analysed. This approach provides analytical tools for analysing how people engage with discourse in this micro-context of education and training, and feminist theory enables an understanding of how gender relations of power emerge. The material consists of interview transcripts derived from interviews with 20 skin and spa therapy students. The study shows how a scientific and caring professional emerges, producing gender relations as effects of power. Furthermore, a caring discourse is ultimately mobilised and a stereotyped image of the beauty industry is shown to govern students self-positioning, reproducing norms of gender and consumption.

    Download full text (pdf)
    fulltext
  • 138.
    Bredlöv, Eleonor
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Shaped for beauty: Vocational and gendered subjectivities in private education for the beauty industry2018Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    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.

    List of papers
    1. Shaping the female student: an analysis of Swedish beauty school recruitment texts
    Open this publication in new window or tab >>Shaping the female student: an analysis of Swedish beauty school recruitment texts
    2016 (English)In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 38, no 2, p. 243-258Article in journal (Refereed) Published
    Abstract [en]

    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.

    Place, publisher, year, edition, pages
    Taylor & Francis, 2016
    National Category
    Pedagogy Pedagogical Work Didactics Learning Gender Studies
    Identifiers
    urn:nbn:se:liu:diva-129785 (URN)10.1080/0158037X.2015.1113165 (DOI)000377807700008 ()
    Available from: 2016-06-28 Created: 2016-06-28 Last updated: 2018-09-06Bibliographically approved
    2. Constructing a professional: gendered knowledge in the (self-)positioning of skin and spa therapy students
    Open this publication in new window or tab >>Constructing a professional: gendered knowledge in the (self-)positioning of skin and spa therapy students
    2017 (English)In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 29, no 7, p. 890-906Article in journal (Refereed) Published
    Abstract [en]

    This study outlines the self-positioning of skin and spa therapy students. More specifically, it focuses how they position themselves as professionals in terms of knowledge, and how gender is at play throughout this process. Drawing on a poststructural approach, inspired by Foucault and feminist theory, regularities of description and self-description were analysed. This approach provides analytical tools for analysing how people engage with discourse in this micro-context of education and training, and feminist theory enables an understanding of how gender relations of power emerge. The material consists of interview transcripts derived from interviews with 20 skin and spa therapy students. The study shows how a scientific and caring professional emerges, producing gender relations as effects of power. Furthermore, a caring discourse is ultimately mobilised and a stereotyped image of the beauty industry is shown to govern students self-positioning, reproducing norms of gender and consumption.

    Place, publisher, year, edition, pages
    Routledge, 2017
    Keywords
    Beauty industry; gender; knowledge; caring dispositions; science; Foucault
    National Category
    Gender Studies
    Identifiers
    urn:nbn:se:liu:diva-143647 (URN)10.1080/09540253.2016.1185094 (DOI)000415805500005 ()2-s2.0-84971384293 (Scopus ID)
    Available from: 2017-12-13 Created: 2017-12-13 Last updated: 2018-09-06Bibliographically approved
    3. Learning a critical gaze: producing gendered bodies in skin and spa therapy education and training
    Open this publication in new window or tab >>Learning a critical gaze: producing gendered bodies in skin and spa therapy education and training
    2018 (English)In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 70, no 2, p. 232-250Article in journal (Refereed) Published
    Abstract [en]

    AbstractThis study scrutinises the production of bodies in skin and spa therapy education and training. More specifically, it focuses on how bodies are produced when participants are positioned and position themselves in classroom interaction and interviews. Drawing on a post-structural approach, inspired by Butler, regularities of description and self-description were analysed. This approach provided analytical tools for analysing how people engage with discourse in this micro-context of education and training, and enabled an understanding of how these processes are gendered. The results show how these educational arrangements enact a process where the students learn to adapt a critical gaze towards bodies, wherein they position themselves as self-aware and responsible through femininity. These self-governing processes produce particular relations to the bodies of others, disciplining others through disciplining oneself. Bodies are produced as biological entities that are unruly and ? if left without discipline and correction ? imperfect. At the same time, the imperfect body is produced through and produces normativity, offering alternative ways of producing normative femininity, alongside naturalising skin and spa therapy consumption and activity.

    Place, publisher, year, edition, pages
    Routledge, 2018
    Keywords
    Body and society, gender, beauty industry, learning, post-structuralist feminist theory
    National Category
    Pedagogy
    Identifiers
    urn:nbn:se:liu:diva-150954 (URN)10.1080/13636820.2017.1394354 (DOI)
    Available from: 2018-09-06 Created: 2018-09-06 Last updated: 2018-09-06
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    Shaped for beauty: Vocational and gendered subjectivities in private education for the beauty industry
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  • 139.
    Bredlöv, Eleonor
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Shaping the female student: an analysis of Swedish beauty school recruitment texts2016In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 38, no 2, p. 243-258Article in journal (Refereed)
    Abstract [en]

    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.

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  • 140.
    Carlsson, Irma
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Roselius, Staffan
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Utbildning av folkhögskollärare under femtio år2018In: Folkhögskolan 150 år / [ed] Ann-Marie Laginder, Eva Önnesjö, Irma Carlsson, Erik Nylander, Stockholm: Föreningen för folkbildningsforskning , 2018, p. 103-123Chapter in book (Other academic)
  • 141.
    Cedersund, Elisabet
    et al.
    Linköping University, Department of Culture and Society, Division of Ageing and Social Change. Linköping University, Faculty of Arts and Sciences. Avdelningen för socialt arbete, Hälsohögskolan, Jönköping University.
    Eriksson, Lisbeth
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. Avdelningen för socialt arbete och socialpedagogik, Institutionen för individ och samhälle, Högskolan Väst, Trollhättan.
    Ringsby Jansson, Bibby
    Institutionen för individ och samhälle, Högskolan Väst, Trollhättan.
    Svensson, Lars A.
    Avdelningen för socialt arbete och socialpedagogik, Institutionen för individ och samhälle, Högskolan Väst, Trollhättan.
    Renässans för socialpedagogik?: En bok om socialpedagogisk bildning2019Book (Other academic)
    Abstract [sv]

    I denna bok söker vi samla idéer och tankar från olika tidsepoker för att formulera en socialpedagogik för framtiden. För att de idéer som historiskt formulerats om socialpedagogiken ska vara användbara måste de förstås utifrån och kopplas till den nutida situationen. Boken tecknar en aktuell bild av socialpedagogisk verksamhet och forskning i Sverige, kompletterad med internationella utblickar.

    Socialpedagogiken och socialpedagogerna verkar i ett samhälle som är statt i förändring. Det gör att socialpedagoger i allt högre utsträckning än förr möter grupper av människor som befinner sig på andra samhällsarenor och i förändrade livssituationer. Detta ger upphov till och ett behov av att beskriva och förstå socialpedagogik på ett förändrat och fördjupat sätt. En ambition med boken är att skapa en förståelse för socialpedagogik och dess kopplingar till människors lärande. Detta sätt att tänka kring socialpedagogik ger en bra grund för den som vill utveckla ett socialpedagogiskt tänkande och förhållningssätt. Boken lyfter fram det socialpedagogiska perspektivets styrkor i dagens och morgondagens välfärdsarbete och ger en ram för det som benämns socialpedagogisk bildning.

    Boken vänder sig i första hand till studerande på socialpedagogiska högskoleutbildningar, men även till studenter på socionomprogram och lärarprogram. Boken kan med fördel läsas på avancerad nivå och forskarnivå, men även av studenter på grundnivå.

     

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  • 142.
    Charalambous, Georgios
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    TEACHERS IN THE ERA OF ACCELERATION: How the acceleration of ICT developments influences the ICT use by teachers at school2015Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    In the effort to examine the factors that impact the use of ICT by teachers, research has up until now neglected the acceleration of ICT developments as a factor that affects the successful integration of ICT in education. The technological acceleration in general has triggered significant changes at the social level, such as the acceleration of social change and the acceleration of the pace of life. This is why the study of the acceleration of ICT provides for a good theoretical framework to study the teachers and their interaction with ICT in a broader context, one that engages the environment in which a teacher functions as a teacher and a learner. This study explores the role of the acceleration of ICT as a factor that affects the use of ICT by teachers in Cyprus secondary schools. The Social Acceleration (SA) theory is used to interpret the whole situation. After examining how teachers perceive the ICT acceleration, how it affects them at school and personally as lifelong learners the results showed that ICT acceleration is not a significant factor in the use of ICT by teachers at schools in Cyprus but it still affects teachers indirectly as lifelong learners. I argue that the teachers have established a superficial relation to technology that has to do with a short-sighted vision of ICT integration which also the Ministry of Education shares. I propose that serious decisions should be made at a policy level in order to make a conscious adoption of technology, not necessarily running behind the accelerated ICT developments but exploiting the potential of ICT according to the needs of the educational system.

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  • 143.
    Colliander, Helena
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Being and Becoming a Teacher in Initial Literacy and Second Language Education for Adults2018Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of the thesis is to explore what being and becoming a teacher of Literacy Education and Second Language Learning for Adults (LESLLA) mean. The study, which applies situated learning theory combined with some Bourdieuan concepts as thinking tools, seeks to depict how the professional identity of LESLLA teachers can be understood from their memberships in different communities of practice. The empirical study is based on observational data and on semi-structured interviews, which have been analysed thematically. The results show that the LESLLA teachers construct professional identity in regard to the particular nature of the learners, i.e. that the learners are simultaneously adult emergent readers and second language learners establishing themselves in a new society. This is, for example, seen in the teachers’ teaching actions and in how they respond to learning opportunities and changes. Likewise, the results illustrate that becoming a LESLLA teacher is an ongoing process in which some periods are particularly critical for learning. It takes place in a number of different communities of which the teaching practices are the most crucial. When it comes to the other communities to which the teachers belong, their significance differs from teacher to teacher. Moreover, power plays a central role in the identity formation. Societal forces, and the position and trajectory of the teacher in different communities in the landscapes of LESLLA teaching and Swedish for Immigrants (SFI) contribute to it.

    List of papers
    1. The experienced newcomer - The (trans)forming of professional teacher identity in a new landscape of practices
    Open this publication in new window or tab >>The experienced newcomer - The (trans)forming of professional teacher identity in a new landscape of practices
    2018 (English)In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 69, p. 168-176Article in journal (Refereed) Published
    Abstract [en]

    n/a

    Place, publisher, year, edition, pages
    PERGAMON-ELSEVIER SCIENCE LTD, 2018
    National Category
    Educational Sciences
    Identifiers
    urn:nbn:se:liu:diva-144138 (URN)10.1016/j.tate.2017.10.012 (DOI)000418218200016 ()
    Available from: 2018-01-10 Created: 2018-01-10 Last updated: 2018-04-20
    2. Building bridges and strengthening positions: Exploring the identity construction of immigrant bilingual teachers
    Open this publication in new window or tab >>Building bridges and strengthening positions: Exploring the identity construction of immigrant bilingual teachers
    2017 (English)In: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522Article in journal (Refereed) Published
    Abstract [en]

    This study explores how bilingual teachers with an immigrant background construct professional identity in the context of initial literacy and second language teaching of adults. Specifically, the study seeks to understand what the teachers’ membership of different work-related communities means for their professional identity and what capital the teachers use, negotiate and acquire to strengthen their positions in this professional field. The study is based on interviews with seven bilingual teachers. The data has been analysed from the perspective of situated learning theory and by employing some complementing concepts of Bourdieu used as thinking tools. The findings illustrate how the teachers construct their professional identity in relation to their students and by positioning themselves in different teacher communities. Moreover, the findings stress how the local school community plays a crucial part in determining the position the teachers obtain in the field. But in spite of being acknowledged as professionals, the teachers still need to negotiate their position by acquiring new capital and stressing the capital they already have.

    Place, publisher, year, edition, pages
    Routledge, 2017
    Keywords
    Bilingual teachers, professional identity construction, bilingual education, mother tongue education, Literacy Education and Second Language Learning for Adults (LESLLA)
    National Category
    General Language Studies and Linguistics
    Identifiers
    urn:nbn:se:liu:diva-144866 (URN)10.1080/13670050.2017.1400516 (DOI)2-s2.0-85033404544 (Scopus ID)
    Available from: 2018-02-05 Created: 2018-02-05 Last updated: 2018-04-20Bibliographically approved
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    Being and Becoming a Teacher in Initial Literacy and Second Language Educationfor Adults
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  • 144.
    Colliander, Helena
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Being transformed and transforming oneself in a time of change: A study of teacher identity in second language education for adults2019In: Studies in the Education of Adults, ISSN 0266-0830, E-ISSN 1478-9833Article in journal (Refereed)
    Abstract [sv]

    This paper takes a perspective on professional identity in times of change to explore what societal changes of significance for second language education for adults mean for the teacher’s professional identity. It differs, thus, from many other studies on teacher identity, which concentrate on one educational reform. The study, which applies situated learning theory, is built on semi-structured interviews with 13 teachers in this sector. The results show that migration, marketization and streamlining, and digitalisation imply changes, which have a profound effect on the teachers. Whereas some changes mean that the teachers can develop their teaching or strengthen their position in work-related communities, other changes restrict them. Moreover, the response of the teachers depends on their judgement about what the changes mean for their teaching and the learners. Teachers position themselves by, for example, claiming to possess the competence they see as essential to meet the learners’ needs.

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  • 145.
    Colliander, Helena
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The experienced newcomer - The (trans)forming of professional teacher identity in a new landscape of practices2018In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 69, p. 168-176Article in journal (Refereed)
    Abstract [en]

    n/a

    The full text will be freely available from 2020-10-23 16:41
  • 146.
    Colliander, Helena
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Ahn, Song-ee
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Actions and Conceptions: Exploring Initial Literacy Teaching Practice for Adults2018In: Journal of Language, Identity & Education, ISSN 1534-8458, E-ISSN 1532-7701, Vol. 17, no 5, p. 306-319Article in journal (Refereed)
    Abstract [en]

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

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  • 147.
    Colliander, Helena
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Building bridges and strengthening positions: Exploring the identity construction of immigrant bilingual teachers2017In: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522Article in journal (Refereed)
    Abstract [en]

    This study explores how bilingual teachers with an immigrant background construct professional identity in the context of initial literacy and second language teaching of adults. Specifically, the study seeks to understand what the teachers’ membership of different work-related communities means for their professional identity and what capital the teachers use, negotiate and acquire to strengthen their positions in this professional field. The study is based on interviews with seven bilingual teachers. The data has been analysed from the perspective of situated learning theory and by employing some complementing concepts of Bourdieu used as thinking tools. The findings illustrate how the teachers construct their professional identity in relation to their students and by positioning themselves in different teacher communities. Moreover, the findings stress how the local school community plays a crucial part in determining the position the teachers obtain in the field. But in spite of being acknowledged as professionals, the teachers still need to negotiate their position by acquiring new capital and stressing the capital they already have.

    Download full text (pdf)
    fulltext
  • 148.
    Dahlgren, Lars Owe
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Johansson, Kristina
    Avdelningen för psykologi, pedagogik och sociologi, Högskolan Väst.
    Fenomenografi2019In: Handbok i kvalitativ analys / [ed] Andreas Fejes, Robert Thornberg, Stockholm: Liber, 2019, 3, Vol. Sidorna 179-192, p. 179-192Chapter in book (Other academic)
  • 149.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Att organisera för inkludering: om språkintroduktionsprogram på gymnasieskola och folkhögskola2019In: Ensamkommandes uppleveler & professionellas erfarenheter: integration, inkludering och jämställdhet / [ed] Mehrdad Darvishpour, Niclas Månsson, Stockholm: Liber, 2019, Vol. Sidorna 154-167, p. 154-167Chapter in book (Other academic)
  • 150.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Det finns inget stöd för att språkplikt behövs2018In: Svenska Dagbladet, ISSN 1101-2412Article in journal (Other (popular science, discussion, etc.))
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