liu.seSearch for publications in DiVA
Change search
Refine search result
123456 101 - 150 of 256
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 101.
    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.

  • 102.
    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.

  • 103.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Care work organisations on the move - effects of in-service training based on recognition of prior learning2007In: Meaning, Relevance and Variation. Second Nordic conference on Adult Learning.,2007, 2007Conference paper (Other academic)
  • 104.
    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.

    Download full text (pdf)
    fulltext
  • 105.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Historical traces of recognition of prior learning - The "new" idea of validation and its promise of economic growth2005In: Nordic conference on adult education,2005, 2005Conference paper (Other academic)
  • 106.
    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.

  • 107.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Kunskapers värde: validering i teori och praktik2005 (ed. 1)Book (Other academic)
    Abstract [sv]

    Denna bok handlar om 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. Ambitionen att validera sätts in i sitt sammanhang genom att relateras dels till hur vuxnas lärande har organiserats i olika former, dels till hur valideringstanken gestaltat sig på olika sätt. Författarna problematiserar validering i relation till olika teorier om kunskap och lärande samt till den kunskapsbedömning som är en central del av en validering. Några olika modeller för hur validering kan organiseras och genomföras i praktiken diskuteras, liksom de olika roller som finns i en valideringsprocess.

  • 108.
    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.
    Kunskapers värde: Validering i teori och praktik2023 (ed. 3)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.Validering sätts i relation till hur vuxnas lärande organiseras och till de skilda sätt på vilka valideringstanken gestaltat sig. Vidare visas 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 om kvalitet i validering lagts till. 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.

  • 109.
    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.
    Mobility of knowledge as a recognition challenge: experiences from Sweden2010In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 29, no 2, p. 201-218Article in journal (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 recognised in terms of employment in vocations where their prior learning could be utilised. 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 recognised and included in further lifelong education, and what type of lifelong education or lifelong learning is needed in this situation.

    Download full text (pdf)
    FULLTEXT01
  • 110.
    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.

  • 111.
    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.

    Download full text (pdf)
    FULLTEXT01
  • 112.
    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.

    Download full text (pdf)
    fulltext
  • 113.
    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.

  • 114.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hult, Åsa
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Att visa vad man kan: Erfarenheter från ett regionalt nätverk för validering av yrkeskompetens2003Report (Other academic)
  • 115.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hult, Åsa
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Validering av invandrade akademikers yrkeskompetens: Erfarenheter från Nätverk Sörmland2003Report (Other academic)
  • 116.
    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.
    Köpsén, Johanna
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Nylund, Mattias
    Göteborgs Universitet, Sweden.
    Lärares tolkning och tillämpning av styrdokument i kommunal vuxenutbildning2023Report (Other academic)
    Abstract [sv]

    I denna forskningsrapport presenteras en omfattande studie av hur lärare verksamma inom komvux olika skolformsdelar tolkar och tillämpar de läroplansanknutna styrdokumenten i sin undervisning. Med hjälp av läroplansteoretiska begrepp diskuteras resultat från en enkät som har besvarats av 1321 lärare och intervjuer som har genomförts med 63 lärare. Studien visar att de läroplansanknutna styrdokumenten utgör en ram som tolkas och tillämpas av lärare i relation till en rad andra ramar som exempelvis tid, elevsammansättning, läromedel, marknadsorganisering och fragmentisering. Sammantaget pekar resultaten på ett behov av en översyn av komvux styrdokument likväl som villkoren för lärarnas undervisning med syfte att få dem mer samstämmiga.

    Download full text (pdf)
    fulltext
  • 117.
    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)
    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.
    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.

  • 119.
    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.

    Download (jpg)
    presentationsbild
  • 120.
    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.
    Gao, Shibao
    University of Calgary.
    Governing through non/recognition: the missing 'R' in the PLAR for immigrant professionals in Canada and Sweden2009In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 28, no 4, p. 423-437Article in journal (Refereed)
    Abstract [en]

    Despite claims that prior learning assessment and recognition (PLAR) can act as a transformative social mechanism and a means of social inclusion, this study reports that PLAR has become a serious barrier to adult learning rather than a facilitator. Drawing from Foucault's concept of governmentality, the study examines the difficulties that immigrant professionals have experienced in having their foreign credentials and work experience recognized in the contexts of Canada and Sweden. Using document analysis and interviews, the study analyses how PLAR has created a system of governing through technologies of power and technologies of the self which work as dividing practices in discounting and devaluating immigrants' prior learning and work experience. The study concludes that PLAR has become a technical exercise and a governing tool rather than a form of social transformation.

    Download full text (pdf)
    FULLTEXT01
  • 121.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Grundberg, Carin
    Måhl, Lena
    Lundin, Anders (Illustrator)
    Ta chansen att utvecklas som seniorscoutledare1992Book (Other academic)
  • 122.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Guo, Shibao
    University of Calgary, Canada.
    The politics of recognition: the missing 'R' in the PLAR for immigrant professionals in Canada and Sweden2006In: SCUTREA /Standing Conference on University Teaching and Research in the Education of Adults/ Inter-Cultural Perspectives on Research into Adult Learning: A Global Dialogue,2006, Leeds: University of Leeds and SCUTREA , 2006, p. 18-Conference paper (Refereed)
    Abstract [en]

    This paper explores the politics of recognition in PLAR (Prior Learning Assessment and Recognition) for immigrant professionals in Canada and Sweden. The two cases are discussed in relation to Foucault's concept of governmentality.

  • 123.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Hallqvist, Anders
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Formell meritering och levd kunskap på folkhögskolans yrkeskurser2023Conference paper (Other academic)
    Abstract [sv]

    I detta paper redovisas resultat från ett forskningsprojekt om folkhögskolans yrkesutbildningar. I papret diskuteras yrkeskursernas potential att medverka till att deltagarna blir verksamma i ett yrke, genom att stärka deras formella meriter, reella yrkeskunnande och deras relation till möjliga arbetsgivare eller uppdragsgivare. Resultaten visar hur det reella kunnandet i stor utsträckning står i fokus, även om utbildningarna även ger vissa formella meriter, och hur dessa delar tillsammans bidrar till relationerna med arbetslivet. Reslutaten diskuteras i termer av ett möte mellan en informell och en formell kunskapskultur.

  • 124.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Hallqvist, Anders
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Yrkesutbildningens många ansikten: Folkhögskolans lärare och deltagare skapar mening i yrkesinriktade kurser2021Conference paper (Other academic)
    Abstract [sv]

    I detta paper presenteras preliminära resultat från den inledande delen av ett forskningsprojekt om yrkesutbildningar på folkhögskola. Här tas utgångspunkt i intervjuer med lärare på sådana utbildningar. Vi ger exempel på hur lärare på olika yrkesutbildningar beskriver sitt läraruppdrag och hur de förhåller sig till detta i undervisningen.

  • 125.
    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, Danmark.
    Quality in validation: a nordic model and a nordic study2020In: Making policy work: validation of prior learning for education and the labour market  / [ed] Ruud Duvekot, Anni Karttunen, Martin Noack, Lieve Van den Brande, Houten/Berlin: European Centre Valuation of Prior Learning & Bertelsmann Stiftung , 2020, p. 119-130Chapter in book (Other academic)
    Abstract [en]

    Validation of Prior Learning (VPL) has become a central element in educational policies. VPL has been at the Nordic agenda for the past 20–25 years and is well established. Validation encompasses formal, non-formal as well as informal learning, with an emphasis on non-formal and informal learning. The historical reasons for this development in the Nordic countries are the strong tradition of adult education, strong labour unions and the involvement of the social partners in development of education and lifelong learning initiatives. An interest in quality in validation formed the background for the development of a Nordic model for this - quality in validation. In this article a study of quality work in validation is presented, based on the Nordic quality model. The quality concept in the context of validation of prior learning as well as the  Nordic model for quality are both introduced. Findings from the processes in three cases of validation work in vocational education institutions in Denmark, Finland and Sweden are discussed, and some conclusions are drawn.

  • 126.
    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.

    Download full text (pdf)
    fulltext
    Download (png)
    presentationsbild
  • 127.
    Andersson, Per
    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.
    Colliander, Helena
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Inledning2020In: Om folkhögskolan: En särskild utbildningsform för vuxna / [ed] Per Andersson, Eva-Marie Harlin & Helena Colliander, Lund: Studentlitteratur AB, 2020, 1, , p. 192p. 17-23Chapter in book (Other academic)
    Abstract [sv]

    Folkhögskolan är en utbildningsform som framför allt erbjuder vuxna människor en mängd utbildningar inom olika områden. Verksamheten inom folkhögskolan kännetecknas av stor frihet. Varje skola har sin unika profil, där lärare och deltagare formar utbildningarna utifrån intressen, ideologier och kunskapsbehov. Grundläggande utbildningar för personer som saknar grundskola eller gymnasieskola, yrkesutbildningar, kvalificerade musikutbildningar eller utbildningar för ideella ledare i olika rörelser – allt detta och mer därtill ryms i den svenska folkhögskolan. I den här boken behandlas olika aspekter av folkhögskolan med avseende på de idéer, aktörer och organisatoriska förutsättningar som formar och omformar dess verksamhet.

  • 128.
    Andersson, Per
    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.
    Tsagalidis, Helena
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Bedömning av kunskap inom folkhögskolan2020In: Om folkhögskolan: En särskild utbildningsform för vuxna / [ed] Per Andersson, Eva-Marie Harlin, Helena Colliander, Lund: Studentlitteratur AB, 2020, 1, , p. 192p. 137-160Chapter in book (Other academic)
    Abstract [sv]

    Bedömning är en viktig del av all pedagogisk verksamhet, så också inom folkhögskolan. Här finns en relativt stor frihet med begränsad styrning, och ”folkhögskolesamhället” har en ambition att skapa jämlika relationer mellan lärare och deltagare. Inom folkbildningstraditionen ryms också idéer om att det är bildningsresan och den personliga utvecklingen som är det centrala. Det kan därför tyckas märkligt att någon i ett sådant sammanhang ska ha rätten att bedöma andras prestationer. Men trots det bedöms kunskap även här, till viss del på liknade sätt som inom andra utbildningsformer, men också baserat på helt andra värden.

  • 129.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Harris, JudyInstitute of Education University of London.
    Re-theorising the Recognition of Prior Learning2006Collection (editor) (Other academic)
    Abstract [en]

    The recognition of prior learning is an educational response to the need to widen participation in education and training for economic advancement and social inclusion. The social meanings of RPL have different configurations depending on historical, cultural, economic and political forces in different places. One constant is the reliance on the widely pervasive educational philosophies of experiential learning: constructivism and progressivism. This book challenges the orthodoxy of experiential learning and the particular readings of knowledge, pedagogy, learning, identity and power which it privileges. It does this by introducing different theoretical resources to RPL and drawing on experiences of RPL in the UK, South Africa, Australia, Sweden, Canada and the USA. The book provides a range of re-conceptualisations of the relational terrain between adult experience and learning on the one hand, and specialist or academic knowledge on the other.

  • 130.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hedberg, Per
    Hjerpe, Mattias
    Linköping University, The Tema Institute, Department of Water and Environmental Studies. Linköping University, Faculty of Arts and Sciences.
    Mandelin, Fredrik
    Vägvisaren2003Other (Other (popular science, discussion, etc.))
  • 131.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Hellberg, Kristina
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Recognition of prior learning in teacher education2008In: ECER,2008, 2008Conference paper (Refereed)
    Abstract [en]

     This paper is focusing on child minders who have entered teacher education. We analyse the impact of their earlier experiences and informal learning, and how it is recognised during the training process. Our theoretical point of departure is taken in a sociocultural perspective. According to Lave and Wenger (1991) learning is not a separate process, related to individual performance, within the individual himself. In a sociocultural perspective, learning is an ongoing process, between people, and central concepts in the perspective are community of practice, peripheral/full participation, trajectory, and identity. The aim of the study is to describe and analyse the participation and trajectories of child minders entering teacher education. The research question is: How do child minders- prior experience and learning get recognition in the first year of a pre-school teacher education? The paper is based on qualitative interviews presenting the perspectives of participating students and their teachers. The results illustrate how the teacher education is situated in two different communities of practice - the practice of university studies and the practice of work. The participation and trajectories of the child minders are different from those of the regular students. In the practice of work they already have a rather central position, based in their background as child minders. In the university studies, their background helps them to enter this practice - their prior (partly tacit) knowledge, and experiences, from working at the pre-school is central in relation to the contents of the programme; they have experiences from working in groups of adults, which is valuable in teacher education; and they have a high degree of motivation for becoming pre-school teachers.

  • 132.
    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.

  • 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, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Arts and Sciences.
    Trajectories in teacher education: Recognising prior learning in practice2009In: ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION, ISSN 1359-866X, Vol. 37, no 3, p. 271-282Article in journal (Refereed)
    Abstract [en]

    This article analyses the trajectories into teacher education of a group of child minders who are studying to become pre-school teachers. The specific focus is what impact their prior experiences and learning from pre-school have on their trajectories, and how these experiences and learning are recognised in the first year of teacher education. A situated learning perspective is applied, with a focus on participation and trajectories in the two communities of practice in which teacher education is situated - the university and the pre-school. The data consist of transcribed interviews with ten student teachers, and additional data are gathered from stakeholders in the program. The results show that prior experiences and learning are given implicit and indirect recognition. In the practice of the pre-school, the trajectory means a shift in identity, from child minder to student teacher and pre-school teacher. In the practice of the university, prior experiences and learning help students in their trajectories from peripheral to fuller participation.

    Download full text (pdf)
    FULLTEXT01
  • 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.
    Hellgren, Mattias
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Factors influencing the value of CPD activities among VET teachers2018In: International Journal for Research in Vocational Education and Training, ISSN 2197-8638, E-ISSN 2197-8646, Vol. 5, no 2, p. 140-164Article in journal (Refereed)
    Abstract [en]

    Context: Teachers in vocational education and training (VET teachers) have specific conditions for their continuing professional development (CPD). They have a background in an initial occupation, in which they now teach and train the next generation. Thus, as VET teachers, they are expected to master the knowledge and skills of that occupa- tion, even if they have now crossed the boundary from the community of their initial occupation to the community of the school. This study explores the perceived values among VET teachers of different activities that may contribute to their CPD in teaching subjects/initial occupations. The study examines VET at the upper secondary level in Sweden. Here, the VET teachers have the main responsibility for students’ vocational learning in the vocational subjects, including the work-based parts. In the latter parts, the teachers are supplemented by supervisors at the workplace.

    Approach: We argue for the duality of a VET teacher identity with a professional competence that comprises two intertwined parts – teaching skills, and knowledge of the teaching subjects based in the teachers’ initial occupations. Our study is based on a situated learning perspective, and the empirical findings particularly concern values created from learning through participation and boundary crossing. CPD activities typi- cally include some form of participation in and/or boundary crossing between school and work-life practices. In the analysis we also include the possible influence of institutional, situational, and dispositional drivers and barriers for participation in different activities. The research question was: what factors can explain the variation in perceived values created by participation in different CPD activities among VET teachers? The study was conducted as a survey of 886 Swedish VET teachers. Focus was put on the values created through different types of activity, values for the teachers’ vocational knowledge, for networks in working life, and for teaching. The data were primarily analysed using logistic regression modelling.

    Findings: Dispositional drivers, the teacher’s sex, and regular performance of the ac- tivity are important for the perceived value. The dispositional factor is the one most commonly retained, and it has a consistently positive effect. Factors such as educa- tional background and vocational training have weaker influence, which suggests that individual driving factors are important when VET teachers assess the value of CPD activities.

    Conclusions: The study covers a general challenge for VET teachers, but is of particular relevance in systems with a high degree of school-based VET, full-time employed VET teachers, and VET teachers who are responsible for students’ vocational learning. Here, the values for vocational knowledge, for networks, and for teaching that are created through different activities are important for the VET teacher identity. They are also interrelated, and together they provide professional development in relation to the initial occupation, and for the occupation as a vocational teacher.

    Download full text (pdf)
    fulltext
  • 136.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hjerpe, Mattias
    Linköping University, The Tema Institute, Department of Water and Environmental Studies. Linköping University, Faculty of Arts and Sciences.
    Scoutmärken1995Other (Other (popular science, discussion, etc.))
  • 137.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hult, Åsa
    Nordic policies on recognition of prior learning - a comparative analysis2007In: NERA Congress,2007, 2007Conference paper (Other academic)
    Abstract [en]

    The recognition of prior learning (RPL) - often in terms of validation /of/ real competence - is a phenomenon that has been paid much attention to in adult and lifelong learning policies in the Nordic countries. This paper presents an overview and comparison of RPL policies in Denmark, Finland, Iceland, Norway and Sweden, covering the educational sector, the labour market sector and the -third- sector. The comparison comprises aspects like the focus on convergent/controlling vs. divergent/exploring approaches, the summative and formative functions, the focus on different sectors and target groups, and the relation between the educational system and the work life. This paper has also been presented at "Meaning, Relevance & Variation. The Second Nordic Conference on Adult Learning", Linköping, Sweden, 2007

  • 138.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Hult, Åsa
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Validation in the Nordic countries: A comparative analysis2008In: Lifelong Learning in Europe, ISSN 1239-6826, Vol. 8, no 3, p. 150-157Article in journal (Refereed)
    Abstract [en]

    This article presents an analysis of policies on recognition of prior learning (validation) in the Nordic countries (Denmark, Finland, Iceland, Norway, Sweden).

  • 139.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hult, Åsa
    Validation policy and practice in the Nordic countries - an overview2007In: Recognition of prior learning: Nordic-Baltic experiences and European perspectives,2007, 2007Conference paper (Other academic)
    Abstract [en]

    This paper presents a brief overview and analysis of Nordic policies on validation, or recognition of prior learning. The main focus of the study is the validation policy in the Nordic countries, but the study also includes reports on initiatives in and experiences from practice. The overview covers three sectors: The educational sector (in terms of adult education and vocational training, mainly on upper secondary level), the labour market sector and the -third- sector (liberal/popular adult education, non-governmental organisations etc.).

  • 140.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hult, Åsa
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Validering av utländsk yrkeskompetens - en studie av den utökade försöksverksamheten2002Report (Other academic)
  • 141.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Jedeskog, Gunilla
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Landström, Inger
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Identitet & IKT i folkbildning2005In: LearnIT:s konferens,2005, 2005Conference paper (Other academic)
  • 142.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Jedeskog, Gunilla
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Landström, Inger
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Identitet och IKT i folkbildningen - en pilotstudie2005In: Mimers forskarkonferens,2005, 2005, p. 1-13Conference paper (Other academic)
  • 143.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Karlsson, Tobias Lasse
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Den vuxne studiedeltagaren2020In: Om vuxenutbildning och vuxnas studier: en grundbok / [ed] Andreas Fejes, Karolina Muhrman, Sofia Nyström, Lund: Studentlitteratur AB, 2020, 1, , p. 380p. 187-207Chapter in book (Other academic)
    Abstract [sv]

    Att delta i studier som vuxen är mycket vanligt i Sverige. Här kommer vi att beskriva deltagandet i utbildningar, kurser och cirklar inom kommunal vuxenutbildning (komvux) inklusive svenska för invandrare (sfi) samt yrkeshögskola, folkhögskola och studieförbund. Till detta kommer alla som deltar i utbildning av olika slag, som fortbildning inom arbetsliv eller föreningsliv, och inte minst det omfattande deltagandet i högre utbildning på universitet och högskolor, områden som inte står i fokus i den här boken.

    Sammantaget är det en mycket stor del av den vuxna befolkningen som deltar i studier. Men en viktig skillnad jämfört med barn och ungdomar, där i princip alla går i skolan, är att många vuxna kombinerar deltids- och fritidsstudier med arbete, och ibland studerar den vuxne också på arbetstid. En viktig förutsättning är dessutom de villkor som gör det möjligt för vuxna att studera: att utbildningarna till stor del är finansierade av skattemedel, att det finns en lagstadgad rätt till tjänstledighet för studier, och att det finns ett utbyggt system för studiebidrag och studielån som gör det möjligt att försörja sig under studietiden utan att nödvändigtvis behöva kombinera studier och arbete.

  • 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.
    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.

  • 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.
    Att bli vuxenutbildare i Norden och Baltikum.: Nationell rapport: Sverige.2010Report (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 Arts and Sciences.
    Att vara yrkeslärare: Yrkesdidaktiska utmaningar2019In: Lära till yrkeslärare / [ed] Susanne Köpsén, Lund: Studentlitteratur AB, 2019, 2, p. 243-256Chapter in book (Other academic)
    Abstract [sv]

    Detta kapitel avslutar boken Lära till yrkeslärare. Det sammanfattar bokens innehåll samt diskuterar aktuella frågor kring yrkeslärares arbete nu och i framtiden.

    Download (jpg)
    presentationsbild
  • 147.
    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)
  • 148.
    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)
  • 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.
    Becoming Adult Educators in the Nordic-Baltic Region: National Report: Sweden2009Report (Other academic)
  • 150.
    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.

123456 101 - 150 of 256
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf