liu.seSearch for publications in DiVA
Change search
Refine search result
45678910 301 - 350 of 3475
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • 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.
  • 301.
    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

  • 302.
    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).

  • 303.
    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.).

  • 304.
    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)
  • 305.
    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)
  • 306.
    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)
  • 307.
    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)
  • 308.
    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)
  • 309.
    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)
  • 310.
    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)
  • 311.
    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.

  • 312.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Continuing professional development of vocational teachers: Participation in a national initiative in Sweden2014Conference paper (Other academic)
    Abstract [en]

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

  • 313.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Continuing professional development of vocational teachers: participation in a Swedish national initiative2015In: Empirical Research in Vocational Education and Training, ISSN 1877-6345, Vol. 7, no 7, p. 1-20Article in journal (Refereed)
    Abstract [en]

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

  • 314.
    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 Teachers2017In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868Article 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.

  • 315.
    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.

  • 316.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Swedish teacher education in transformation2009In: ECER 2009, Vienna, 28-30 September 2009, 2009, p. 1-20Conference paper (Other academic)
  • 317.
    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.

  • 318.
    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.

  • 319.
    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.

  • 320.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Views on adult educators2010In: BAEA: Becoming Adult Educators in the European Area: Synthesis research report / [ed] Marcella Milana (ed.) et al., Copenhagen: Danish School of Education, Aarhus University , 2010, p. 43-53Chapter in book (Other academic)
    Abstract [en]

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

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

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

    • Develop policies and practices aimed at defining and implementing initial education and training paths and appropriate support for further career development in the field of adult education;
    • Recognise adult educators as a professional group with complex cultural and professional competences;
    • Create new opportunities for participation in specialised studies and concrete or virtual communities for professional exchange and mutual enrichment;
    • Organise functional internships;
    • Improve recruitment strategies and working conditions.
  • 321.
    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.

  • 322.
    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.

  • 323.
    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.

  • 324.
    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.
    Larson, Anne
    Danish School of Education, Aarhus University.
    Milana, Marcella
    Danish School of Education, Aarhus University.
    Qualification paths of adult educators: A comparative study of Sweden and Denmark2010Conference paper (Other academic)
    Abstract [en]

    This paper presents results from a study of the qualification of adult educators in Denmark and Sweden. It describes the role the qualification of adult educators plays in policy, the opportunities for those interested in qualifying as adult educators and the adult educators’ status as a profession. Further, for adult educators to become professional, they need to develop a professional identity, and the formation of this identity is studied through narrative interviews with prospective adult educators. The aim of the study is to understand the qualification paths and professional development of the prospective adult educator through the perspectives of policy, available opportunity structures, and individual trajectories. The study includes general as well as vocational and liberal adult education.

    The result draws on an analysis of policy documents and public information, and 29 narrative interviews with people currently or recently undertaking teacher education at the university or other courses preparing the participants to become adult educators. The approach is here based in the idea that individual motivations for working in the field of adult education and the learning process that leads to the formation of competences, qualifications and professional identity in this field can be better understood by applying a biographical perspective (Horsdal, 2002). In the analysis of narratives/interviews, central guiding concepts were trajectory, and particularly learning trajectory, and identity, inspired by a situated and social learning perspective (Lave & Wenger, 1991; Rogoff, 1995; Wenger 1998). Rogoff’s (1995) model of analysing processes of learning on different, but intertwined, levels has been an inspiration in analysing the qualification paths for adult educators in relation to policies and opportunities for such qualification.

    The main drivers for an increased focus on adult education and training in both countries seem to be the needs of the labour market in light of globalisation and international competition as well as the Lisbon strategy. The study shows that in spite of this increased focus on adult education and training and its importance, in the policy papers there seems to be a lack of interest in the quality of the provision in terms of the education and learning process, including the qualification of the adult educators.

    In relation to the options for those interested in qualifying as adult educators, it is difficult to find courses or education programmes offering initial education and training. Instead, most courses and education programmes either offer in-service or a combination of initial and in-service education and training. Thus, there are few opportunities to acquire the professional knowledge and identity as adult educator before entering the field. This is also indicated through the fact that many of the interviewees have a background as acting (un-qualified) adult educators, before entering professional training. In addition, adult educators to a high degree develop their competencies as adult educators through work. The main conclusions of the study concern the situation that the professional development of adult educators depend on the varying types of learning trajectories they follow, in contexts where the opportunity structures for becoming an adult educator are vague.

  • 325.
    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.

  • 326.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Landström, Inger
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    IKT-strategier, folkbildaridentitet och nätverk i folkbildningens organisationer.2004In: Mimers forskarkonferens,2004, 2004Conference paper (Other academic)
  • 327.
    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.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Forskarskolan i vuxnas lärande2007In: Resultatdialog 2007. Forskning inom utbildningsvetenskap, Stockholm: Vetenskapsrådet , 2007, p. 19-23Chapter in book (Other (popular science, discussion, etc.))
    Abstract [en]

    Här ges en sammanfattning kring uppläggningen av och erfarenheterna från Forskarskolan i vuxnas lärande. Forskarskolan var ett samarbete mellan Linköpings universitet, Göteborgs universitet och Mälardalens högskola, finansierat delvis av Vetenskapsrådet. 

  • 328.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Olsson, Lars-Erik
    Göteborgs universitet.
    Thång, Per Olof
    Göteborgs universitet.
    Wass, Karin
    Göteborgs universitet.
    Utbildning av arbetslösa i komvux. En studie av lokalt beslutsfattande1995Report (Other academic)
    Abstract [sv]

    En studie av hur man på lokalt plan förhöll sig till de resurser som fanns för utbildning av arbetslösa i föregångaren till kunskapslyftet.

  • 329.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Olsson, Lars-Erik
    Göteborgs universitet.
    Thång, Per-Olof
    Göteborgs universitet.
    Wass, Karin
    Göteborgs universitet.
    Utbildning av arbetslösa inom komvux: en studie av lokalt beslutsfattande1996In: NFPF:s kongress,1996, 1996Conference paper (Other academic)
  • 330.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Olsson, Lars-Erik
    Göteborgs universitet.
    Thång, Per-Olof
    Göteborgs universitet.
    Wass, Karin
    Göteborgs universitet.
    Utbildning av arbetslösa inom komvux: en studie av lokalt beslutsfattande1995In: Nordiska vuxenutbildningskonferensen Forskning i Norden,1995, 1995Conference paper (Other academic)
  • 331.
    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.

  • 332.
    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.

  • 333.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Osman, Ali
    Linköping University, Department of Behavioural Sciences.
    Hult, Åsa
    Linköping University, Department of Behavioural Sciences.
    Validering som sortering - hur värderas utländsk kompetens?2006Report (Other academic)
    Abstract [sv]

    Denna rapport redovisar en studie av validering av utländsk yrkeskompetens i tre kommuner. Resultaten bygger dels på intervjuer och dokument från kommunernas valideringsverksamhet, dels på intervjuer med tidigare deltagare i validering.

  • 334.
    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.

  • 335.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Sjösten, Nils-Åke
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    Vuxenpedagogik i Sverige: Forskning, utbildning, utveckling. En kartläggning1997In: Delbetänkande av Kommittén om ett nationellt kunskapslyft för vuxna, Stockholm: Fritzes, 1997, p. 1-72Chapter in book (Other academic)
  • 336.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Sjösten, Nils-Åke
    Vuxenpedagogisk forskning i Sverige - en översikt1998In: NFPF:s kongress; samt Forskning i Norden - Nordiska forskarkonferensen om folkbildning, vuxenutbildning, arbetsmarknadsutbildning och vuxenpedagogik,1998, 1998Conference paper (Other academic)
  • 337.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Sjösten, Nils-Åke
    Ahn, Song Ee
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Att värdera kunskap, erfarenhet och kompetens. Perspektiv på validering2003Report (Other academic)
  • 338.
    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.
    Stenlund, Tova
    Umeå universitet.
    Nordisk forskning och exempel på validering2012Report (Other academic)
    Abstract [en]

    This report is about validation, or recognition/accreditation of prior learning, in the Nordic countries – Denmark, Finland, Iceland, Norway, and Sweden. The aim of the report is to analyse cases of validation practice in the Nordic countries in relation to a number of central concepts (see below), and to present a review of Nordic research on validation.

    The review of research shows that validation research has mainly been conducted in Sweden, with a few additional examples from the other Nordic countries. This research has applied varying theoretical perspectives to interpret different aspects of the validation process. Theories on learning, governing, communication, gender, organising, and validity, have been used to develop the understanding of validation. Considering the efforts made for developing validation in practice, further development could be expected also when it comes to research. This could contribute further to understanding and development of Nordic validation practice and conditions for lifelong learning.

    The cases from validation practice in the Nordic countries have been selected to cover both cases of validation targeting specific groups, and cases relating to flexibility in working life. The central concepts that have been the starting point in the analysis are inclusion, mobility, flexibility, empowerment, and employability. The result shows good examples of validation that empower and include specific target groups, such as immigrants, prisoners, unskilled, and persons with reading and writing problems, in working life. This is often implemented by improving their formal educational level, and thereby their employability. The cases further show that initiatives to improve mobility and flexibility are taken both in the private sector, e.g. banking, finance, and industry, and in the public sector, e.g. among paramedics and mail staff. However, there are also problems on a societal level, e.g. related to structural economic aspects, and on an individual level, e.g. resistance and suspicion in relation to the educational system, and difficulties in communication, problems that could be barriers in the development of the validation practice.

  • 339.
    Andersson, S.-O.
    et al.
    Swedish Armed Forces, Centre for Defence Medicine, Box 5155, S-426 05 V Frölunda, Göteborg, Sweden.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Lundberg, L.
    Swedish Armed Forces, Centre for Defence Medicine, Box 5155, S-426 05 V Frölunda, Göteborg, Sweden.
    Sjostrom, B.
    Sjöström, B., School of Life Sciences, University of Skövde, Sweden.
    The criteria nurses use in assessing acute trauma in military emergency care2007In: Accident and Emergency Nursing, ISSN 0965-2302, E-ISSN 1532-9267, Vol. 15, no 3, p. 148-156Article in journal (Refereed)
    Abstract [en]

    Emergency medical care for seriously injured patients in war or warlike situations is highly important when it comes to soldiers' survival and morale. The Swedish Armed Forces sends nurses, who have limited experience of caring for injured personnel in the field, on a variety of international missions. The aim of this investigation was to identify the kind of criteria nurses rely on when assessing acute trauma and what factors are affecting the emergency care of injured soldiers. A phenomenographic research approach based on interviews was used. The database for the study consists of twelve nurses who served in Bosnia in 1994-1996. The criteria nurses rely on, when assessing acute trauma in emergency care, could be described in terms of domain-specific criteria such as a physiological, an anatomical, a causal and a holistic approach as well as contextual criteria such as being able to communicate, having a sense of belonging, the military environment, the conscript medical orderly and familiarity with health-caring activity. The present study shows that the specific contextual factors affecting emergency care in the field must also be practised before the nurse faces military emergency care situations. This calls for realistic exercises and training programs, where experience from civilian emergency care is interwoven with the knowledge specific to military medical care. © 2007 Elsevier Ltd. All rights reserved.

  • 340.
    Andersson, Sven
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Learning in Working Life and Educational Settings.
    Andersson, Ingrid
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Deducing competent practice form theory: the social practices of newly qualified teachers2005In: The 1st International Congress of the International Society for Cultural and Activity Research, ISCAR, Acting in changing worlds: learning, communication and minds in intercultural activities,2005, 2005Conference paper (Other academic)
  • 341.
    Andersson, Ulf
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Skagerlund, Kenny
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Olsson, Linda
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Östergren, Rickard
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Pathways to arithmetic fact retrieval and percentage calculation in adolescents2017In: British Journal of Educational Psychology, ISSN 0007-0998, E-ISSN 2044-8279, Vol. 87, no 4, p. 647-663Article in journal (Refereed)
    Abstract [en]

    Background

    Developing sufficient mathematical skills is a prerequisite to function adequately in society today. Given this, an important task is to increase our understanding regarding the cognitive mechanisms underlying young people's acquisition of early number skills and formal mathematical knowledge.

    Aims

    The purpose was to examine whether the pathways to mathematics model provides a valid account of the cognitive mechanisms underlying symbolic-number processing and mathematics in adolescents. The pathways model states that the three pathways should provide independent support to symbolic-number skill. Each pathway's unique contribution to formal mathematics varies depending on the complexity and demand of the tasks.

    Sample

    The study used a sample of 114 adolescents (71 girls). Their mean age was 14.60 years (SD = 1.00).

    Methods

    The adolescents were assessed on tests tapping the three pathways and general cognitive abilities (e.g., working memory). A structural equation path analysis was computed.

    Results

    Symbolic-number comparison was predicted by the linguistic pathway, the quantitative pathway, and processing speed. The linguistic pathway, quantitative pathways, and symbolic-number comparison predicted arithmetic fact retrieval. The linguistic pathway, working memory, visual analogies, and symbolic-number comparison predicted percentage calculation.

    Conclusions

    There are both similarities and differences in the cognitive mechanisms underlying arithmetic fact retrieval and percentage calculation in adolescents. Adolescents’ symbolic-number processing, arithmetic fact retrieval, and percentage calculation continue to rely on the linguistic pathways, whereas the reliance upon the spatial pathway has ceased. The reliance upon the quantitative pathway varies depending on the task.

    The full text will be freely available from 2018-06-23 10:02
  • 342.
    Andersson, Ulrika
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Plötsligt hör man att en elev förstått!: Lärares beskrivningar av sitt arbete med bedömning av yngre elevers lärande och kunskaper2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Under sommaren 2008 infördes en ny reform i svensk grundskola. Den innebar att alla elever skulle få skriftliga omdömen i samtliga ämnen som de undervisades i. Reformen gav lärare ett utökat och delvis nytt uppdrag vad gällde att bedöma och skriftligt dokumentera elevers kunskaper i samtliga skolämnen.

    Tidigare studier om bedömning har företrädesvis fokuserats mot de årskurser där betyg ges, från mellanstadiet och upp till gymnasiet. Den här uppsatsen handlar om hur lärare till våra yngsta elever i grundskolan, de som går i åk 1-3, beskriver sitt arbete med kunskapsbedömningen. Studiens syfte är att bidra med ökade kunskaper om lärares kunskapsbedömning av yngre elevers lärande. Uppsatsens empiriska data kommer från åtta stycken kvalitativa ostrukturerade intervjuer med lärare. Intervjuerna genomfördes tre år efter införandet av de skriftliga omdömena.

    Analysarbetet är inspirerat av Kvale och Brinkmanns (2010) kategorisering där arbetet med datamaterialet bestått i att analysera likheter, skillnader, reducera, strukturera och finna olika kategorier.

    Det framkommer att de yngre elevernas lärare kopplar begreppet bedömning till betyg och sortering. Min analys visar att lärarna kan beskrivas som kunskapsletare eller kunskapssamlare som båda strävar efter att finna elevers kunskaper för att få bedömningsunderlag, men på olika vis. Det framgår att det finns en osäkerhet hos lärarna beträffande kunskapsbedömningsuppdraget, vad som förväntas av dem och vad det innebär i praktiken. Men också vilka konsekvenser uppdraget får för eleven och dem själva. Det är inte självklart, ses i studiens resultat, att bedömningsuppdraget i teori och praktik går hand i hand.

  • 343.
    Antepohl, Maria
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Samband mellan läsning och skrivning.: En studie med i huvudsak kvantitativ ansats om elevers läs- och skrivförmåga.2015Independent thesis Advanced level (professional degree), 60 credits / 90 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsen fokuserar på elevers kunskaper och förmågor ur främst ett kognitivt perspektiv.

    Syftet är att mäta och jämföra elevprestationer för läsning och skrivning för att förstå hur kunskaper och förmågor hänger samman och därigenom förstå mer om hur lärandeprocesser går till.

    Data från 63 elever i år 5 ingår i studien. Elevernas avkodning och läsförståelse har testats med normerade tester. Skrivförmågan har undersökts genom att elevernas texter har bedömts och skattats i sju olika aspekter med stöd av en bedömningsmatris. De aspekter som bedömts i skrivandet är Handstil, Stavning, Interpunktion, Meningsbyggnad, Ordförråd, Struktur och Idéer. Elevernas förmågenivåer i läsning respektive skrivning har genom bedömningsförfarandet getts kvantitativa mätvärden. Genom att sammanföra mätvärdena har nya variabler för läsning och skrivning bildats.

    Statistiska analyser har gjorts med hjälp av statistikprogrammet SPSS och genom korrelation, regression samt hypotesprövning av medelvärdeskillnader har sambanden mellan variabler för läsning respektive skrivning undersökts och pojkars och flickors resultat har jämförts.

        Dessutom har fallstudier har gjorts för fem elever i urvalsgruppen med låga resultat på läsning och/eller skrivning.

       Studiens slutsatser sammanfattas enligt följande:

    • resultat i läsning och skrivning korrelerar positivt med varandra,
    • läsförmågan har störst samband med textbyggande vid skrivning,
    • flickor har ett högre resultat än pojkar när det gäller skrivning,
    • för enskilda individer varierar förmågenivåerna mycket och en individ kan ha mycket svaga resultat på skrivning med medelgoda resultat på läsning.
  • 344.
    Anttila, Isabelle
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Mellanstadieelevers användning av matematiskt språk: En experimentell studie om hur lärares språkanvändning påverkar mellanstadieelevers språkbruk i matematik2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Utifrån tidigare teorier och forskning har hypoteser bildats i syfte att pröva dessa hypoteser i praktiken. Syftet är att pröva om lärares språkbruk påverkar vilket språk elever använder vid muntlig kommunikation i matematik. Studien syftar även till att klargöra om lärares användning av matematiskt språk bidrar till att eleverna kommunicerar på ett matematiskt språk.

    Tidigare forskning visar att matematik kan kommuniceras på två språk; vardagsspråk och matematiskt språk. Forskning som redovisas i studien lyfter det matematiska språket som det språk elever bör kommunicera på. Det framgår även i studien att lärares språkbruk påverkar vilket språk elever använder då lärare ses som elevers språkliga förebild.

    Studien utgår från ett deduktivt förhållningssätt där syftet är att undersöka om elever påverkas av det språk som lärare använder. För att undersöka detta har en experimentell design valts. Elever i en årskurs 4 har observerats när de tillsammans har löst en matematikuppgift. Experimentledaren har manipulerat sitt språk genom att presentera uppgiften på ett matematiskt språk vid ett observationstillfälle och på ett vardagsspråk vid ett annat tillfälle. Syftet med manipuleringen är att se om eleverna påverkas att använda samma språk som läraren använder.

    Resultatet visar att eleverna använde ett vardagsspråk i större utsträckning än det matematiska språket oavsett betingelse. Dock påverkades eleverna att använda ett matematiskt språk i större utsträckning när läraren använde ett matematiskt språk. För att uppmuntra elever att kommunicera på ett matematiskt språk har resultatet från undersökningen visar vikten av att lärare använder ett matematiskt språk.

  • 345.
    Anängen, Annika
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Högläsning i åk 4-6: Lärares högläsning som redskap för elevers lärande med fokus på elever i behov av särskilt stöd2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att beskriva lärares skönlitterära högläsning i åk 4-6 med fokus mot elevers möjligheter för lärande. Särskild uppmärksamhet riktas mot möjligheter för lärande för elever i behov av särskilt stöd.

     

    Studien har en kvalitativ ansats och utgår från ett sociokulturellt samt ett specialpedagogiskt perspektiv. Datainsamlingsmetoden är inspirerad av etnografi och genomfördes med semistrukturerade intervjuer samt med en total observation, vilket innebär att forskaren finns i rummet och observerar men inte deltar. Sammanlagt fem lärare, som undervisar i årskurserna 4-6 intervjuades och observerades. Resultatet har analyserats med hjälp av tematisk analys.

     

    Resultatet visar att lärare i åk 4-6 har olika syften med skönlitterär högläsning. Lärare menar att högläsning utvecklar elevers språk, motiverar elever att läsa själva, utvecklar elevers diskussionsförmåga samt lugnar ner elever i olika situationer. Resultatet visar dock att högläsning mest används för att modellera läsförståelsestrategier. Resultatet visar även att skönlitterär högläsning kan inkludera elever med läs- och skrivsvårigheter. Genom lärares högläsning ges elever med avkodningssvårigheter möjlighet att möta samma text som övriga elever. Lärare diskuterar ord och begrepp tillsammans med eleverna för att öka ordförståelsen, vilket kan vara ett sätt att stötta elever med läs- och skrivsvårigheter. De lärare som deltar i undersökningen använder högläsningen för att modellera läsförståelsen. Detta kan ge elever med läsförståelseproblem en chans att få strategier för att möta en text. Elever med läsförståelseproblem har då möjlighet att vara inkluderade i undervisningen.

  • 346.
    Appelqvist, Madeleine
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Camilla, Widén Kraft
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    "En del barn behöver ju lite ledning i sin fria lek också": Förskollärares berättelser om att påverka socialt samspel i lek2014Independent thesis Advanced level (professional degree), 60 credits / 90 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att genom analys av förskollärares berättelser beskriva hur barns sociala samspel och lek kan påverkas och utvecklas. Den empiriska studien baserar sig på åtta intervjuer med förskollärare som delat med sig av sina erfarenheter i sitt arbete med barns lek och sociala samspel.

    Den tidigare forskningen behandlar begreppen socialt samspel och lek. Vidare redovisas också olika faktorer som kan påverka barns samspelsutveckling i lek. Vi valde att göra en kvalitativ studie med tematisk analys för att besvara våra frågeställningar. Utifrån ett specialpedagogiskt synsätt har vi valt att utgå från tre teoretiska perspektiv, det kategoriska-, det relationella- och dilemmaperspektivet.

    Den tematiska analysen ledde fram till tre olika huvudteman. Det första temat handlar om hur viktiga pedagogers roll och deltagande är i leken. Det andra temat fokuserar på pedagogers erfarenheter hur lek och samspel kan påverkas utifrån hinder och möjligheter. Det tredje och sista temat behandlar organisationens och miljöns betydelse för utvecklingen i lek och samspel i förskolan.

  • 347.
    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)
  • 348.
    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)
  • 349.
    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.

  • 350.
    Arkad, Malin
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Elevers attittyder till matematik: En jämförande studie mellan årskurs 3 och 62012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I dagens samhälle förekommer en nedåtgående trend där intresset för och kunskapen om matematik sjunker. Matematikkunnande utvecklas bland annat genom en lust och nyfikenhet som gör att människan vill utforska ämnet vilket innebär att kunskap och intresse är tätt sammankopplat. En möjlig anledning till den sjunkande kunskapsnivån skulle därför kunna vara en allt mer negativ attityd gentemot matematikämnet. Detta är en studie, baserat på en enkätundersökning, som riktar in sig på just elevers attityder till matematik. Dess syfte är att undersöka hur elevers attityd till matematik, i årskurs 3 och 6, ser ut med avseende på intresse, motivation, tilltro till den egna förmågan och oro, fyra viktiga faktorer för inlärning. Studien behandlar huruvida det förekommer några uppenbara skillnader mellan dessa två elevgrupper. Resultatet visar att eleverna i årskurs 3 har en mer positiv attityd gentemot matematik än vad eleverna i årskurs 6 har, vilket stämmer överens med tidigare forskning. Den mest uppenbara skillnaden som studien visat är inom delområdena intresse och yttre motivation där en signifikant skillnad mellan årskurserna förekom. Studien har vidare visat att eleverna i båda årskurserna har en relativt hög tilltro till sin egen förmåga samt låg oro i samband med matematikämnet.

45678910 301 - 350 of 3475
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • 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