Change search
Refine search result
45678910 301 - 350 of 551
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • 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.
    Hämäläinen, Juha
    et al.
    University of Eastern Finland, Joensuu, Finland.
    Eriksson, Lisbeth
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Social Pedagogy in Finland and Sweden: A comparative analysis2016In: Pedagogia Social. Revista Interuniversitaria, ISSN 1139-1723, no 27, p. 71-93Article in journal (Other academic)
    Abstract [en]

    Discussing how the concept of social pedagogy has been used in Finland and Sweden, this paper provides a historical and systemic comparison of policies and practices of social pedagogy in these two countries. The main aim is to identify and explain the main similarities and differences between the Finnish and Swedish national trajectories of social pedagogical thinking and action. In the first phase of the analysis, country-specific features of social pedagogy were described paying attention to historical and structural aspects. In the second phase, these descriptions were compared in a dialogue between the authors, one from Finland and the other from Sweden. The dialogue-based comparison was targeted to explain the identified similar and different features of social pedagogical policies and practices. The explanation was based on historical and systemic considerations, especially those of historical development, research activities, theory buildings, methodologies and techniques, professionalization and the practice fields, and the future prospects of social pedagogy. The analysis showed that the historical roots and theoretical foundations of social pedagogical thinking and action are very similar in Finland and Sweden but the position of social pedagogy as an academic discipline as well as a field of practice is partly different. Since social pedagogy has not been acknowledged as an academic discipline in Sweden, its outlook as a field of practice is on shaky ground, while in Finland the future of social pedagogy as an academic discipline is uncertain because the social-pedagogical know-how based on academic education is not well known and has not found general acceptance in the field’s practice.

  • 302.
    Johansson, Madelaine
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Högskolepedagogik och examination: universitetsläraruppdragets Janusansikte?2014Report (Other academic)
    Abstract [sv]

    Syftet med denna rapport är att bidra med ett underlag som stöd för universitetslärare i rollen som examinator och som kurs- och utbildningsansvariga vid Linköpings universitet. Intentionen är att rapporten ska bidra med kunskap och idéer inför val vad gäller design av kurser. Fokus ligger på examinationsförfarandet, utifrån såväl pedagogiska som juridiska perspektiv.

  • 303.
    Juslin Petersen, Annastina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Den viktiga dialogen: En studie om kommunikationens betydelse för lärande i en organisation2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammanfattning Syftet med studien är att beskriva och analysera, samt bidra med ökad kunskap om, hur olika kommunikationsfaktorer inom en organisation kan främja lärande. Mer precist är syftet att studera hur chef och medarbetare uppfattar vilka faktorer som påverkar digital och verbal kommunikation. Samt hur dessa faktorer kan påverka lärandet i organisationen. Studien är kvalitativ med en induktiv ingång och för att få empiri har intervjuer utförts på ett företag, med såväl chefer som medarbetare. Resultatet visar på att följande faktorer visade sig ha betydelse för kommunikation i organisationen; kombination och alternativ av kommunikationskanal; tydlighet; ansvar; riktlinjer och socialt samspel. I studien framkom även att det fanns en del störningsmoment gällande kommunikation. Vidare framkom under analysarbetet att följande kategorier inverkar på lärandet i organisationen; synen på att utvecklas; uppfattningen om att lära sig i arbetet; möjlighet att diskutera alternativa lösningar; att lära sig av sina kollegor; återkoppling; att lösa uppgifter i grupp; att lära av och med sina kollegor och socialt samspel.Studien finner att genom att beakta faktorerna som påverkar kommunikationen, kan många störningsmoment avvärjas och därmed kan tid frigöras. Denna tid är värdefull och kan användas på ett mer kreativt sätt, exempelvis till innovation och lärande. I studien visas också att organisationer behöver fokusera mer på socialt samspel och se till att medarbetarna kan mötas ofta och på ett otvunget sätt. När motiverade medarbetare möts i dialog kan de finna innovativa lösningar på problem, vilket kan leda till ett utvecklingsinriktat lärande i organisationen. Studien föreslår team eller förändringsarbete som lärstrategi.

  • 304.
    Kagwesage, Anne Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Coping with English as Language of Instruction in Higher Education in Rwanda2013In: International Journal of Higher Education, ISSN 1927-6044, Vol. 2, no 2, p. 1-12Article in journal (Refereed)
    Abstract [en]

    The present study examines strategies that multilingual university students in Rwanda use in order to successfully deal with complex academic material offered through the medium of English, a foreign language. The reported strategies emerged from group work discussions and interviews with students in the faculty of Economics and Management at a University in Rwanda. The data were analyzed thematically. Findings reveal that students have multiple coping strategies that enable them to complete academic tasks given through the medium of English. One of the prominent strategies and practices is the successful use of other languages at their disposal to mediate cognitively demanding academic tasks. Although other spoken languages are not officially recognised as media of instruction in higher education, they play a mediating role in content learning through responsible code switching and translanguaging.

  • 305.
    Kagwesage, Anne Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Coping with Learning through a Foreign Language in Higher Education in Rwanda2013Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The overarching aims of this thesis are to investigate how students in higher education in Rwanda experience learning through the medium of a foreign language, mainly English, and the strategies they employ in order to successfully complete their university studies during a period of both language and educational change. Taking a sociocultural perspective, the thesis subscribes to a qualitative research design. Interviews were used in order to gain in-depth understanding of how higher education students reflect on, handle and cope with learning through a foreign language. Video and audio recorded interactions of students’ formal and informal group discussions were used to capture some of the seen but unnoticed linguistic and communicative details that might be of interest in shedding light on aspects related to learning in a foreign language. Four empirical studies show that students face different challenges in using the newly adopted language of learning and teaching. They are, however, aware of the fact that the globalisation process and dissolution of national boundaries may create new opportunities and are therefore willing to upgrade their English in order to cope with the new academic situation. Findings show that active use of multiple languages, although time consuming, has great potential to facilitate learning, thus emphasizing the complementarities rather than the exclusion of languages used in Rwanda. Also, teacher and student initiated group discussions have the potential to promote knowledge construction in content subjects as students afford a context for confident participation. Although the mother tongue is not officially recognised as language of instruction in higher education, it plays a mediating role for the negotiation of meaning of domain specific content through responsible code switching and translanguaging.

  • 306.
    Kagwesage, Anne Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Higher Education Students’ Reflections on Learning in Times of Academic Language Shift2012In: International Journal for the Scholarship of Teaching and Learning, ISSN 1931-4744, Vol. 6, no 2Article in journal (Refereed)
    Abstract [en]

    This article deals with the current debate on the use of English as the only medium of instruction in contexts where it is a second or foreign language. More specifically, it investigates Rwandan students’ reflections on using English as the sole medium of instruction in their everyday higher education academic activities. The study is mainly based on individual interviews from students at a University in Rwanda, where the language in education policy has changed considerably over the last decade. The findings suggest that students face different challenges and difficulties in using the newly adopted language of learning and teaching. They are, however, aware of the globalisation process and dissolution of national boundaries and are willing to upgrade their English in order to cope with the new academic situation.

  • 307.
    Kagwesage, Anne Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Peer interaction and learning: A study of higher education students initiated group work activityManuscript (preprint) (Other academic)
    Abstract [en]

    This study investigates the mediating role of students’ initiated study groups. Specifically, the present study looks at how students at a university in Rwanda construct knowledge of their content subjects, through negotiation of meaning in student initiated group work. Interaction Analysis is used to analyse students’ naturally occurring verbal and non-verbal communication. Thirty second year students in accounting option participated in this study. They were video taped while completing an exercise on consignment. Findings suggest that with regard to aspects related to participation and organization, collaborative negotiation of meaning and knowledge transfer, participants in students initiated informal group work activity engage in negotiation of meaning around the topic under discussion, taking each other’s perspective or an opposing view. Negotiating meaning and solving the problems they come across seem to be a collective endeavour towards a shared understanding of the problem under consideration. The study concludes that student initiated group discussion have the potential to promote knowledge construction in content subjects and affords confident students participation.

  • 308.
    karlsson, tobias
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Becoming your Vocation2019Conference paper (Other academic)
    Abstract [en]

    I study students in VET-programs in the Swedish municipal adult education-program (MAE) and their experience of what it takes and what it means to become a part of a vocational community through their educational process. 

    I will give a presentation about my researchplan and some preliminary results; about how students in a MAE geared towards health and social care experience their first time as students, their way to the MAE, how they view assistant nurses as a vocation.

    The overall aim of my thesis is to understand how students vocational identities is formed and enacted during their education and their transition to working life and what meaning the vocational identity has for the students during and after this process. The plan is to follow students from two different MAE, firstly a program that educates assistant nurses and secondly a program that educates towards a vocation with a post-school-education apprenticeship 

    My theoretical framework is based on Lave and Wengers (1991) and Wenger (1998). To better understand the social aspects of vocational identity formation and vocational learning in a school-context I will also use concepts borrowed from Goffman (2004) alongside concepts from Bourdieu which has been expanded upon by Broady (1989, 1998).

    The data is based on semi-structured interviews with the students from when they start, in the middle of and at the end of their education but also one year after their education has ended. A contextual understanding is generated through interviews with the teachers and Classroom observations observation.

    The health and social care-program is chosen because it is the most widespread VET in Sweden within the MAE and also because the female dominated vocation (assistant nurses). The “journeyman-program” because of the post-education apprenticeship as a requirement for a professional certificate and also because the tendency for more male dominated vocations.

    In the presentation I will present the first preliminary findings from the interviews with teachers and my first interview with students at a assistent nurse program.

    The teachers emphasise the importance of personal aspects and language vocational requirements, alongside educational content, in the process of becoming an assistant nurse. The students, being a diverse group both in regards of age and background, differ in their use of a vocational language but notable similarities in how they view vocational and socioal expectations.

     

     

  • 309.
    Karoro Muhirwe, Charles
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Developing Academic Literacies in Times of Change: Scaffolding Literacies Acquisition with the Curriculum and ICT in Rwandan Tertiary Education2012Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Inspired by the Bologna Process and other globalising influences from modern higher education, and driven by policy reform for national development after the ravages of the 1994 conflict and genocide, Rwanda’s tertiary education has embarked on a number of policy reform for national development after the ravages of the 1994 conflict and genocide, Rwanda’s tertiary education has embarked on a number of policy reforms that have ushered in expectations, requirements and demands that call for both reinvigorated and new academic literacies in undergraduate study since 2007. With its aim of producing a highly skilled human resource as a panacea for Rwanda’s social and economic development deficits, the tertiary education curriculum is more than never before focused on outcomes that are linked to further education and the labour market. However, one of the problems to contend with is academic and professional under- preparedness of students entering and exiting undergraduate study, respectively. Theoretically these developments involve distancing oneself from a previous pedagogy whereby the teacher imparts knowledge to the student but instead places greater responsibility on the student to search for knowledge either individually or in a group, as well as critically examine and be able to argue a point of view in writing and through other modes of communication. Therefore, this study has been informed especially by the New Literacy Studies and the Academic Literacies Approach to understanding the development of tertiary academic literacies. The study has also been inspired by the concept of educational scaffolding. It is against this backdrop that my study set out to investigate the academic literacies requested in undergraduate study, and to explore approaches adopted by tertiary learning institutions in the country to embed academic literacies acquisition into the mainstream curriculum over the last decade. Furthermore, the study sought to explore how technology is integrated at different levels to support the acquisition of academic literacies, including technological and information literacies. In order to achieve the aforementioned, the study embarked on a qualitative blend of cross-sectional and longitudinal research designs. Principal data were gathered from official documents obtained from the government and tertiary learning institutions. Drawing on the synergies of qualitative content analysis and intertextual analysis, the documentary data were analysed and then qualitatively interpreted. The data were supplemented by a couple of questionnaire mini-surveys which were also subjected to qualitative analysis. The findings indicate that a new and expanded definition of literacy in the 21st century implies  students’ development of a set of interrelated and transferable academic competences which are elaborated in the thesis. Curriculum discourses show that there is a shift of curricular and pedagogical  emphasis from general linguistic competence as a vehicle for developing academic literacies to a more integrated embedment of a number of literacies including English for Specific Purposes (ESP), study skills, as well as information, communication and technological literacies. Regarding the use of ICT as a scaffolding tool for learning, findings show that the use of technologies has the potential to support students’ processes of academic literacies development from a highly dependent level to a more autonomous level, given that the ICT integration policies and strategies could fully materialise.

  • 310.
    Köpsén, Johanna
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Demands-based and employer-driven curricula: defining knowledge in higher vocational education and training2019In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126XArticle in journal (Refereed)
    Abstract [en]

    Access to, and participation in, higher education is expanding. Commonalities in the organisation of this expansion are distinctive vocational pathways, liberal marketisation and significant employer influence. However, whether this expanded access to higher education in vocational pathways is contributing to opportunities of social mobility for the students accessing higher education in this way is questioned. This article explores one way to investigate this by focusing on knowledge in VET curricula – specifically knowledge which students in higher VET get access to. Knowledge in VET curricula can both reproduce existing social divisions and inequalities or support social mobility, as knowledge may both include and exclude from social power. Thus, possible reproduction of stratification may be tracked in formation of curricula. In this article, the Swedish system of higher VET established in 2009 serves as the case for a policy analysis examining what knowledge policy defines for higher VET curricula. The analysis shows a dominant definition of legitimate knowledge as that generated in the production of goods and services and selected by locally involved employers. This is a definition of knowledge for higher VET in line with a global focus on differentiation in higher education rather than on equality of outcomes.

  • 311.
    Köpsén, Johanna
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Higher VET in Sweden: A curriculum study2017Conference paper (Other academic)
    Abstract [en]

    This paper presents the focus and theoretical outline of a doctoral study contributing to the exploration of VET and higher VET. This is done by examining policy and its implementation, as well as relations between the two, in the Higher Vocational Education (the HVE, In Swedish: Yrkeshögskolan or YH). The inquiries will be considered in a two-step policy ethnographical study combining analysis of policy documents with case studies of HVE-programmes and their management.

    The HVE has a growing share in the Swedish educational system. It is getting bigger, and is used extensively as a good example. Politicians and social commentators are using the good results regarding employment rate of students who graduated (ca 90 %) as a justification for designing other forms of education and labour market interventions after the HVE-model.

    The political leaders fashioned an educational structure trying to perfectly match the labour market when creating the HVE in 2009. Within the HVE there is a wide range of programmes in many different fields of study, all at non-academic tertiary level and the HVE allow adult students to further or change their careers trough an educational type where programmes only are given if there is an explicit demand from employers pledging their needs and involvement. This means that there is a close, albeit compulsory, relation between education and employers giving the HVE and its programmes a distinctive character.

    Studies done, examining the HVE, are less than a handful and all commissioned work from the responsible national agency. There is a gap in the research field and a need to study this new form of education. I will be exploring policy and implementation in the HVE in a curriculum study making use of the Bernsteinian concepts of curriculum theory; Classification, framing and code.

  • 312.
    Köpsén, Johanna
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Higher VET in Sweden: A new approach to curricular formation2019In: Pedagogical concerns and market demands in VET: Proceedings of the 3rd Crossing Boundaries in VET conference, Vocational Education and Training Network (VETNET) / [ed] F. Marhuenda & M.J. Chisvert-Tarazona, 2019, p. 112-116Conference paper (Refereed)
    Abstract [en]

    This paper concerns a study on policy on Swedish Higher Vocational Education (HVE). It’s focus is on how policy define what knowledge should form curricula in HVE. Documents have been thematically analysed using Bernsteinian theory of recontextualization and concep- tualisation of knowledge as either horizontal or vertical. Findings show that the creation of curricula has been positioned away from the national public context and positioned in the lo- cal contexts of programme provision. It is also found that knowledge in HVE programmes should be generated in the production of goods and services and is considered legitimate if selected by employers. The paper discusses how HVE reproduces existing social divisions and students’ positions in social hierarchy as wage labour workers and that the definition of knowledge is based on employers’ demands, neglecting knowledge forming autonomous workers and individuals with full democratic inclusion and participation in civic practice.

  • 313.
    Köpsén, Johanna
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Higher VET in Sweden: A policy of market driven education and employability2017Conference paper (Other academic)
    Abstract [en]

    The labour markets around the world are changing and political leaders of many countries find themselves facing high unemployment rates. In many cases their answer is “Give the workers new skills!” In Sweden, the Higher Vocational Education (the HVE) allow adult students to further or change their careers. The HVE-programmes can only be given if there is an explicit demand from employers pledging their needs and involvement. This paper ties into several of the conference themes focusing on ‘higher VET’ and ‘VET policymaking’.

    The HVE has an increasing political importance and growing share in the Swedish educational system. It is getting bigger, and is used extensively as a good example. Politicians and social commentators are using the good results regarding employment rate of students who graduated (ca 90 %) as a justification for designing other forms of education and labour market interventions after the HVE-model. Studies done, examining the HVE, are less than a handful and all commissioned work from the responsible national agency. There is a gap in the research field and a need to study this new form of education operating on different logics than the rest of the Swedish educational system.

    Within the HVE there is a wide range of programmes in many different fields of study, all at non-academic tertiary level. What programmes are offered in the HVE varies over time since it is there to meet the needs of a changing labour market. Students can graduate with skills appropriate for working as for instance train drivers, technicians, health administrators, veterinary assistants, pharmacy technicians or managers in hotels and restaurants.

    This paper presents early results from a doctoral study contributing to the exploration of VET and higher VET trough examining the phenomenon of relations between policy and implementation in the HVE. As a first part of a two-part study, policy documents are analysed using curriculum theory and the concepts developed in the work of Basil Bernstein, e.g. classification, framing, code as well as horizontal and vertical discourses. The analysed material consists of law; ‘the act of Higher Vocational Education’ and documents of regulation regarding the HVE. This material is complemented by instructional material presented by the responsible national agency aimed at the education providers running HVE-programmes.

    The results display the governing of a new type of education, essentially different to what constitutes the traditional emancipatory Swedish ideal of adult education. 

  • 314.
    Köpsén, Johanna
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Higher VET in Sweden: A policy of market driven education and employability2018Conference paper (Other academic)
    Abstract [en]

    The labour markets around the world are changing and political leaders of many countries find themselves facing high unemployment rates. In many cases their answer is “Give the workers new skills!” In Sweden, the Higher Vocational Education (the HVE) allow adult students to further or change their careers. The HVE-programmes can only be given if there is an explicit demand from employers pledging their needs and involvement.

    The HVE has an increasing political importance and growing share in the Swedish educational system. It is getting bigger, and is used extensively as a good example. Politicians and social commentators are using the good results regarding employment rate of students who graduated (ca 90 %) as a justification for designing other forms of education and labour market interventions after the HVE-model. Studies done, examining the HVE, are less than a handful and all commissioned work from the responsible national agency. There is a gap in the research field and a need to study this new form of education operating on different logics than the rest of the Swedish educational system.

    Within the HVE there is a wide range of programmes in many different fields of study, all at non-academic tertiary level. What programmes are offered in the HVE varies over time since it is there to meet the needs of a changing labour market. Students can graduate with skills appropriate for working as for instance train drivers, technicians, health administrators, veterinary assistants, pharmacy technicians or managers in hotels and restaurants.

    This paper presents early results from a doctoral study contributing to the exploration of VET and higher VET trough examining the phenomenon of relations between policy and it’s realisation in the HVE. As a first part of a two-part study, policy documents are analysed using curriculum theory and the concepts developed in the work of Basil Bernstein, e.g. classification, framing, code as well as horizontal and vertical discourses. The analysed material consists of documents created in policy processes, the law; ‘the act of Higher Vocational Education’ and documents of regulation regarding the HVE. This material is complemented by instructional material presented by the responsible national agency aimed at the education providers running HVE-programmes.

    The results display the governing of a new type of education, essentially different to what constitutes the traditional emancipatory Swedish ideal of adult education. 

  • 315.
    Köpsén, Johanna
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Higher vocational education and training for adults in Sweden: Policy and Curricula2019In: ESREA 9th Triennial European Research Conference: Adult education research and practice: between the welfare state and neoliberalism / [ed] Prof. Aleksandra Pejatović, Ph.D. Assistant Nikola Koruga, MA., Belgrade: Institute for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade & European Society for Research on the Education of Adults , 2019, p. 84-85Conference paper (Refereed)
    Abstract [en]

    Framing the theme for the ESREA 9th Triennial European Research Conference, the changes in the past two decades to the landscape in which European adult education is set, is presented as fundamental. During these two decades, the policy on, and provision of, Swedish post-secondary vocational education and training (VET) has evolved. New forms of continuing VET are emerging in countries all across the world, and diversity in the formation and provision in institutional contexts is growing, as issues of access to – and widening participation in – higher education and questions of lifelong learning and social mobility are globally prominent themes in policy (Boeren and James 2017; Bathmaker 2017). In Sweden, this type of continuing education is since 2009 organised in what is called Higher Vocational Education (HVE). This is a national example of a system where employers have great influence, that is separate from academic and professional higher education and where provision is organised as a market. Alongside state funded initiatives concerning initial VET in municipal adult education the establishment of the HVE system have been implied to reflect the liberal conservative government’s ‘work strategy’, a principle making employment the one crucial bearer of social inclusion (Andersson & Wärvik, 2012). 

    In HVE there is no national curricula, representatives of employers and the education providers are to convene directly with one another to select what skills and competences the HVE programmes should involve to meet the needs of the employers. But what knowledge form curricula and course syllabi in HVE? The aim of this paper is to explore how policy define this knowledge and how this can be understood in relation to questions of lifelong learning and social mobility. Fourteen Swedish policy documents, published between 2006 and 2017, relating to post-secondary VET and the establishment of HVE have been analysed in a theoretical thematic analysis (Braun & Clarke, 2006). To interpret the knowledge defined and to consider its implications the conceptualisation of knowledge as either horizontal or vertical discourse is used (Bernstein, 2000). This theoretical framework is used as it enables insights into how the structuring of knowledge in VET is a relay for power and how social power relations are mediated and reproduced through curricula, as shown in previous studies of VET curricula (e.g., Bathmaker 2013; Nylund, Rosvall, and Ledman 2017; Nylund and Rosvall 2016; Gamble 2014; Wheelahan 2007).

    Findings reveal two inconsistent definitions of what knowledge should form HVE curricula. Originally, knowledge for HVE curricula was defined as knowledge generated in the production of goods and services and selected by employers. This is segmented, context specific and procedural knowledge realised as horizontal discourse. However, in 2016 this definition was coupled with another definition based on the Swedish adaptation of the European Qualification Framework. This definition mainly entails disciplinary knowledge realised in vertical discourse unbound by context. The discussion of this paper relates to previous research on curricula in VET (Gamble, 2016; Wheelahan, 2015) and the research questions guiding the analysis are focused on selection, organisation and valuation of knowledge in curricula (Bernstein, 2000; Wheelahan, 2015; Young, 2006).

  • 316.
    Köpsén, Johanna
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Post-secondary VET in Sweden: Curricula in Higher Vocational Education2019Conference paper (Other academic)
    Abstract [en]

    Swedish post-secondary VET is since 2009 organised in what is called Higher Vocational Education (HVE). Alongside state funded initiatives concerning initial VET in municipal adult education the establishment of the HVE system have been implied to reflect the liberal conservative government’s ‘work strategy’, a principle making employment the one crucial bearer of social inclusion, in using adult education to satisfy short-term labour market needs of business and industry (Andersson & Wärvik, 2012). In 2016 the nearly 50 000 students partaking in HVE programmes made up about just a bit over 10 % of students in Swedish higher education, provided the HVE students are included in the total tally alongside students at universities and university colleges. In the year 2022 the number of HVE students is intended to be 70 000, indicating a rapid expansion (National Agency for Higher Vocational Education, 2017, 2018; Swedish Higher Education Authority, 2017).

    An analysis of HVE policy have elucidated the conditions for the process of recontextualizing knowledge in curricula construction (Author, nd). Results show how representatives of employers and the education providers are to convene directly with one another to select what skills and competences the HVE programmes should involve to meet the needs of the employers. A junction between these two type of actors, without any involvement from for instance a national regulatory body, is something different then the more common linear course of curricular formation (Bernstein, 1996). 

    Analysing a broad set of data, including interviews with actors in HVE, observations from meeting where employers and education providers convene as well as course syllabi for programmes this paper will examine HVE curricula making.

    The discussion of this paper relates to previous research on curricula in VET (Gamble, 2016; Hodge, 2016; Wheelahan, 2015)and the research questions guiding the analysis are focused on selection, organisation and valuation of knowledge (Bernstein, 1990, 1996, 1999; Wheelahan, 2015; Young, 2006, 2013)

  • 317.
    Köpsén, Johanna
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Post-secondary VET in Sweden: Knowledge in curricula of Higher Vocational Education2019Conference paper (Other academic)
    Abstract [en]

    This paper investigates how Swedish policy define what knowledge should form curricula for programmes in the Swedish post-secondary VET system called Higher Vocational Education (HVE) where curricula and course syllabi are created locally for each programme by employers. The analysis is led by the research question ‘How do policy define what knowledge should form curricula in HVE?’ and the analysis uses the conceptualisation of knowledge realised as either horizontal or vertical discourse (Bernstein, 1999).

    The system of HVE is a market of both public and private provision and characterised by great employer influence and it is separate from academic and professional higher education.

    HVE is one example of the many emerging formations of post-secondary VET in countries all across the world, in which diversity of provision in institutional contexts as well as in working life is expanding. An expansion that is widening accessibility to higher education and that may be providing possibilities of social mobility for disadvantaged groups historically excluded from higher education. However, research in the field raises the question if the expanded access and vocational pathways in higher education actually are reducing inequalities (e.g., Bathmaker, 2017; Giani & Fox, 2017; Marginson, 2016). Participation in higher education is not to be presumed as supporting processes for flattened social division.

    The paper presents the results of a qualitative study using theoretical thematic analysis of policy documents. Fourteen Swedish public documents, published between 2006 and 2017, relating to post-secondary VET and the establishment of HVE have been analysed.

    The analysis reveals two definitions of what knowledge should form HVE curricula, however these are inconsistent with each other. Originally, knowledge was defined as generated in the production of goods and services and selected by employers. This is segmented, context specific and procedural knowledge realised as horizontal discourse. In 2016 another definition based on the Swedish adaptation of the European Qualification Framework was introduced trough changes in regulation. The new definition mainly entails disciplinary knowledge realised in vertical discourse unbound by context. However, as the idea that curricula should be employer-driven is consistent throughout the material, as well as over time, the original definition of knowledge as horizontal discourse appears as the dominant one.

    Bathmaker, A.-M. (2017). Post-secondary education and training, new vocational and hybrid pathways and questions of equity, inequality and social mobility: introduction to the special issue. Journal of Vocational Education & Training, 69(1), 1-9. doi:10.1080/13636820.2017.1304680 

    Bernstein, B. (1999). Vertical and Horizontal Discourse: An essay. British Journal of Sociology of Education, 20(2), 157-173. doi:10.1080/01425699995380 

    Marginson, S. (2016). The worldwide trend to high participation higher education: dynamics of social stratification in inclusive systems. Higher Education, 72(4), 413-434. doi:10.1007/s10734-016-0016-x  

    Giani, M., & Fox, L. (2017). Do stackable credentials reinforce stratification or promote upward mobility? An analysis of health professions pathways reform in a community college consortium. Journal of Vocational Education & Training, 69(1), 100-122. doi:10.1080/13636820.2016.1238837 

  • 318.
    Köpsén, Johanna
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Swahn, Ragnhild
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Yrkesutbildning och styrdokument2019In: Lära till yrkeslärare / [ed] Susanne Köpsén, Lund: Studentlitteratur AB, 2019, 2, p. 59-87Chapter in book (Other academic)
  • 319.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    How vocational teachers describe their vocational teacher identity2014In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 66, no 2, p. 194-211Article in journal (Refereed)
    Abstract [en]

    Given the current demands of Swedish vocational education and the withdrawal of the requirement for formal teacher competence in vocational subject teachers, the aim of this article is to develop knowledge of what it means to be a vocational subject teacher in an upper secondary school, i.e., how vocational subject teachers describe their vocational teacher identity. Drawing on a sociocultural perspective, this study analysed data from 22 interviews. The vocational subject teachers describe their relationship with students and the fostering work of teaching for studies, life and work as distinctive characteristics of vocational teacher identity. The fostering work is focused on students’ behaviour, i.e., the relational and normative aspects of a social practice. The study results suggest that the identity of vocational teachers includes guiding students towards memberships in various social practices. The benefit of both high-quality teacher competence and vocational competence in vocational teachers is discussed

  • 320.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Inledning – att lära till yrkeslärare2019In: Lära till yrkeslärare / [ed] Susanne Köpsén, Lund: Studentlitteratur AB, 2019, 2, p. 13-18Chapter in book (Other academic)
  • 321.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Lära till yrkeslärare2019Collection (editor) (Other academic)
    Abstract [sv]

    För yrkeslärare krävs dubbla kompetenser, både yrkeskunskap och kunskap som hör till läraryrket. Lära till yrkeslärare introducerar blivande yrkeslärare inför denna utmaning. Det är den första bok som beskriver utvecklingen till yrkeslärare med ett yrkesdidaktiskt fokus. Boken behandlar grundläggande kunskaper för yrkeslärare motsvarande lärarprogrammens utbildningsvetenskapliga kärna. 

    Författarna beskriver kraven på yrkeslärares kunskaper och villkoren för undervisning i yrkesämne och lärande av yrkeskunskaper. De presenterar olika typer av överväganden som en yrkeslärare behöver göra, till exempel av innehållet i undervisningen, hur och var under­visningen kan genomföras, val av material och verktyg med mera, samt hur elevers lärande kan stimuleras. Frågor som rör samspelet mellan undervisning i skolan och lärande på arbetsplatser uppmärksammas också. Ett kapitel handlar om organisation och styrning av olika former av yrkesutbildning.

    I denna andra upplaga av boken har innehållet uppdaterats med resultat från ny svensk forskning om hur det är att bli och vara yrkeslärare, och nya kapitel har tillkommit. Målgruppen är breddad och boken vänder sig nu till alla som ska börja undervisa,eller redan undervisar, i yrkesämnen inom olika yrkesutbildningar,till exempel i gymnasieskola, vuxenutbildning eller yrkeshögskola.

  • 322.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Lära till yrkeslärare: en introduktion2014Collection (editor) (Other academic)
    Abstract [sv]

    För yrkeslärare krävs dubbla kompetenser, både yrkeskunskap och kunskap som hör till läraryrket. Lära till yrkeslärare introducerar blivande yrkeslärare till denna utmaning. Boken är den första bok som handlar om utveckling till yrkeslärare med ett yrkesdidaktiks fokus. Den behandlar grundläggande kunskaper för yrkeslärare motsvarande lärarprogrammens utbildningsvetenskapliga kärna. Författarna beskriver kraven på yrkeslärares kunskaper och villkoren för undervisning i yrkesämne och lärande av yrkeskunskaper. De presenterar de olika typer av överväganden som en lärare behöver göra, t ex av innehållet i undervisningen, hur undervisningen kan genomföras och hur elevernas lärande kan stimuleras. Frågor som rör samspelet mellan undervisning i skolan och lärande på arbetsplatser uppmärksammas också. Ett kapitel handlar om skolans  organisation och styrning.

  • 323.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The vocational educational practice - VET teachers' relatings to students and the fostering doings and sayings in teaching2012Conference paper (Other academic)
  • 324.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Yrkeslärares dubbla yrkesidentiteter2019In: Lära till yrkeslärare / [ed] Susanne Köpsén, Lund: Studentlitteratur AB, 2019, 2 uppl., p. 19-36Chapter in book (Other academic)
  • 325.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Yrkeslärarens uppdrag mellan skola och arbete2018In: Yrkesutbildning - mellan skola och arbetsliv / [ed] Maria Gustavsson och Susanne Köpsén, Lund: Studentlitteratur AB, 2018, 1, p. 45-63Chapter in book (Other academic)
    Abstract [sv]

    Yrkeslärare utgör en viktig länk mellan skola och arbetsliv, men kunskapen om de utmaningar och balansakter som detta kan innebära för yrkesläraren är tämligen begränsad. Att yrkeslärares arbetsuppgifter och olika uppdrag i skärningspunkten mellan skola och arbetsliv ställer krav på dubbla kompetenser, är inte ofta uppmärksammat. Detta kapitel syftar till att lyfta fram yrkeslärarens roll som viktig aktör inom yrkesutbildning samt didaktiska särdrag i yrkeslärares planering och genomförande av undervisning.

  • 326.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Yrkeslärares dubbla yrkesidentiteter2014In: Lära till yrkeslärare: en introduktion / [ed] Köpsén, Susanne, Lund: Studentlitteratur AB, 2014, 1, p. 19-35Chapter in book (Other academic)
    Abstract [sv]

    Kapitlet ingår i en lärobok för blivande yrkeslärare. Kapitlet behandlar att yrkeslärare behöver kunskaper inom två yrkesområden, dels "grundyrket" som utgör grunden för de yrkesämnen som yrkesläraren undervisar i, dels kunskaper som berör själva läraryrket.

  • 327.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Yrkesundervisning2014In: Lära till yrkeslärare: en introduktion / [ed] Köpsén, Susanne, Lund: Studentlitteratur AB, 2014, 1, p. 87-129Chapter in book (Other academic)
    Abstract [sv]

    Kapitlet ingår in en lärobok för blivande yrkeslärare Lära till yrkeslärare. Kapitlet behandlar frågor kring lärande och undervisning i yrkesämnen. Kapitlet behandlar grundläggande teorier om lärande och didatik samt konkreta exempel på undervisning i yrkesämnen.

  • 328.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Yrkesundervisning2019In: Lära till yrkeslärare / [ed] Susanne Köpsén, Lund: Studentlitteratur AB, 2019, 2, p. 89-133Chapter in book (Other academic)
  • 329.
    Köpsén, Susanne
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Arbetsplatsförlagt lärande: Även för yrkeslärare2018In: Yrkesutbildning: Mellan skola och arbetsliv / [ed] Maria Gustavsson och Susanne Köpsén, Lund: Studentlitteratur AB, 2018, 1, p. 137-153Chapter in book (Other academic)
    Abstract [sv]

    Elevernas arbetsplatsförlagda lärande, apl, är en del av yrkesutbildningen som på olika sätt också berör de flesta yrkeslärare. Detta kapitel har som utgångspunkt att lyfta fram hur elevernas apl kan utgöra tillfälle för lärande även för yrkeslärare. Yrkeslärarnas ansvar för och samordning av apl kan utföras på olika sätt och under olika förutsättningar, vilket kan skapa möjligheter för yrkeslärares lärande. Det handlar om hur skolan organiserar lärarnas arbetsuppgifter i samband apl och hur yrkeslärarna kan, och väljer att, genomföra dessa arbetsuppgifter.

  • 330.
    Köpsén, Susanne
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Boundary processes in connection with students' workplace learning: Potentials for VET teachers' continuing professional development2018In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 8, no 1, p. 58-75Article in journal (Refereed)
    Abstract [en]

    This article reports on VET teachersᅵ engagements in boundary processes between schools and workplaces in connection with studentsᅵ workplace learning, the conditions for such boundary processes, and how these activities may enable VET teachersᅵ continuing professional development (CPD). Thirty VET teachers have been interviewed and their replies have been analysed in a theoretical framework of situated learning. The VET teachers described two main forms of boundary processes: boundary encounters and brokering by VET students. These processes support the occupational learning of VET teachers to different degrees. Teachersᅵ access to the workplace and their engagement and involvement in work and social interactions influence the potential for learning. Structural factors in school practices determine the nature of the boundary processes experienced by VET teachers and hence, the conditions for VET teachersᅵ CPD.

  • 331.
    Köpsén, Susanne
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Continuing professional development among vocational teachers – barriers and opportunities,2015Conference paper (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.

  • 332.
    Köpsén, Susanne
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Continuing professional development of Swedish vocational teachers: Recurrent participation in CPD2015Conference paper (Other academic)
    Abstract [en]

    This study concerns the continuing professional development (CPD) of vocational teachers, within their vocational subject areas with a particular focus on recurrent participation.

    The study draws on a socio-cultural perspective on practice, identity and learning. Fundamental here is the situated character of knowledge, where to be knowledgeable means having developed an identity for full membership and participation in a specific community of practice. Hence, the knowledge and skills related to the vocational subject in school are situated in a specific community of practice, a vocational practice. We will investigate the boundary crossings between vocational practices and the practice of school, which are crucial for vocational teachers to maintain and develop their vocational/professional knowledge and identity. As different vocational subjects relate to different vocational practices it is presumed there are various conditions for boundary crossings and teachers’ CPD.

    Furthermore, the study is related to research and theory concerning adults’ participation in education, which is relevant when it comes to conditions for learning and identity formation among vocational teachers. A hypothesis is that situational and institutional factors as well as individual dispositions could influence teachers’ participation in CPD.

    In this paper we are analysing the participation among vocational teachers in a Swedish national initiative that targets them and their professional development within the vocational subjects. This initiative gives teachers the opportunity to participate in the vocational, work-life community of practice of their teaching subject for at least two weeks, as well as in other activities related to this work-life community of practice. The analysis is based on register data on participation in this initiative. A particular focus is the pattern of individual continuing participation, i.e., recurrent participation. The register data covers four semesters with the opportunity to participate one or more times during these two years. The results will be 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 factors (e.g. public/private schools, vocational areas) and situational factors (life situation could depend on e.g. age, sex, geographical location).

  • 333.
    Köpsén, Susanne
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Potentials for vocational teachers to retain competent in the vocational subject: – Vocational students’ work placements as a learning opportunity for their teachers Paper presented at the2017Conference paper (Refereed)
  • 334.
    Köpsén, Susanne
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Reformation of VET and demands on teachers’ subject knowledge: Swedish vocational teachers’ recurrent participation in a national CPD initiative2017In: Journal of Education and Work, ISSN 1363-9080, E-ISSN 1469-9435, Vol. 30, no 1, p. 69-83Article in journal (Refereed)
    Abstract [en]

    This study investigates continuing professional development (CPD) of vocational teachers, with a focus on recurrent participation. Vocational teachers need to be competent as teachers and in relation to their vocational teaching subject. Reformation of Swedish vocational education in order to strengthen the working-life connection imposes demands on teachers to have up-to-date knowledge about the vocations related to their vocational subjects. To support the reform, vocational teachers have been o ered to participate in a new national CPD initiative targeting their vocational competence. The study concerns participation in this initiative. Drawing on a socio-cultural perspective, vocational teachers’ CPD implies boundary- crossing between school and working-life. Theory concerning adults’ participation in education is considered relevant to understand conditions for such boundary-crossing, and learning, among vocational teachers. The article speci cally investigates patterns in vocational teachers’ recurrent participation, which is expected to clarify the factors in uencing further participation in professional development. The strongest predictor of recurrent participation, when adjusting for the in uence of other factors, is the type of municipality that the teacher comes from, with low populated municipalities having the lowest likelihood of participation. Furthermore, recurrent participation is more likely by participating teachers from adult education or from privately owned schools, and by male teachers. 

  • 335.
    Köpsén, Susanne
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Vocational students’ work placements as a learning opportunity for Swedish VET teachers2017Conference paper (Other academic)
    Abstract [en]

    How are vocational teachers retaining their original vocational identity, which is the basis for their teaching, when they have left a position as e.g. carpenter or nurse, to become teachers? This is crucial for quality of vocational education and training (VET). A VET teacher in Sweden normally has a full-time position, in a school-based VET system. However, the system includes at least fifteen weeks of work placements, during the three-year programmes, with teachers responsible for students’ learning in school as well as in workplaces, although, students’ work-based learning is guided by individual supervisors.

    We investigate the value creation and learning potentials for Swedish VET teachers in working with students’ placements. The study draws on a socio-cultural perspective on practice, learning, and identity. Therefore, we see teachers’ boundary crossings, between practices of school and workplaces, as crucial for them to maintain and develop their vocational knowledge and identity. Data has been collected in a survey distributed to 2,000 teachers (response rate 47%), and qualitative interviews with 30 teachers.

    We show how VET teachers’ work with placements is valuable for opportunities to retain competent in the teaching subject, and consequently for retaining industry currency of VET. The value particularly concerns vocational networks and being informed concerning recent development, but other activities are necessary to retain practical skills.

  • 336.
    Köpsén, Susanne
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Yrkeslärares kompetensutveckling2017In: Yrkesdidaktikens mångfald / [ed] Andreas Fejes, Viveca Lindberg, Gun-Britt Wärvik, Stockholm: Lärarförlaget , 2017, 1, p. 205-227Chapter in book (Other academic)
  • 337.
    Köpsén, Susanne
    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.
    Yrkeslärares identiteter2013In: Lärandets mångfald: Om vuxenpedagogik och folkbildning / [ed] Andreas Fejes, Lund: Studentlitteratur, 2013, 1, p. 121-138Chapter in book (Other academic)
    Abstract [sv]

    Sverige har ett unikt system för vuxnas deltagande i arrangerat lärande inom ramen för kommunal vuxenutbildning, folkhögskola och studiecirklar. Dessa verksamheter står under ständig förändring i fråga om vem som deltar, hur de finansieras, vilket uppdrag de har och vilka pedagogiska ideal som råder.Lärandets mångfald ger en aktuell bild av olika sammanhang för vuxnas lärande med speciellt fokus på vuxenutbildning och folkbildning. Läs den också för att lära känna den forskning som idag finns om dessa områden. Ämnen är bland annat bokcirklarnas framväxt, framväxten av muslimska studieförbund och folkhögskolor, skönlitteraturens roll inom utbildning, politiska makthavares bildningsvägar, didaktiska perspektiv på undervisning av vuxna och yrkeslärares identiteter.

  • 338.
    Köpsén, Susanne
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Gustavsson, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.
    Yrkesutbildning - avslutande ord2018In: Yrkesutbildning - mellan skola och arbetsliv / [ed] Maria Gustavsson och Susanne Köpsén, Lund: Studentlitteratur AB, 2018, p. 195-204Chapter in book (Other academic)
    Abstract [sv]

    I inledningskapitlet skisserades en modell som använts i denna bok, för att rama in ett helhetsperspektiv på yrkesutbildning som befinner sig mellan skola och arbetsliv. Bokens kapitel ger exempel på hur målsättningar formulerade på politisk nivå kommer till uttryck i yrkesutbildningens vardagspraktik, det vill säga hur yrkeslärare, yrkeselever och handledare dagligen hanterar yrkesutbildningens mångsidiga utbildningsuppdrag. Detta avslutande kapitel sammanfattar några av bokens huvudpoänger utifrån resonemang och slutsatser som presenterats i de olika kapitlen.

  • 339.
    Köpsén, Susanne
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Learning in practice: Arrangements for learning and supervision for becoming a forensic expert2012Report (Other academic)
    Abstract [en]

    The profession of a forensic expert is a narrow field in which professional knowledge is highly specialised and must meet the judicial system’s demand for high quality. How does one obtain such knowledge? And furthermore, how does one arrange for the necessary education and training to become a forensic expert? In Europe, professional training to become a forensic scientist is available through Forensic Science degree programs in universities (Welsh & Hannis, 2011). In this report, we present findings from an ethnographical study (Köpsén & Nyström, 2011, 2012) of the only formal way to become a forensic expert in Sweden: an internal training program at the Swedish National Laboratory of Forensic Science (SKL).

    This report is based on a study with the overall aim of investigating future forensic experts’ learning of professional knowledge and professional identity formation. In the Swedish National Laboratory of Forensic Science (SKL), there is a structured internal training system for forensic expert trainees, which combines general forensic introductory courses for forensic experts with supervised learning in practice. The specific aim of the study was to investigate subject-specific supervision and how it interacts with the more general courses. The results of the study demonstrate that supervision and gradual learning in practice are crucial to the development of future professional forensic experts, and its interplay with the courses in the internal training program is poor. Our findings show there are different ways to understand and realise supervision. Therefore, the preconditions for learning professional forensic knowledge differ. We have presented these variations of learning in a model of supervision arrangements and relationships according to the distinctiveness of the learning and the relationship with the assigned supervisor and other forensic experts. Using examples of supervision, we have shown how various supervision activities relate to different aspects of learning and, thus, direct the learning of different aspects of professional knowledge. We have found that having a professional language is crucial to a skilled forensic expert, though the trainees’ development of such language is not comprehensive. From the findings, we can observe a “transitional movement” in how the supervision is staged, depending on the trainees’ experience, i.e., how long they have been trainees and their educational backgrounds. An additional finding is that the economic and material preconditions are significant as the conditions of supervising and learning.

     

  • 340.
    Köpsén, Susanne
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    The practice of supervision for becoming forensic experts: its “sayings”, “doings” and “relatings”2012Conference paper (Refereed)
  • 341.
    Köpsén, Susanne
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The practice of supervision for professional learning: the exampel of future forensic specialists2015In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 37, no 1, p. 30-46Article in journal (Refereed)
    Abstract [en]

    Supervision intended to support learning is of great interest in professional knowledge development. No single definition governs the implementation and enactment of supervision because of different conditions, intentions, and pedagogical approaches. Uncertainty exists at a time when knowledge and methods are undergoing constant development. This situation affects professions with high demands on precision and safety, and thus supervision and learning. The aim of this article is to explore the practice of supervision for learning professional knowledge of forensic specialists. The context is the Swedish National Laboratory of Forensic Science internal training program, which focuses on learning in daily work when the forensic trainee is assigned a supervisor. Ethnographic studies of supervisors and trainees in different forensic specialties were conducted. Practice theory is used to understand how supervision is planned and implemented to support professional development. Findings show that supervision by seasoned professional forensic specialists is significant for trainee learning. However, supervision is arranged, and performed differently, indicating various conditions for learning. Furthermore, the material set-ups of the professional practice prefigure the practice of supervision. Supervision is an area of expertise that needs to be cultivated and learned to maintain highly specialized professional knowledge in current time of change and uncertainty.

  • 342.
    Laginder, Ann-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mimer – nationellt program för folkbildningsforskning: Verksamhet  och utveckling 1990-20152015Book (Other academic)
    Abstract [sv]

    Mimer – Nationellt program för folkbildningsforskning inrättades 1990 vid Linköpings universitet till följd av ett riksdagsbeslut som gav universitetet ett särskilt ansvar för folkbildningsforskning. Mimer har till uppdrag att stödja folkbildningsforskning oavsett inom vilken disciplin den bedrivs eller vid vilket lärosäte. Till uppdraget hör även att uppmuntra utbyten mellan forskare och folkbildare.

    Denna skrift har tagits fram med syftet att dokumentera centrala delar av den verksamhet som bedrivits inom Mimer från grundandet fram till 2015. Detta för att synliggöra vad Mimer ägnat sig åt och för att bidra till att gjorda erfarenheter och kunskaper inom organisationen inte faller i glömska.

    Skriftens tillkomst bör främst ses som en följd av ett organisationsinternt behov av att bygga ett kollektivt minne. Samtidigt har Mimer under sina 25 år etablerat en verksamhet som intresserat många folkbildare, forskare och politiker. Mimers historia kan ses som en del av historien om folkbildningsforskningsfältets utveckling och konsolidering i Sverige. Skriften kan därför också ge en historisk orienteering av betydelse för alla som har ett intresse för folkbildningsforskning i landet.

    Ann-Marie Laginder har varit Mimers föreståndare under närmare 14 år (1999-2012). Hon är docent i pedagogik vid Linköpings universitet och har bedrivit omfattande forskning om folkbildning och dess betydelser ur ett individperspektiv.

  • 343.
    Laginder, Ann-Marie
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Crowther, Jim
    University of Edinburgh, UK.
    Introduction2013In: Popular education, power and democracy: Swedish experiances and contributions / [ed] Ann-Marie Laginder, Henrik Nordvall and Jim Crowther., Leicester: NIACE - National Institute of Adult Continuing Education, 2013, 1, p. 3-13Chapter in book (Other academic)
    Abstract [en]

    Popular education, a distinctive Swedish tradition of lifelong learning, has always concerned itself with the relationship between learning, power, and democracy in society, rather than having a purely individualistic and instrumental approach to learning for employability, which has dominated policy and practice. Through the themes of power and democracy, this book examines popular education's contribution to enhancing people's lives in communities. It reflects on the wider significance and explores the impact on the political culture of the state and the cultural politics of society within and outside Sweden, including the US, Japan, Canada, and Tanzania. As a comprehensive and unique collection, the book balances historical reflection, contemporary issues, and the international impact of popular education, combining theoretical analysis and empirical data. *** ...this book provides a wonderful introduction to the historical development and some of the current aspects and examples of Swedish popular education, both in Sweden and beyond....Its various chapters show the continued relevance of popular education approaches to addressing major educational and social issues and their diversity and rich theoretical grounding provide enough stimuli to engage educators and practitioners alike....a key resource in the worldwide struggles for social justice by demonstrating how education can be both (a) a tool for social change as well as for personal transformation and (b) how insights gained from others' actions and struggles can be used by people the world over. -- Tom Nesbit, Canadian Association for the Study of Adult Education, in the European Journal for Research on the Education and Learning of Adults, 2013

  • 344.
    Laginder, Ann-Marie
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nordvall, HenrikLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.Crowther, JimUniversity of Edinburgh, UK.
    Popular education, power and democracy: Swedish experiences and contributions2013Collection (editor) (Other academic)
    Abstract [en]

    This book is an initiative of Mimer – The Swedish Network for Research on Popular Education. Mimer, whose secretariat is hosted by Linköping University, is an organisation governed by an interdisciplinary board consisting of leading researchers and popular educators, with the main aim of promoting research on popular education (www.liu.se/mimer). Popular education has become a significant field for educational activities in Sweden – as is portrayed and scrutinised in several of the contributions in this book. Over the years, research related to popular education has grown to become a dynamic field. Studies published in this field of research have, with a few excellent exceptions, been written in Swedish, and thus unfortunately been known only at a national or Nordic level. However, the subjects dealt with in this research are to a great extent universal; they most often deal with the complex struggles of social movements or the many ways in which ordinary people arrange and take part in education on their own premises. In recent years Mimer has decided to strengthen the efforts to break the language barrier which isolates the research debates on these matters from their international counterparts. This is based on the conviction that doing so will benefit not only the Swedish research community, but also make a contribution to scholars and popular educators interested in the Scandinavian tradition of popular education.

    We have repeatedly been asked by non-Swedish speaking colleagues and popular education enthusiasts to recommend a comprehensive book in English about Swedish popular education. Frustratingly, we have not been able to mention any research-based up to date examples. This was the starting point for this anthology, which was initiated by Ann-Marie Laginder, Associate Professor and Director of Mimer, in cooperation with Associate Professor Henrik Nordvall. The title of the book – Popular Education, Power and Democracy – emphasises the universal theme which we think is the most urgent one when it comes to communicating insights from research on the rich tradition of Swedish and Scandinavian popular education. Well-known Swedish researchers within the network and prominent international researchers were invited to contribute with different perspectives on this theme.

    We soon found out that we needed a coeditor outside Sweden. We were truly pleased when Jim Crowther, Senior Lecturer at Edinburgh University, coordinator of the international Popular Education Network (PEN) accepted the invitation to join us on the editorial group. His critical and constructive contributions to the quality of individual chapters have been crucial. His thorough and extensive experience in editing international anthologies and journals has been of invaluable assistance in the production of the book. Regarding editorial matters we want to thank Pat Brechin, who has done an excellent job in improving the English language in each chapter. We are also grateful for Eleonor Bredlöw’s good work in the final checking of references in each chapter.

    We want to extend a warm thank you to all the researchers who have contributed to the book. Thank you for all the time and effort you have put into writing these chapters and thus making this book what it is. This unique collection of articles provides a coherent approach to assessing the role of popular education in and beyond Swedish borders and we hope the book will be of interest to academics, students, practitioners and popular education activists worldwide.

    Ann-Marie Laginder and Henrik Nordvall

  • 345.
    Laginder, Ann-Marie
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Stenöien, Jorun M.
    NTNU.
    Att lära konsthantverk för njutningens skull2013In: Lärandets mångfald: Om vuxenpedagogik och folkbildning / [ed] Andreas Fejes, Studentlitteratur, 2013, 1, p. 107-117Chapter in book (Other academic)
    Abstract [sv]

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

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

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

  • 346.
    Laginder, Ann-Marie
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Önnesjö, EvaFöreningen för folkbildningsforskning.Carlsson, IrmaLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.Nylander, ErikLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folkhögskolan 150 år: Folkbildning & Forskning Årsbok 20182018Collection (editor) (Other academic)
    Abstract [sv]

    År 2018 har svensk folkhögskola verkat i 150 år. Föreningen för Folkbildningsforskningbeslutade därför att ägna Årsboken 2018 helt åt folkhögskolans modernahistoria. Inför folkhögskolans 100-årsjubileum 1968 gav Svenska folkhögskolanslärarförening ut fyra band om Svensk folkhögskola 100 år.Publikationerna som samlades i dessa fyra böcker har alltsedan dess varit referenslitteraturför alla som intresserat sig för utbildningsformen. Mot den bakgrundenvar det viktigt att uppdatera och komplettera våra kunskaper omfolkhögskolornas utveckling de senaste 50 åren 1968 – 2018.Vår ambition har varit att boken så långt som möjligt ska spegla folkhögskolansmångfald. Boken består av 18 bidrag som skrivits av sammantaget 28författare. Olika perspektiv och angreppsätt bryts här mot varandra; forskningsbaseradetexter som syftar till att förstå och förklara folkhögskolans förändringarvarvas med texter som bygger på mångåriga erfarenheteter i folkhögskolepraktiken.Skrivarten varierar också, från basfakta i beskrivande texter, analyserav statistik och forskningsresultat till personligt hållna berättelser och tolkningar.

    Författarna ansvarar själva för innehållet i sina texter.Boken bygger på fyra övergripande teman: Folkhögskolans moderna historia1968 – 2018, Frihet och styrning, Pedagogisk tradition och förändring samtPerspektiv på folkhögskolan i samtiden. Boken inleds med en sammanfattningav de första hundra åren (1868 – 1968) av den svenska folkhögskolans historia.

  • 347.
    Larsson, Staffan
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folk high schools as educational avant-gardes in Sweden2013In: Popular education, power and democracy: Swedish experiences and contributions / [ed] Ann-Marie Laginder, Henrik Nordvall and Jim Crowther, Leicester: NIACE - National Institute of Adult Continuing Education, 2013, 1, p. 72-96Chapter in book (Other academic)
    Abstract [en]

    Popular education, a distinctive Swedish tradition of lifelong learning, has always concerned itself with the relationship between learning, power, and democracy in society, rather than having a purely individualistic and instrumental approach to learning for employability, which has dominated policy and practice. Through the themes of power and democracy, this book examines popular education's contribution to enhancing people's lives in communities. It reflects on the wider significance and explores the impact on the political culture of the state and the cultural politics of society within and outside Sweden, including the US, Japan, Canada, and Tanzania. As a comprehensive and unique collection, the book balances historical reflection, contemporary issues, and the international impact of popular education, combining theoretical analysis and empirical data. *** ...this book provides a wonderful introduction to the historical development and some of the current aspects and examples of Swedish popular education, both in Sweden and beyond....Its various chapters show the continued relevance of popular education approaches to addressing major educational and social issues and their diversity and rich theoretical grounding provide enough stimuli to engage educators and practitioners alike....a key resource in the worldwide struggles for social justice by demonstrating how education can be both (a) a tool for social change as well as for personal transformation and (b) how insights gained from others' actions and struggles can be used by people the world over. -- Tom Nesbit, Canadian Association for the Study of Adult Education, in the European Journal for Research on the Education and Learning of Adults, 2013

  • 348.
    Larsson, Staffan
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Generalizability2013In: Qualitative research: a reader in philosophy, core concepts, and practice / [ed] Barbara Dennis, Lucinda Carspecken and Phil Francis Carspecken, New York: Peter Lang , 2013, 1, p. 38-56Chapter in book (Other academic)
    Abstract [en]

    We conceived of this book with the idea that critical explorations into the key philosophical issues in qualitative research could throw light on distortions, power relations, hidden assumptions and possibilities within the field, and could ultimately provide the groundwork for needed change and new directions. We wanted to do this with rigor, getting underneath the contemporary divisions in qualitative research, first building up philosophy and core concepts and then returning to specific practices in qualitative research. The book, in a way, then, is a statement of hope. We have seen many promising trends in the last few decades as academics from the groups who have traditionally been studied and spoken for in the past - indigenous peoples, women, minorities, gays and lesbians, for example - make their voices heard, as the «other» speaks back, and as the uses to which research is put receive more scrutiny. We see signs that qualitative research may begin to turn the tables on its own history and become a tool for emancipation rather than its opposite. The book is divided into five sections which each focus on different aspects of qualitative methodological practices and the concepts which are inherent in the practices themselves. The editors of this book are experienced with conducting qualitative research and two of the editors teach multiple university courses on research methodology and the social and epistemological theories associated with inquiry. Many of the books available for our courses divide qualitative research into a number of disparate types and then explain philosophical and epistemological positions according to those divisions. In our opinion, such approaches inadequately confront orienting questions of human knowledge implicit to all forms of social research. We intend to produce a new book that exemplifies theory and methods in qualitative research in relation to a sound presentation of social-theoretical core concepts.

  • 349.
    Larsson, Staffan
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Kunskapsbehovet genom livet: Om folkets lärande och vuxnas utbildning2014In: Lärande, skola, bildning.: grundbok för lärare / [ed] Ulf P. Lundgren, Roger Säljö, Caroline Liberg, Stockholm: Natur och kultur, 2014, 3, p. 663-687Chapter in book (Other academic)
  • 350.
    Larsson, Staffan
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Vuxendidaktik: fjorton tankelinjer i forskningen om vuxnas lärande2013 (ed. 1)Book (Other academic)
    Abstract [sv]

    Många ställs i vår tid inför uppgiften att utforma utbildning och undervisning för vuxna. Denna bok vill ge överblick och bidra med uppslag inför vad man kan kalla didaktiska val: Vad är värt att veta? Hur skall studieprocessen utformas? Fokus ligger på alternativa sätt att resonera, så kallade tankelinjer, och grundar sig på internationell forskning om vuxnas studier och lärande.

45678910 301 - 350 of 551
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • 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