This paper presents a framework for understanding epistemic injustice in career development theory and practice. It is based on Fricker's philosophical conceptualisation of epistemic injustice and its sub-forms of hermeneutical and testimonial injustice. The intention is to generate insights that direct us to injustices embedded in knowledge production and institutional practices that harm a person's capacity as a knower. Moreover, the intellectual-ethical virtue of mitigating epistemic injustice and how this virtue can be enacted in the context of career guidance are discussed. I argue that epistemic justice approaches contribute to intellectual and ethical dimensions of social justice and there is a need to examine distinct forms of injustices of knowing manifested in the knowledge of career development and career guidance practice.

This chapter explores the possibility of social justice to emerge within career guidance by drawing on Michel Foucault’s notion of governmentality and Jacques Rancière’s concept of ‘intellectual equality’, which rests upon the assumption that everyone is able to speak and understand. It means that equality is a practice that is manifested and affirmed in emancipatory acts, and it has pedagogical implications for career guidance. Experimenting with this line of thought, I offer a modest suggestion by introducing an attentive career guidance understood as getting out of position and opening up a possible modification of the social order with respect to the emancipator and the emancipated. Based on philosophical reasoning, attentive career guidance does not aim to generate instructions, guidelines or models; however, it addresses pedagogical relations. Primarily, it is an invitation to think differently about emancipation, equality and social justice in career guidance and reflect upon what matters in public career guidance.

Bakgrunden till denna studie är ett regeringsbeslut att införa en rad Snabbspår för nyanlända med yrkeserfarenhet inom vissa bristyrken. I studien undersöks den professionaliseringsprocess som en grupp nyanlända lärare går igenom under tiden i Snabbspåret för nyanlända lärare och förskollärare. Studien omfattar fokusgruppintervjuer med deltagare i Stockholm under våren 2017, lärare som undervisar i Snabbspåret och handledare på den arbetsplatsförlagda praktiken. Dessutom gjordes en enkätundersökning med deltagarna samt observationer av den arbetsplatsförlagda praktiken och av undervisningen i Snabbspåret. Studien visar att gruppen nyanlända lärare fick kunskap om den svenska skolan på flera plan. Men framför allt tycks Snabbspåret ha erbjudit dem ett första steg i processen att återgå till läraryrket i ett nytt land. Samtidigt framgår det att de nyanlända lärarna står inför flera utmaningar när de söker etablera sig som lärare i Sverige. Dessa utmaningar går dels att relatera till formella institutionella villkor, som att erhålla en lärarlegitimation och krav på kunskaper i svenska, dels till informella villkor som baseras på normer och värderingar om lärare och vad som anses utgöra lärarprofessionalism i Sverige. I studien framkommer att den process de nyanlända lärarna genomgår i mycket handlar om ett samspel mellan de reglerande strukturer de möter under tiden i Snabbspåret och deras eget förhållningssätt och agerande i detta möte.

This article investigates the professional integration of a group of newly arrived teachers, mainly from Syria, who participated in the labour market Fast-track programme in Sweden, which aims at facilitating quicker pathways to teaching positions. Drawing on the institutional perspective, our analysis focuses on formal and informal institutional conditions that hinder or enable newly arrived teachers in their striving for legitimacy as professional teachers. Analysis of focus group interviews and observations show that despite their professional experiences there are limits to their prior professional skills and competences being recognized within the Swedish school. The main institutional challenges identified were acquiring Swedish, understanding and managing the pupil-centred curriculum and its associated communication skills and taking on the facilitator teacher role. Handling and negotiating these challenges are important for gaining recognition as professional teachers, which, it seems, influences their opportunities for employment. To afford them opportunities for professional socialization, it is important to enable them to become acquainted with, handle and negotiate institutional conditions within a new school culture. In contrast to the quick-fix view of European integration policy, our study shows that the professional integration process takes time and includes a socialization process.

Syftet med denna studie är att synliggöra vilka uppfattningar elever i skolår 9 har av bedömning i matematikämnet.

En förändring har skett i synen på bedömning. Eleverna ska bli bedömda formativt under processens gång och inte bara summativt med fokus på produkten. Summativa prov är vanligast vid bedömning i matematik och därför var det intressant att undersöka hur eleverna ser på bedömning i ämnet. Undersökningen genomfördes i två skolor, där sju elever intervjuades och 99 elever deltog i en enkätundersökning. Huvudundersökningen var intervjuerna med fokus på deras uppfattningar och studien har därför genomförts med en fenomenografiskt inspirerad ansats. Resultaten visade att eleverna i första hand ser proven som det främsta bedömningstillfället, men att de även blir bedömda på lektionerna, läxor och diagnoser. De hade uppfattningarna att de bedöms på antal rätt på proven, hur de går tillväga vid uträkningar på prov och uppgifter samt hur de arbetar på lektioner, vilket innefattar grad av muntlig aktivitet, flit och uppförande. Eleverna uppfattade i första hand att bedömningen sker för deras egen skull, för att de ska veta hur de ska kunna förbättras och utvecklas, men även för lärarens skull i syfte att kontrollera var eleverna ligger. Få ansåg att det var för föräldrarnas skull. För eleverna fungerar bedömning som en motivation för att prestera bättre. Bedömningen handlade, för eleverna, främst om betygen och eleverna ansåg att betygen är väsentliga för framtiden vid ansökningar till högre utbildningar och arbete.

This study delves into the intricate dynamics of controversial issues in environmental education, challenging conventional notions. It explores the relationship between “controversy” and the field of environmental education, elucidating its multifaceted dimensions in and ambitions of teaching practice. In dialogue with previous research and based on our empirical study, we contend that controversy’s existence transcends the mere content of education and extends to its perceived fundamental core and normative underpinnings. We argue that controversy, including controversial sustainability issues (CSIs), is not confined to educational content alone but encompasses the purposes of education. We propose that controversy in educational encounters cannot be neatly categorized as a fixed, predictable social product and is not solely dependent on student interaction. This challenges earlier research positions that linked controversy to the presence of debate or dissensus in a subject area. Our study challenges the traditional understanding of controversy, highlighting its partial spontaneity and unpredictability in teaching. This contrasts previous positions that emphasized the epistemic dimension of controversy. Instead, our findings suggest that controversy plays an active role in the process of self-formation or subjectification in relation to any content.

Syftet med denna studie är att undersöka hur studie- och yrkesvägledare beskriver det förebyggandearbetet med barn och unga som riskerar att hamna i en gängkriminell kontext. För att få en djupare förståelse för problematiken och de arbetsmetoder som tillämpas för att stödja elever i riskzonen förgängkriminalitet, utgår studien från en kvalitativ metod där empirin samlats in genom semistrukturerade intervjuer med åtta studie- och yrkesvägledare som är verksamma på grundskolor i utsatta områden. Resultaten från studien visar att en central del av det förebyggande arbetet sker i form av samverkan med skolans elevhälsoteam, polis, socialtjänst och övriga aktörer inom det samverkande fältet. En viktig slutsats är att en stor del av arbetet utgår från ett relationsfrämjande förhållningssätt. Vidare är deras upplevelse att vägledningsinsatser spelar en betydande roll för att främja framtidstro hos elever som befinner sig i riskzonen för att hamna i en gängkriminell kontext. Tidiga vägledningsinsatser, upplevsdärför vara av betydelse redan i lägre åldrar. Genom att stärka elevers självförmåga, självkänsla och vidga deras handlingshorisont inför framtida val, kan detta få en förebyggande effekt. Detta arbete försvåras dock på grund av bristande förutsättningar för ett långsiktigt förebyggande arbete som tenderar att dels, i vissa fall, stagnera och dels leda till att arbetet istället får ett fokus på att möta det behov som är mest akut.

This paper address assessment practice as part of professional activity and learning in the domain of game development. A growing body of research has been concerned with the professionalization of games production knowledge, frequently attributed to the coordinated work of numerous actors in technology dense settings. While previous accounts of games development list a multifaceted body of knowledge, there is a gap in the literature focusing on game developers’ professional knowing and learning in situ. With an analytical approach informed by ethnomethodology, this paper aim to make visible professional knowledge and learning when collaboratively evaluating games-in-development. It is focusing on game developers’ assessment work as a way to gain insight in the practical reasoning when orienting towards games and gaming as subject of assessment, and as a way of making professional knowledge bases explicit.

       The empirical material is drawn from three settings: 1) a vocational game education, 2) a national game award event, and 3) a professional game development company. Based on fieldwork augmented with video-recordings, the study investigates how games-in-development are collaborative assessed and specifically the ways professionals evaluate co-workers views and understandings with respect to what constitutes problems and potentials of games-in-development.

       Assessments are at stake in a number of internal and external work practices, such as gate reviews, playtests, and the activity of pitching not-yet-finished-nor-financed games to publishers. Games assessments are a common preoccupation at game companies and game education but also at so-called game awards. Games assessments share similarities with assessment practices in other professional and educational settings, such as design reviews in architectural practices. Both are events where proposals are assessed by externally recruited professionals. However, the assessment activities and object of assessment largely differ. In architectural education, proposals are assessed by considering the qualities visible in the designed material (such as plans, paper posters and digital slideshows) in relation to articulated intentions. This can be contrasted with the object of criticism in games presentations: the object constitutes both digitally visual material and designed ‘playable/interactive’ activities. This means that the qualities of a game cannot only be judged by interpreting the idea communicated in plain words together with some visual layout, it also has to be discovered when engaging with the designed ‘experience’. Hence, professionals’ in the gaming domain are required to account for what hinders or make possible appealing experiences during assessments of digital games.

       By focusing on professionals’ collaborative assessments, the analysis unpacks some recurrent orientations towards games and gaming in professional settings. It is shown that the professionals are faced with a number of institutional and organizational demands with respect to time, technology, conventions, and innovations.

This study investigates jury-based assessment work as part of professional activity in an emerging profession, the gaming industry. Drawing on prior studies of professional learning (Mäkitalo, 2012), jury deliberations (Garfinkel, 1976), and assessment practices in related settings, assessment is approached as a way of making professional knowledge and learning visible. With an analytical focus informed by ethnomethodology, the paper builds on the idea that detailed studies of local orders of collaborative assessment in creative organizations could contribute to the understanding of assessment in professional learning.

Although previous research on games development point to a multifaceted body of knowledge and considered its development in terms of professionalization (cf. Bennerstedt, 2013), there is a lack of empirical studies of professional game developers practices, particularly addressing the key object of criticism - the games. Games assessments are not only a common preoccupation at game companies and in game education, but also at so-called game awards where novices send in playable demos. Games evaluations share similarities with assessment practices in other professional and educational settings, such as design reviews in architectural practices (Lymer, 2010). However, the assessment activities and object of assessment largely differ, as the qualities of playable games have to be discovered interactively and therefore include a range of learning trajectories and troubles.

Based on fieldwork augmented with video-recordings at a game café, the paper explores a small group of invited professionals’ assessment when reviewing a large number of game demos for a national game award event. By focusing on collaborative work conducted in private deliberations, it is shown that the professionals are faced with a number of challenges when ranking and grading the demos. They discover problems and qualities with the games by taking departure in fixed categories, established standards and emergent criteria, but make collaborative decisions that are governed by the jury members’ varied access to the assessed demos. The variations with respect to access are tightly related to the time schedule of the reviewing, but also the design of the interactive material. They accomplished their work by drawing on jury members’ as well as organizers’ access to, and knowledge of, demos in terms of playability, progression, emergence, visual appearance, technical solutions, etc. Critical for overcoming knowledge gaps are the ways the jury manages access by engaging in hybrid activities, i.e. moving between assessments and instructions/demonstrations of demos.

Pedagogical implications of the analysis are discussed, and it is suggested that the jury-based assessment of digital material shed new light on how professionals deal with ad hoc learning and instruction.

References

Bennerstedt, U. (2013). Knowledge at play: Studies of games as members’ matters. Göteborg: Acta Universitatis Gothoburgensis.

Garfinkel, H. (1967). Studies in ethnomethodology. Englewood Cliffs, NJ: Prentice-Hall.

Lymer, G. (2010). The work of critique in architectural education. Göteborg, Sweden: Acta Universitatis Gothoburgensis.

Mäkitalo, Å. (2012). Professional learning and the materiality of social practice. Journal of Education and Work, 25(1), 59-78.

Digitaliseringen av samhället har i grunden förändrat dagens arbetsliv och alltmer arbete utförs i och omkring digitala enheter. Arbetsmoment är därmed på något sätt knutet till vad som i bred bemärkelse kan kopplas till skärmar av olika slag, vad som kan beskrivas som skärmarbete. Ytterligare en konsekvens av digitaliseringen är att nya yrkesroller uppstått till följd av framväxande digitala arbets- och fritidsaktiviteter. I relation till lärande innebär digitaliseringen att arbetsplatsens lärprocesser i hög grad sker i och omkring skärmarbete. Med utgångspunkt i ett sociokulturellt perspektiv på lärande är syftet i detta kapitel att bidra med kunskap om möjligheter och utmaningar med lärande i organisationer där digitala aktiviteter och redskap är det centrala kunskapsobjektet för yrkeskunnandet. Exempel tas från två olika verksamheter där kollegialt skärmarbete organiseras för att utföra utvärderings- och bedömningsaktivteter. Den första verksamheten utgörs av en IT-support där ett team använder dokumenterat skärmarbete vid återkommande organiserade lärtillfällen. Det andra sammanhanget utgår från hur en jury av yrkesverksamma spelutvecklare värderar spel på en datorspelstävling. I kapitlet diskuteras hur yrkesprofessionellas kollegiala blick är direkt kopplad till hur digitala verktyg är integrerade i organisatoriska verksamheter. Kapitlet illustrerar hur professsionella grupper organiserar såväl traditionella som nyare former av utrymme och stöd för lärande och utveckling för att tillgängliggöra privata digitala aktiviteter kollegialt.

Though more recognition has been placed on the cruciality of university staff in their roles supporting the internationalization of higher education (HE), research-based understandings of micro level engagement have been largely neglected. This critical realist scoping study explores the extent of peer-reviewed articles published between 2017 and 2022 regarding university staff experiences and perceptions of internationalization in Australian and South Korean HE. A total of 34 relevant articles were found using a systematic approach to data collection. The findings confirm previous studies which demonstrate that internationalization research largely focuses on the perspectives and experiences of academic staff while non-academic staff and HE leadership and management are under-researched. Six dimensions of internationalization were represented, with ‘Teaching, Supervising, and Supporting Students’ being the most-researched across the body of literature overall and the ‘Internationalization of the Curriculum’ and ‘English-Medium Instruction Practice and Policy’ the most-researched in Australia and Korea respectively. The review also brought up several conceptual issues. While all university staff research participants in the Korean HE context were explicitly defined based on their nationality, ethnicity, and/or cultural background, university staff participants in the Australian HE context were often not described beyond their occupation. However, the majority of articles researching staff interactions with international students in the Australian HE context did include descriptions of national, ethnic, and/or cultural background. Additionally, the authors of the selected articles in both contexts rarely disclosed their own subjectivity and connection to the topic being researched. This study has illuminated the need for future research on the perspectives and experiences of all university staff in relation to internationalization and argues for future research that acknowledges the positionality of the researcher and the complexity of the identity of its participants.

The aim of this investigation is to describe assessment as a meaning-making process in individual supervision of students in higher education of the aesthetic field. The qualitative analyses focus on how assessment is expressed within the supervision, in relation to the artistic professional field. The study was conducted within a multimodal socio-semiotic perspective. Sadler’s notion of quality and Bourdieu’s field concept of habitus, contributes to the social practice within the professional field, and in the full analysis of the empirical material.

The case study examines assessment in an authentic environment. The data consists of video recordings from ten supervisions that took place in two different courses at two different colleges. The video recordings were transcribed through a multimodal framework and focused on the teachers’ and student’s speech, body movements, gazes and gestures during the sessions. Four selected supervision sessions were analysed based on the research questions and on the theoretical framework.

The analyses revealed that assessment in higher education of the aesthetic field can be expressed as a process whereby the quality is related to the professional field. The students, as well as their teachers, are immersed in relationships, traditions and institutions that shape their artistic choices and judgments.

The results indicate that students' meaning-making is linked to their previous experience in the artistic field. Teachers’ expectations of this experience have crucial implications for how the supervision sessions are shaped and designed. The shift of focus in the supervisions goes from the fulfilment of goals stated in the curriculum, to the meaning making, values, and perspectives that are recognized within the field of the arts. The study underlines the importance of conceptualization of the artistic processes.

The overall results confirm previous studies showing that instruction and supervision in higher education of the aesthetic field develops in relation to the teacher's authority, expertise and in relation to students' independence.

This dissertation is about art teaching practices at upper secondary schools with a focus on theatre and at university arts programmes with a focus on film. More specifically, it addresses the factors that have contributed to current teaching practices in art education today and how students and teachers in interaction with each other shape, become part of and identify with the norms and values that emerge through these practices.

The overarching question concerns how norms and values emerge as power/knowledge processes in the teaching process. The genealogical study presented examines how art education is constructed at a policy level. The study discusses how, in past eras, investigators, researchers and educators described what students needed to do during their education to develop into professional artists, how teaching practices were designed and justified, and how art was distinct from other activities and forms of knowledge in education. The interaction study presented examines the act of teaching. It discusses how, the participants shape each other and establish norms and values in relation to notions of what art “is” and can be.

The conditions of possibilities in art teaching practices has been identified in three discourses. The discourse of conversation governs the format and organisation of the teaching practice. It is assumed that through conversation the students can develop their artistic ability. The discourse of freedom identifies how students submit to the vague, flexible and ever-changing notions of what art signifies. The discourse of production describes how the artistic work in the teaching practice takes precedence over an acquisition of established knowledge.

The importance of the participants’ own experiences and feelings, therapeutic conversations, the liberation from conventional education discourses, confession practices and the establishment of a production discourse all emerge as important techniques in art teaching practices. Core values and norms are expressed through these techniques.

The study shows that participants in art teaching practices develop the skills of self-evaluation, self-analysis and self-governance. The notion of an individualised, exploratory educational experience clashes with a process that directs the students to align themselves with the shared norms and values of the art world, of its content and expression. Students perceive their artistic output as unique while the art produced can be understood as expression of a normalisation process that strives to maintain the values and norms in art teaching practices. In summery the dissertation shows that the participants’ learning process is of an exploratory nature. Rather than acquiring and assimilating established knowledge, the participants learn by finding their own paths in a knowledge-formation process in which they discover the artistic potential of their own experiences and insights.

This article seeks to introduce a new historical explanation as to why left-wing working-class women engaged in liberal, middle-class organisations during the first wave of feminism. The article specifically deals with middle-class associations and clubs that had educational purposes. Instead of focusing on the larger explanatory scheme of the power of patriarchal societal structures or bourgeois feminisms as a hegemonic force, the account revolves around the political educational functions of liberal feminist engagement for some politically active social democratic women in Sweden. The case of social democratic women who entered the liberal middle class educational organisation Tolfterna (the Dozen) is the point of departure for a micro-historical analysis of the political capital accumulation practices that class collaboration entailed. Finally, the article explores how working-class women’s choices and actions can be considered a group-specific strategy to expand their political resources to attain what is called feminist liberal political capital.

Berg Christoffersson, Gunilla (2015). Digital dialog som redskap för utveckling av yrkeskunnande - en studie vid APL på gymnasieskolans vård- och omsorgsprogram. (Digital dialogue as a tool for development of vocational knowing – A study during workplace-based learning in a Health and Social Care Program in Upper Secondary School) Stockholm University. Graduate school in the Pedagogy of Vocational Subjects. Written in Swedish with an English summary.

Students vocational knowing is the focus of this study conducted in a Health and Social Care program in an Upper Secondary school. The empirical material for the study is drawn from a digital dialogue where students, teachers and professional supervisors described, reflected and gave feedback upon the vocational knowing that students take part of in their workplace-based learning (APL). Reflection on the practical part of the training usually takes place in the school environment because it is difficult to provide time and space for reflection at workplaces. The theoretical framework is based on a sociocultural perspective on learning (Säljö (2000). In this study the digital platform and the written dialogue, was used as a tool for communication and learning. The written digital dialogue was analyzed according to qualitative content analysis (Krippendorff, 2004; Graneheim & Lundman, 2004). Five categories emerged in the analysis of the data collection: relational knowing, knowledge of the care-recipients situation, knowing how to execute a task, emotion-related knowing and knowledge of the work environment. The result shows that it was the unexpected situations, students reflected most upon. In the analysis of the result these situations could be related to the affective knowledge according to Ellström (1992). These occasions would then show the ability to adapt, assess and identify unforeseen situations (cf. Lindberg, 2003). The feedback received in the dialogue is mostly in line with findings from earlier studies but differs in the way that the encouraging feedback, especially from other students, motivates students to develop their writing. This study contributes to existing research and emphasizes the importance of giving the students an opportunity to reflect in direct connection to workplace-based learning. The current study also shows that a digital dialogue is suitable to use as a tool for developing vocational knowing. The interaction between students, teachers and supervisors that is presented in this study also shows the possibilities to increase collaboration between school and workplace.

Keywords

Vocational knowing, reflection, digital dialogue, feedback, workplace-based learning

The aim of this study has been to investigate whether people with siblings that have disability have been personally affected when making choices about their studies and careers based on their upbringing with their siblings. The method chosen was qualitative data and consists of six interviews with people who are familiar with the chosen problem area. In conclusion, our results do not show a link between choices of study in relation to the sibling's disabilities. However a link was found between career choices, many choose to work in the area of health and well-being. This link was also found in literature we have researched, people living with disabled siblings have chosen careers and jobs within health and well-being.

Studien undersökte gymnasievalet ur föräldraperspektiv. Syftet var att finna och beskriva hur några föräldrar ser på gymnasievalet och deras egen roll i detta val. Sex föräldrar med barn i årskurs nio intervjuades. Resultatet visar att föräldrarna ser på gymnasievalets vikt ur såväl ett framtida som ett nutida perspektiv. Synen på målet med gymnasiestudierna skiljer sig mellan föräldrarna. Majoriteten anser att gymnasiet ska ge en bred grund för framtida studier men en intervjuperson ser ett framtida yrke som det primära. Föräldrarnas roll i sina barns gymnasieval har flera dimensioner. Den visar sig genom deras förhållningssätt till barnets mognad, deltagande i aktiviteter och i diskussioner med barnet. Dessutom påverkas rollen av andra personer i barnets omgivning som enligt föräldrarna har betydelse för barnet. Resultaten visar att samtliga föräldrar anser att gymnasievalet är viktigt för deras barns framtid. Vi har dragit slutsatsen att föräldrarna, säkerligen omedvetet, påverkat barnens val genom sina egna värderingar och tidigare upplevelser. Barnens gymnasieval tycks här också visa på en social reproduktion.

I ett historiskt perspektiv kan skolmatematiken betraktas som traditionstyngd. Forskning visar att lektionstid ofta ägnas åt elevers eget arbete och att elever förlorar sin lust att lära matematik. Detta står i kontrast till forskning om bl.a. resonemangs- och kommunikationskompetens, samt kamrat- och självbedömning som kan öka motivation och vara viktigt för lärande. Uppsatsen vill öka kunskapen om kommunikationen som sker när elever och lärare samtalar om problemlösningar i matematik samt vilka aspekter av elevernas lösningar som erkänns i samtalet. Undersökningen har ett socialsemiotiskt och multimodalt perspektiv på kommunikation, samt ett designteoretiskt perspektiv på lärande. Datan har samlats in genom videografi av två matematiklektioner i en skolklass med 14 elever i årskurs 4. Den multimodala kommunikation har transkriberats. Resultatet visar att elever och lärare använder semiotiska resurser i samspel i sin kommunikation som blottlägger aktörernas meningsskapande. Analysen sker med hjälp av begreppen erkännande och erkännandekultur. Tre kategorier av erkännande skapas och visar hur elever och lärare betonar olika men också samma aspekter under bedömningen. Slutsatserna är att lärare bör vara uppmärksamma på vilka erkännandekulturer eleverna och lärarna själv ger uttryck för, att enkla bedömningsaktiviteter kan bygga upp positiva sociomatematiska normer, hjälpa eleverna resonera och kommunicera i matematik, bidra till att utveckla kamratbedömning och att eleverna kan (och bör) vara delaktiga i framtagandet av bedömningskriterier.

Syftet med denna studie är att undersöka gymnasielärares förändrade arbetssituation under Covid-19-pandemin och vilken påverkan det innebär på undervisningen samt hur villkor för lärande har förändrats som en effekt av pandemin. Detta genomfördes genom en kvalitativ fallstudie med hjälp av sex semistrukturerade intervjuer med sex olika gymnasielärare, vilka valdes på basen av ett bekvämlighets- och snöbollsurval. Studiens insamlade data bearbetades därefter med hjälp av en tematisk analys. Resultatet visar att pandemin medfört en ökad arbetsbelastning relaterat till olika läroverktyg på distans och en ändrad syn på lärarnas självförtroende i deras yrkesutövande. För att skapa förutsättningar för en god lärandemiljö har deltagande, relationsbyggande samt kommunikation, dels mellan elever, dels mellan lärare och elever, visat sig utgöra väsentliga villkor.

This paper explores challenges when introducing an Apprenticeship Education pathway in the Swedish uppersecondary VET. It draws on research on a national pilot project on Apprenticeship Education funded by the Swedish National Agency for Education.The paper emphases on the workplace learning and illuminates some challenges that were recognized during the pilot project. One main challenge was findingworkplaces that wanted to participate in the apprenticeship training. Another concerned the production of the participating workplaces which was commonly not broad enough to give a wide VET education according to the curriculum requirements. A third main challenge was the supervision and guiding structures at the workplaces. The study concludes that there were fundamental differences in the quality of the Apprenticeship Education. It is also concluded that Apprenticeship Education has great potentials if accessible resources are provided – in schools as well as at workplaces.

In i autumn 2008 the Swedish government initiated a three years long national pilot project with Upper Secondary Apprenticeship Education (USAE) before launching a major reform in autumn 2011.This paper reflects on outcomes of two studies with pedagogical focus made in the USAE pilot project. The issue of this paper is to describe what kind of “learning territories” (Fuller & Unwin 2004) that were visible in the USAE. Apprenticeship relies predominantly on the extent and richness of possibilities to participate in diverse communities of practice (Wenger 1998) and to what kind of guidance apprentices’ will receive at workplaces (Billett 2009). The vocational learning also depends on what kind of basic and complementary vocational knowledge that is made accessible in school-based education. The outcomes showed varying “learning territories” that offered apprentices dissimilar kinds of learning opportunities regarding the apprentices’ possibilities to develop vocational knowledge at workplaces and at school.

In 2008, a pilot project with apprenticeship as an alternative pathway of upper secondary vocational education (USVE) started in Sweden. This paper is based on a follow-up study 2009-2011, funded by the Swedish National Agency for Education (SNAE) focusing on pedagogical aspects of apprenticeship. In this article, we present results related to assessment in upper secondary VET apprenticeship. The issue for this article is to describe the tools used for assessment and what these make available to assess.

The data this paper is based upon are of three kinds: interviews with teachers, apprentices and supervisors, audio-recorded trilateral sessions for assessment, and the different kinds of documentations that were used as tools for follow up and assessment of students’ progress.

Most of the tools used were either various kinds of checklists that guaranteed the apprentices had participated in or observed specific activities or situations, or rating scales focusing students’ behaviour. In few cases the quality of aspects of students’ work – that is aspects of vocational knowing – was in focus. These findings are discussed in relation to aspects of the conditions for VET-teachers’ work.

This paper is based on a study of the relationship between Swedish Vocational Education and Training (VET) in general and vocational construction education in particular, as well as the implications of the fact that Vocational Education and Training is carried out on two arenas: in school and in working life.

Vocational construction education in Sweden is starting within the scope of the upper secondary Construction Programme. Already in upper secondary school, the responsibility for the education is shared between school (school based education) and companies within the trade (work based education). Immediately after graduation, a two-three year period of apprenticeship in the construction industry begins. Thereby the upper secondary education is closely integrated with the building trade’s apprenticeship system, which is additionally backed up by the widely spread practice of having many of the upper secondary courses held at the building sites of the construction industry partners who often play the role of future employers of apprentices.

One issue is to explore what is made available for students to learn in school and work based education respectively. What conclusions can we draw regarding theory, practice and becoming qualified within this particular vocational area?

 The choice of Cultural Historical Activity Theory (CHAT) as theoretical framework was determined by its fundamental principle of regarding the activity system as the smallest analysis unit in respect of studies of human actions. Thus, CHAT well suits analyses and descriptions of VET in that it functions as a tool with which bridging between the dichotomous pair of concepts, “theory” and “practice”, is made possible. CHAT focuses on human activity in relation to personal development. An individual’s thinking and acting is formed by and in relation to the activities (s)he is part of, but individuals also contribute to forming and reforming these activities – the transformation is therefore mutual. Our way of acting and thinking is thus, to some degree, historically and culturally determined. Mainly based on Leontiev’s structure of activity system (Leontiev 1978), the presented case study centres in particular the observed actions and interaction between these in order to identify any possible patterns that contribute to implications of the motive for vocational construction education.

Being part of the praxis community of construction workers, vocational teachers take the conditions of the construction industry for granted and consequently regards them as mandatory guidelines for how the content of education should be designed. It seems that their educational activity is propelled by the motive to accommodate students to the building trade’s apprenticeship system and teamwork. In the case study, the students are enculturated (Roth et al 2005) into the construction industry's specific, culturally and historically developed conditions: teamwork, piecework and masculinity as both an ideal and a norm.

This paper builds on results from two studies of educational practices in two new tracks taking form in Swedish secondary VET, the apprenticeship alternative and the vocational introduction program, both introduced with the motives of enhancing employability. During 2010, new policy including a new school law, new eligibility requirements, new curricula, new syllabuses, and new diplomas have been presented and the restructured secondary school is launched in autumn 2011.

Our studies are on national pilot projects of the apprenticeship alternative and municipal preparatory work for the Vocational introduction program, and we show what pedagogy is taking form and is conducted and thus provide examples of the new Swedish VET practice architecture and of educational practices in the making. Our studies support conclusions in critical policy analysis: a clearly marked feature of future VET is the differentiation of pupils. We present great disparities: VET educational practices, pedagogical activities and possibilities of skills improvement for the students differ widely. Some provide substantial support for developing a VET knowledge base, others don’t. Taking a long-term perspective, we argue that there are several problems with the new VET orders and arrangements for enhancing students’ employability in a mobile and flexible labor market.

This article builds on results from studies of two new pathways in Swedish upper secondary VET. A major reform was launched in 2011 and the restructuring was presented by the Minister of Education as a ‘renaissance for VET education’. The conclusion of the Upper Secondary Commission is that ‘students shall be more specialised within their vocational or study area compared to today’s vocationally oriented programmes’. We conceptualize the restructured upper secondary VET and these two new educational pathways as a new ‘VET practice architecture’. Apprenticeship Education and Vocational Introduction are both regarded as alternatives to school-based VET, particularly beneficial for students with ‘practical’ learning styles and as alternatives for students who lack the motivation to study in regular VET programmes.

The results from the empirical studies show a landscape of disparities and tensions and the vocational learning taking place challenges the notion of a ‘renaissance for VET education’.

Föreliggande rapport grundar sig på tre uppföljningsstudier av försöksverksamheten med gymnasial lärlingsutbildning som genomfördes på uppdrag av Skolverket med en tagning av elever under de tre läsåren 2008/2009, 2009/2010 och 2010/2011. Lärlingsförsöket avslutades läsåret 2011/2012 i och med införandet av gymnasiereformen Gy2011. Då blev lärlingsutbildning en utbildningsform inom de reguljära gymnasiala yrkesprogrammen. Även om försöksverksamheten hade avslutats gick de elever som var antagna läsåret 2010/11 fortsatt kvar inom försöket fram till och med vårterminen 2013.

In 2008, a pilot project with apprenticeship as an alternative pathway of upper secondary vocational education (USVE) started in Sweden. This paper is based on a follow-up study 2009-2011, funded by the Swedish National Agency for Education (SNAE) focusing on pedagogical aspects of apprenticeship. We interpreted ‘pedagogical aspects’ as concerning teachers’ curriculum work, i.e. the organisation and design of apprenticeship in relation to following aspects: division of labour between school and work; the content; the roles of teacher and supervisor; and follow-up and assessment of students’ development regarding vocational knowing in relation to the Swedish national curriculum for each of the programmes. In this article, we present results related to assessment in upper secondary VET apprenticeship. The issue for this article is to illuminate conditions for assessment in USVE-apprenticeship, the foci of assessment and the tools used for assessment.

According to regulations of apprenticeship, trilateral assessment sessions (teacher-supervisor-apprentice) are to be held regularly for follow-up and, at the end of a course, marking students knowing. As a representative for the education authority, the teacher is responsible for marking, but the supervisor is to provide the teacher with the information needed for follow-up and marking. The assumption is that during these sessions, there will be a dialogue between supervisor, apprentice, and teacher that will contribute to both follow-up and marking.

The results presented in this paper build on interviews with teachers, apprentices and supervisors, as well as some audio-recorded trilateral sessions for assessment. Our preliminary results show that these trilateral sessions are one of the critical situations in USVE-apprenticeship. A main result is that assessment was either focused on social and behavioural aspects or on vocational knowing. Which one that dominated was related to firstly, the qualifications of the teacher; secondly, to the division of labour on the workplace; and thirdly, to the local history of USVE-apprenticeship. These results and the consequences of them will be further developed in our article.

After several decades with little or no interest in apprenticeship as an alternative to upper secondary vocational education (Lundahl 1998), the first attempts to re-introduce apprenticeship were made during the 1990’s. Characteristic for these was that they were embedded in school-based VET, offering an extended period of work-based learning for potential drop-outs or as individualized programmes. The political motive relates to studies showing that youth with incomplete upper secondary education were significantly more often unemployed than was the case for those who had completed a programme (Olofsson 2008). However, an informal apprenticeship has existed for several decades, especially in vocational areas related to construction and electricity. In these cases, apprenticeship is regarded as a necessary complement to the 3-year school-based VET-programmes. The respective training boards have established these requirements. In order to become what is labelled as “fully qualified” (in terms of fully paid), apprenticeship adds another three years to upper secondary education (Berglund 2009).

Apprenticeship in connection to and as an alternative track for upper secondary vocational programmes was implemented in Sweden as a 3-year probation in 2008. The schools are responsible for the designing and organisation of upper secondary apprenticeship but there are two central conditions: firstly that minimum half of the programme must be realized in a workplace, and secondly that the same objectives apply for the programmes, are they given in the form of school based VET or as apprenticeship. This paper is based on a study of pedagogical aspects of apprenticeship during the second and third year of the probation (Berglund & Lindberg 2012). Here we focus on VET-teachers’ work within the apprenticeship form of upper secondary vocational education. The main issue of our paper is to illuminate the consequences and challenges for VET-teachers’ work within upper secondary apprenticeship.

Försöksverksamheten med en gymnasial lärlingsutbildning startade i Sverige 2008. Gymnasieskolorna ansvarar för lärlingsutbildningens utformning men hälften av utbildningen skall genomföras i arbetslivet. Lärlingsutbildningarna har samma uppdrag (mål) som de nationella programmen.

På uppdrag av Skolverket genomfördes en uppföljningsstudie med särskilt fokus på pedagogiskt didaktiska aspekter av lärlingsutbildningen under våren 2010. Studien baserades på intervjuer och informella samtal med elever, lärare och handledare, på olika typer av dokument samt på foton från skolor och arbetsplatser. Tre program (bygg-, handels- och omvårdnadsprogrammen) på tre geografisk spridda orter ingår i studien. 

Syftet för vårt paper är att beskriva vilka arbetsuppgifter framför allt yrkeslärarna har inom gymnasial lärlingsutbildning och vilka nya kompetenskrav som därmed ställs på dem. Vilka utmaningar har yrkeslärarna att hantera i den gymnasiala lärlingsutbildningen? Vilka krav ställer dessa i sin tur på yrkeslärarutbildningen?

De arbetsuppgifter vi sammantaget funnit för yrkeslärarna i den gymnasiala lärlings-utbildningen är följande: att planera utbildningen, utforma uppgifter och uppföljningsunderlag, att rekrytera arbetsplatser som kan engageras i lärlingsutbildningen, att genomföra handledarutbildning och informera handledare på arbetsplatsen, att ordna med alternativa uppgifter och projekt för elever som inte får en lärlingsplats eller befinner sig i skarven mellan två lärlingsplatser, att följa upp elevens yrkesbildningsgång i förhållande till programmets och kursplanernas mål och till arbetsinnehållet på olika arbetsplatser, att fatta beslut om byte av arbetsplats. Vi har också funnit att dessa arbetsuppgifter kan variera mellan programmen och att variationen kan ses i ljuset av programmens olika traditioner. Vidare skapar regionala skillnader i näringslivsstrukturen mellan de tre orterna och skillnader mellan skolornas resurser delvis skilda förutsättningar för genomförandet av lärlings-utbildningen.

Till dessa uppgifter krävs en i många stycken annan kompetens än den som krävts tidigare. Det gäller inte minst ett ökande skriftspråkligt kunnande, som några lärare menar att de inte har kompetens för – eller att det är arbetsuppgifter de inte trivs med. Lärlingslärarens arbetsuppgifter skiljer sig från den tidigare yrkeslärarens och ställer nya krav på yrkeslärarutbildningen.

This chapter discusses the various meanings of ‘career’ in a changing world of work that is framed by neoliberalism. It considers what implications these different meanings have for social justice and career guidance. Based upon the results of several studies, ‘career’ is considered as a ‘bridging object’ between several involved parties. Further development of these results draws attention to the issue of shared responsibility, and highlights three conflicting perspectives of ‘career’: the perspective of organisational and business needs; the perspective of people´s everyday knowledge of career; and the perspective of the career guidance community. A tentative proposal is made regarding the implications that these conflicting perspectives have for the meaning that is given to social justice amongst the actors in each field.

This study explores previous research about extended working lives and later careers, as consequences of demographic changes alongside with a changing working life. Issues and themes visible in recent research on midlife and older adults’ careers opportunities are explored. A traditional literature review is conducted, in which peer reviewed articles on midlife and older adults’ careers issues and opportunities in an extended and changing working life are localized and downloaded as material for this study. This paper presents an analysis of empirical material downloaded from the Academic Search Elite database. The process of locating material from databases resulted in 141 articles selected for a deeper screening. Among these, 63 were finally selected as empirical material for analysis. Initially, the content of each article was identified, mapped, coded and categorized with content analysis as the basic method. The codes and categories with same or similar content were then brought together, and resulted in five overall themes: the need for all-age-career guidance services, career issues among certain professions, immigrants’ career paths, later careers and factors of well-being, and longitudinal correlations between early life conditions and late career. These themes are then discussed in terms of perspectives and interests that seem to dominate, and possible gaps and challenges for future research are also discussed.

Tobaksbruket hos ungdomar har minskat senaste tiden men är fortfarande på höga nivåer. Under tidiga tonåren sker oftast tobaksdebuten som ger indikationer på att det bör implementeras hälsofrämjande arbeten under skoltiden. Speciellt då ett tobaksbruk har såväl kortsiktiga- som långsiktiga skadliga effekter på såväl individens fysiska som psykiska mående. Syftet med studien är att undersöka om hälsoundervisning har gett några positiva effekter. Studien undersöker om hälsoundervisning kring tobak och tobaksbruk har en påverkan på tobaksbruk hos elever, samt om hälsoundervisning och tobaksbruket har en påverkan på elevernas psykiska välmående. Studien använde en kvantitativ metod som bestod av ett enkätutskick till elever tre år efter genomförd hälsoundervisning om tobak och tobaksbruk. De jämfördes sedan med en kontrollgrupp som inte erhållit samma hälsoundervisning. Resultatet gav indikationer på att hälsoundervisningen inte gett en effekt på antalet som börjar med ett tobaksbruk. Däremot har det gett effekt kring vad som brukas och vilken ålder tobaksdebuten inträffat. Studien fann inget samband mellan att hälsoundervisningen gav effekt på ungdomars psykiska välmående jämfört med kontrollgruppen. Hos de elever med ett tobaksbruk fann studien klara indikationer på att de upplever ett nedsatt psykiskt välmående. Studiens slutsatser indikerar att tobaken är en riskfaktor för psykisk ohälsa samt att hälsoundervisning har en påverkan på vad som brukas. Hos de som fått hälsoundervisning kring tobak och tobaksbruk kan en förskjutning i tobaksdebuten observeras. Däremot fanns inga belägg för att hälsoundervisning har en påverkan på ungas hälsa och välmående.

Background: Textbooks are integral tools for teachers’ lessons. Several researchers observed that school teachers rely heavily on textbooks as informational sources when planning lessons. Moreover, textbooks are an important resource for developing students’ knowledge as they contain various representations that influence students’ learning. However, several studies report that students have difficulties understanding models in general, and chemical bonding models in particular, and that students’ difficulties understanding chemical bonding are partly due to the way it is taught by teachers and presented in textbooks.

Purpose: This article aims to delineate the influence of textbooks on teachers’ selection and use of representations when teaching chemical bonding models and to show how this might cause students’ difficulties understanding.

Sample: Ten chemistry teachers from seven upper secondary schools located in Central Sweden volunteered to participate in this study.

Design and methods: Data from multiple sources were collected and analysed, including interviews with the 10 upper secondary school teachers, the teachers’ lesson plans, and the contents of the textbooks used by the teachers.

Results: The results revealed strong coherence between how chemical bonding models are presented in textbooks and by teachers, and thus depict that textbooks influence teachers’ selection and use of representations for their lessons. As discussed in the literature review, several of the selected representations were associated with alternative conceptions of, and difficulties understanding, chemical bonding among students.

Conclusions: The study highlights the need for filling the gap between research and teaching practices, focusing particularly on how representations of chemical bonding can lead to students’ difficulties understanding. The gap may be filled by developing teachers’ pedagogical content knowledge regarding chemical bonding and scientific models in general.

Researchers have shown a growing interest in science teachers' professional knowledge in recent decades. The article focuses on how chemistry teachers impart chemical bonding, one of the most important topics covered in upper secondary school chemistry courses. Chemical bonding is primarily taught using models, which are key for understanding science. However, many studies have determined that the use of models in science education can contribute to students' difficulties understanding the topic, and that students generally find chemical bonding a challenging topic. The aim of this study is to investigate teachers' knowledge of teaching chemical bonding. The study focuses on three essential components of pedagogical content knowledge (PCK): (1) the students' understanding, (2) representations, and (3) instructional strategies. We analyzed lesson plans about chemical bonding generated by 10 chemistry teachers with whom we also conducted semi-structured interviews about their teaching. Our results revealed that the teachers were generally unaware of how the representations of models they used affected student comprehension. The teachers had trouble specifying students' difficulties in understanding. Moreover, most of the instructional strategies described were generic and insufficient for promoting student understanding. Additionally, the teachers' rationale for choosing a specific representation or activity was seldom directed at addressing students' understanding. Our results indicate that both PCK components require improvement, and suggest that the two components should be connected. Implications for the professional development of pre-service and in-service teachers are discussed.

I Sverige liksom i många andra länder har barns övervikt och fetma ökat. Ett sätt att motverka denna problematik är stöd riktat till föräldrar. Föräldrar anses ha en central betydelse för barns matvanor och fysiska aktivitet och stöd och råd till föräldrar poängterar gränssättning, uppmuntran och att föräldern ska fungera som en förebild för barnet. Genom intervjuer med föräldrar till barn med övervikt/fetma visar denna artikel hur föräldrar hanterar råd och anvisningar i sitt dagliga liv. Det visar sig att föräldrarna står inför ett komplext dilemma som innebär att de beaktar såväl fysisk som psykisk hälsa samt den vardagliga förhandlingen mellan föräldrar och barn. Sett ur ett omsorgsetiskt perspektiv utmanas idén om en rationell förälder som handlar i enlighet med kunskaper om vad som är en hälsosam livsstil. Föräldraskap innebär mycket mer än att kontrollera barnets vikt och sätta gränser.

I artikeln analyseras svenska bilderböcker som gör anspråk på att förebygga sexuella övergrepp. Syftet med studien är att analysera böckernas barnsyn och syn på barns aktörskap. Analysen visar att böckerna beskriver övergrepp i vaga uttryck. Ett huvudbudskap är att principen om samtycke ska gälla för barn, men utan att kopplas till sex. Samtycke uppnås genom att känna efter och agera utifrån egna och andras kroppsliga integritetsgränser. Barn positioneras som utsatta gentemot vuxna, samtidigt som de ska förstå att de kan agera nästan jämlikt. Vissa budskap riktar sig direkt till eller om vuxna; att de måste lyssna på barn. Analysen visar att böckerna har ett fokus som inte framkommit i studier av internationell utgivning. De svenska exemplen kan ses som en bred socialisation för att förebygga sexuella övergrepp mot barn, men också mot vuxna.

Denna studie syftar till att undersöka ledares upplevelser kring möjligheter att skapa förutsättningar för ett kollektivt lärande och hur de arbetar i praktiken, utifrån frågeställningar om kommunikationens, reflektionens och inkluderingens möjligheter och utmaningar. Studien genomfördes med hjälp av kvalitativa semistrukturerade intervjuer med totalt åtta ledare från olika organisationer och analyserades genom en tematisk analys.

Resultaten analyserades utifrån teorier inom kollektivt lärande och inkluderande ledarskap. Analysens slutsatser är att det finns variationer och likheter i hur ledarna arbetar i praktiken med att skapa förutsättningar för kollektivt lärande och när ledarna arbetar med att utveckla arbetsgruppers kommunikation och reflektion arbetar de samtidigt med inkludering. Detta är av betydelse då inkludering är särskilt gynnande för både en god kommunikation och reflektion i grupp, vilket innebär att inkludering är en grundläggande förutsättning för att kollektivt lärande ska uppstå. De främsta utmaningarna som ledarna upplever är tidsbrist och kommunikativa utmaningar.

Syftet med denna studie är att med narrativet i fokus undersöka hur fem sjuksköterskor ser på sittarbete och hur de navigerat sig igenom det under COVID-19 pandemin. Det empiriska materialetbestår av semistrukturerade kvalitativa intervjuer som hölls med fem sjuksköterskor som alla vårdatcovidpatienter. Materialet analyserades genom tematisk narrativ analys och strukturell narrativ analys.Den tematiska analysen identifierade ett antal övergripande teman i sjuksköterskornas berättelser;bakgrund, tillbakablickande, nya arbets- och förhållningssätt, kollegialt stöd, samarbete ochreflektioner samt ovisshet och kunskapsbrist. Sjuksköterskornas berättelser har analyserats genombegreppet meningsskapande samt med Labov och Waletzkys modell om narrativets struktur. Urresultaten framkom att sjuksköterskorna behövt orientera sig genom händelser de inte vetat hur de skaagera inom. För att orientera sig har samtliga informanter påbörjat en meningsskapande process för atttillmäta förståelse till situationen där berättandet haft en central funktion i att göra detta.

Background: Emerging adulthood is often associated with mental health problems. About one in three university students report symptoms of depression and anxiety that can negatively affect their developmental trajectory concerning work, intimate relationships, and health. This can interfere with academic performance, as mood and anxiety disorders are key predictors of dropout from higher education. A treatment gap exists, where a considerable proportion of students do not seek help for mood and anxiety symptoms. Offering internet interventions to students with mental health problems could reduce the treatment gap, increase mental health, and improve academic performance. A meta-analysis on internet interventions for university students showed small effects for depression and none for anxiety. Larger trials are recommended to further explore effects of guidance, transdiagnostic approaches, and individual treatment components.

Methods: This study will offer 1200 university students in Sweden participation in a three-armed randomized controlled trial (RCT) evaluating a guided or unguided transdiagnostic internet intervention for mild to moderate depression and anxiety, where the waitlist control group accesses the intervention at 6-month follow-up. Students reporting suicidal ideation/behaviors will be excluded and referred to treatment within the existing healthcare system. An embedded study within the trial (SWAT) will assess at week 3 of 8 whether participants in the guided and unguided groups are at higher risk of failing to benefit from treatment. Those at risk will be randomized to an adaptive treatment strategy, or to continue the treatment as originally randomized. Primary outcomes are symptoms of depression and anxiety. Follow-ups will occur at post-treatment and at 6-, 12-, and 24-month post-randomization. Between-group outcome analyses will be reported, and qualitative interviews about treatment experiences are planned.

Discussion: This study investigates the effects of a transdiagnostic internet intervention among university students in Sweden, with an adaptive treatment strategy employed during the course of treatment to minimize the risk of treatment failure. The study will contribute knowledge about longitudinal trajectories of mental health and well-being following treatment, taking into account possible gender differences in responsiveness to treatment. With time, effective internet interventions could make treatment for mental health issues more widely accessible to the student group.

Med avstamp i debatten kring gymnasieskolors marknadsföring och information gentemot elever, tog denna studie sin form. Studie- och yrkesvägledning är en profession som har att förhålla sig till hur information i gymnasieskolors broschyrer kan relateras till stödinsatser för elever som står inför ett gymnasieval. Syftet var att utifrån ett diskursteoretiskt perspektiv belysa hur gymnasieskolors information i broschyrer 2011 kan relateras till elevers valhandlingar och marknadsföring av gymnasieutbildning. Genom tillämpning av en textanalytisk modell med fokus på en ideationell samt interpersonell struktur analyserades 52 broschyrer från gymnasieskolor som erbjuder Ekonomiprogrammet 2011 inom Stockholms Läns samverkansavtal. Resultat visade att vissa skolor inte följer statliga rekommendationer för hur Ekonomiprogrammet bör beskrivas gentemot elever samt att det definieras relativt olika i broschyrerna. De slutsatser som drogs var att gymnasieskolor appellerar till olika utbildningsaspirationer samt att eleverna betraktas som konsumenter, vilket kommer till uttryck genom olika immateriella erbjudanden från skolorna.

Syftet med den här studien har varit att bidra med kunskap om den grundläggande officersutbildningens betydelse för kadetters lärande. Studien är en kvalitativ fallstudie där en explorativ ansats med en etnografisk undersökningsdesign har använts. Forskningsprocessen har involverat deltagande observationer och intervjuer i både ett akademiskt och ett militärt sammanhang. Studien har velat besvara frågor om hur utbildningen organiseras, hur aktörer kommunicerar och samspelar, vilka förväntningar de har på utbildningen samt hur de upplever den. I resultaten har det framkommit att den grundläggande officersutbildningen är komplex, genom att den omfattar två sammanhang som skiljer sig så tydligt åt att man kan tala om två olika kontext. Resultaten har visat att utbildningen tycks involvera två dimensioner av lärande: dels kunskapsinhämtning, dels en fostrande socialiseringsprocess in i ett militärt meningssammanhang som kadetterna ska komma att verka i framöver. Ett av huvudfynden har varit att kadetter tycks delta i utbildningen på väldigt olika sätt, varför fokus har varit att studera lärande genom kadetters olika sätt att delta i utbildningens sociala processer. Dessa har visat sig innehålla ett antal motstående förväntningar, som kadetterna verkar förhålla sig till på olika sätt. Studiens huvudsakliga slutsatser är att kadetters sätt att delta i utbildningens sociala processer tycks vara av avgörande betydelse för lärandet, samt att lärandet förefaller ske inom ramen för kontinuerligt pågående sociala processer, där villkor, lärprocesser och utfall på olika sätt påverkar, kompletterar och är beroende av varandra. Utbildningens organisering tycks dock innebära en del utmaningar gällande hur de två kontextens sociala praktiker gemensamt ska kunna främja kadetters deltagande och deras upplevelser av autonomi, handlingsutrymme och kontroll, och därmed främja de lärprocesser och dimensioner av lärande som utbildningsanordnaren har tänkt. Den yrkesidentitet och kompetens som officersprofessionen kräver tycks inkludera en analytisk kompetens, som inte ska särskiljas från den militära praktiken utan ses som en del av den.

Denna avhandling inom arbetslivspedagogik syftar till att bidra med kunskap om villkor för gemensamma lärprocesser då ny kunskap utvecklas i en traditionstung kontext. Studien handlar om en grupp psykoanalytiker som utvecklar en ny behandlingsmetod, sk. spädbarnsanalys, för att arbeta med spädbarn och deras föräldrar. Studien handlar om professionella yrkesutövare i privat praktik, där verksamheten är av sådan art att de professionella aktörerna inte kan se varandra i handling, något som tidigare studier funnit vara av betydelse för kollektivt lärande.

I avhandlingen studeras villkor för lärprocesser med en konstruktivistisk och handlingsteoretisk utgångspunkt, en utgångspunkt är också att den kontext lärandet sker inom är central för de lärprocesser som uppstår. Detta är en fallstudie och det empiriska materialet har samlats in mellan 2006 och 2012 och består främst av 17 transkriberade kvalitativa intervjuer med psykoanalytiker med spädbarnsinriktning, alla tillhörande samma grupp.

Starka traditioner förs vidare inom den psykoanalytiska miljön genom en lång och formande utbildning. I arbetet med att utveckla en metod för att arbeta med spädbarn uppstår en spänning mellan det traditionstunga och det nydanande som får betydelse för gemensamma lärprocesser. Gruppen genomgår fyra olika faser, i vilka villkoren för lärande skiljer sig åt. De enskilda erfarenheterna av att arbeta kliniskt med metoden skaver mot vad man till en början tänkt sig att metoden ska innebära. I ett gemensamt sammanhang diskuteras och förändras successivt synen på olika aspekter av metoden: hur man ska fokusera i den kliniska verksamheten, vilken frekvens behandlingen ska ha och hur man förhåller sig till att vara rådgivande.

Förstahandsarena respektive andrahandsarena föreslås som begrepp för att förstå relationen mellan den kliniska verksamheten (förstahandsarenan) och seminariearenan (andrahandsarenan). Då metoden får olika mening och innebörd på förstahands- och andrahandsarenan leder det till att dilemman uppstår som behöver hanteras och som triggar igång lärprocesser. Kollektiva lärprocesser bidrar till att metoden och sättet att arbeta utvecklas.

Det finns ett stort intresse i samhället kring AI och dess användningsområden, men hur ser det ut i organisationer idag och vilka initiativ tas för att kompetensutveckla personalen med hjälp av AI? Det är just vad denna studie ska försöka besvara. Dataunderlaget för studien baseras på semi-strukturerade kvalitativa intervjuer med tio personer som framförallt arbetar inom HR, men även inom försäljning och affärsutveckling, fördelat över olika branscher. Analysen av det tematiserade underlaget visar på resultatet att integrering och användning av AI-verktyg för kompetensutveckling är ytterst varierande i de organisationer vi har varit i kontakt med, och att nyttjandet av AI-verktygen i stort inte är medvetet och planerat gällande kompetensutveckling.