| 1. |
- Gustavsson, Susanne
(författare)
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Motstånd och mening : Innebörd i blivande lärares seminariesamtal
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Both historically and in our own time the teacher education has been discussed and changed to match current traditions and intentions. There is an ongoing debate about the scientifi c basis of teacher education and the relation to professional basis. The aim with this study is to develop understanding for student teachers’ introduction to education and profession. The study is carried out against the background of the provisions and assumptions that characterise an academic professional education, and in particular teacher education, such as the relationship between education and the profession, the scientifi c basis and professional basis, the fi eld-based and college-based educational practice. The point of departure is that teacher education cannot be dissociated from the practice and theory of the profession, and in addition that the expression of education must be understood through the student’s experience and interpretation. The overall aim of the study, starting out from the nature and objectives of the academic professional education, is to understand the field of tension expressed in this experience. During the study, dialogues with students were observed at an early stage in their education. These dialogues consisted of four authentic seminars and twenty-three subsequent stimulated recall-inspired interviews with individual students. Content of the dialogues and seminars are student teachers’ experiences from fi eld-based and college-based education. The method of the studyis based on critical hermeneutics with reference to Paul Ricoeur. The result shows the two roles of the student, as participant and as observer. The students also consider themselves as students and at the same time as future teachers. Fields of tension are identifi ed between what is recognisable and a talk of changes; between position and investigation; and between progression and process. Professional teachers do not seem as masters, they are instead objects for criticism. The early experience of the profession does not harmonise with the content of the education. Furthermore, the student appears to lack the tools to examine critically and understand both the content offered in the education and the theory and practice of the profession.
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| 2. |
- Hellström Muhli, Ulla
(författare)
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Att överbrygga perspektiv : En studie av behovsbedömningssamtal inom äldreinriktat socialt arbete
- 2003
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the study was to describe and analyse institutional practice in need assessment dialogues. The questions were: How are the dialogues structured? How is the professional dialogue content combined with: the institutional, traditional and personal perspectives? How are communicative problems solved?Mapping, assessing and deciding on social welfare or other aid measures for elderly people is one part of the concretisation of the elderly care policy in the encounter with the individual citizen. This concretisation is not just a simple transfer of political goals but, rather, contains implications for elderly care institutions as a whole, for elderly oriented social work and for processing. Examples of such implications are demands on knowledge growth in elderly oriented social work and demands on professional practice. The institutional actors, the case officers, serve an important purpose for the elderly in the encounter with elderly care. The need assessment dialogue between case officers and elderly persons is thus seen as a communicative activity or practice through which they (re)produce elderly care. It is this that the study attempts to give shape to.The project has its theoretical underpinning in social constructionism and in dialogism, which explain people’s everyday actions and interaction and how people make their knowledge and assumptions comprehensible. The social constructionist theory also explains how social institutions are created and maintained in people’s interaction in institutional talk.Data have been collected in the form of video recordings of 16 need assessment meetings and consist of about 12 hours of recorded need assessment dialogues. Content analyses of interactive courses of events in need assessment dialogues have been performed.The results show that phases constitute the structure of the dialogues and make them comprehensible. The phases serve different functions in the need assessment dialogues. The phase structure can be seen as a sub activity, which has specific aims and solves different tasks that are central to the case officer’s work. The phase structure consists of: opening, framing, mapping of needs, information and counselling, the turning-point in the dialogue and conclusion. A prominent feature of the study is the relationship between institutional order and professional practice. This relationship is the basis of different dilemmas in the encounter with the client. The key task facing the case officer is to bridge these dilemmas by means of different strategies. The case officer’s professional task in need assessments is not only to assess care requirements but also to make the institutional prerequisites of the aid measures comprehensible to the client and to transform care requirements into institutional abstractions. The knowledge contribution consists of an understanding of the complexity of the dialogue and how meaning and perspectives in the dialogue are produced interactively in different ways. An important knowledge contribution is the importance of communication in elderly oriented social work. This is a key factor in establishing a working relationship between the client and the case officer. It is also a key factor in the case officer’s professional practice.
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| 3. |
- Johansson, Monica
(författare)
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Anpassning och motstånd : En etnografisk studie av gymnasieelevers institutionella identitetsskapande
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Nearly all pupils in Sweden continue their studies at upper secondary school. A central point of departure in this thesis is therefore to examine how the upper secondary school deals with its now both complex and difficult to interpret task of ”one school for all” and to describe and analyse the creation of identity for pupils within this institution. How the creation of identity occurs in different programmes during the pupils’ period of education is specifically studied with a theoretical starting point in Anthony Gidden’s structuration theory complemented with theories that concern pupil adaption and resistance. The study was conducted at a municipal upper secondary school and used critical ethnographic research and document analysis. The programmes that were included in the study are the individual programme, the health care programme and the technical programme. Five pupil groups were followed for three school years. The results show that the differentiation of pupils within the education system is strengthened in the everyday activities of the upper secondary school. At a general school level, an explicit pupil identity is sought after, but in the different programmes different possibilities for the pupils to achieve this are discerned. The pupils are faced with different demands and expectations depending on which upper secondary school programme they are studying at. This applies to both their performances and the social relations of the positioning processes involved in being a pupil. The creation of pupils' identities is formed and developed in different ways and can also be related to the prevalence of special support, as well as to gender, social background and ethnicity. During their education most pupils strive towards adapting to the pupil identity that the school, at a general level, seeks. But they do so with varying degrees of resistance. In the thesis, the results are discussed in relation to the increased marketisation of the education system where individual performance, control and the evaluation of pupils are becoming more and more central. There is a need to critically examine these questions since they have such significant consequences for the future of young people.
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| 4. |
- Mattsson, Anita
(författare)
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Flexibel utbildning i praktiken : En fallstudie av pedagogiska processer i en distansutbildning med en öppen design för samarbetslärande
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to examine the pedagogical processes that evolve in an "open" design for online learning realized in relation to a specific setting. The study describes and analyzes pedagogical activities in a distance education course in higher education that uses an asynchronous conference system for communication and interaction. The study's theoretical framework is based on the CSCL field, and a socio-cultural perspective, where the aim of the research is to create artefacts and environments that support meaning making in practice. The study was conducted in an authentic environment and can be described as an ethnographic exploratory case study. The analysis focuses on how the practice is established and constituted over time. The unit of analysis is ongoing interaction between nine groups of students and their teacher. Some overall patterns has been analysed and three models of division of labour emerged in the study. The produced assignments mirror the negotiations the groups’ members have in understanding how and when they will be working with the assignments. The course had a weak educational framing and the participants were responsible for their own learning. The teacher's instructions were intentionally broad and vague, an open design, which allowed the students to use their creativity in the work. Even if the teacher was responsible for monitoring the students' discussions, she did not participate because she thought it was too difficult to understand when her active participation supported the students and when it did not. The relations between and within the structuring resources were used in learning communities and the students acted in relation to them. To understand how to divide and allocate tasks, and how to solve problems, is not only done in relationships and people's thinking, but also implicit in learning communities. This means that teachers have to design courses in new ways. The requirements for participation, interaction, and communication, must be determined. The way in which an assignment is formulated structured the students' way to solve the assignments.
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