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- Andersson, Per, Professor, 1964-, et al.
(författare)
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Aktuella kunskaper i undervisningsämnet : En utmaning för yrkesläraren
- 2018. - 1
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Ingår i: Yrkesutbildning. - Lund : Studentlitteratur AB. - 9789144121413 ; , s. 119-135
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Yrkeslärare är en grupp som befinner sig i en speciell situation jämfört med andra lärarkategorier. De har en bakgrund i ett annat yrke, och samtidigt som de har blivit lärare är de fortfarande i många fall tätt knutna till sitt tidigare yrke. Det vill säga att de har ett ”grundyrke” som de utbildat sig till och jobbat inom innan de blev lärare, och för vilket de nu utbildar nästa generation yrkesverksamma. Som yrkeslärare förväntas de vara kunniga inom yrkesområdet de utbildar för, men för att hålla sig uppdaterade i sitt grundyrke behöver de möjligheter till kontinuerlig kompetensutveckling av olika slag.
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- Andersson, Per, Professor, 1964-, et al.
(författare)
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Att vara yrkeslärare : Yrkesdidaktiska utmaningar
- 2019. - 2
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Ingår i: Lära till yrkeslärare. - Lund : Studentlitteratur AB. - 9789144132259 ; , s. 243-256
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Detta kapitel avslutar boken Lära till yrkeslärare. Det sammanfattar bokens innehåll samt diskuterar aktuella frågor kring yrkeslärares arbete nu och i framtiden.
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| 7. |
- Andersson, Per, 1964-, et al.
(författare)
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Becoming an adult educator : Folk high school teacher education in transformation
- 2009
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper discusses present Swedish path-ways for prospective adult educators, e.g. folk high school teachers, and the state of policy with a proposal for new teacher education. As a background, the context of policy and provision of liberal, general and vocational adult education is described.Presently there is one teacher-education programme dedicated to adult education, for folk high school teachers (liberal adult education). For general/vocational adult education, there is no specific programme, but teachers in these sectors should teach pupils of all ages (including adults) on their respective level. E.g. a teacher in vocational education in upper secondary school is also expected to teach in vocational adult education on upper secondary level. Here it should be noted that for post-secondary ‘advanced (higher) vocational education’ there are neither any teacher education nor formal demands on teachers’ educational competence.An official report (green paper) on new Swedish teacher education was presented in December 2008. Among other things, the report proposes that the folk high school teacher programme will be put down, and that teachers for liberal adult education will be educated together with ‘subject teachers’ for general adult education and upper secondary school. An interesting concern here is how contents specifically related to the folk high school as a teaching context will be covered in such a new teacher education. Thus the future role of adult education and the adult educator, and particulary the folk high school and its prospective teachers, in a transformed Swedish teacher education is presently unclear. The adult educator is not in focus in teacher education and adult education policy today. However, the governmental bill (white paper) concerning the new teacher education implemented in 2011 will be presented in December 2009 and might (or might not) result in opportunity structures where the adult educator is more in focus.
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- Andersson, Per, 1964-, et al.
(författare)
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Continuing professional development of vocational teachers : participation in a Swedish national initiative
- 2015
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Ingår i: Empirical Research in Vocational Education and Training. - : Springer Science and Business Media LLC. - 1877-6345. ; 7:7, s. 1-20
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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- Andersson, Per, 1964-, et al.
(författare)
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Continuing professional development of vocational teachers : Participation in a national initiative in Sweden
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This study concerns the continuing professional development (CPD) of vocational teachers, with a particular focus on professional development within their vocational subject areas. The theoretical departure are socio-cultural theory of identity formation focusing the boundary-crossing between different communities of practice, and theory of adults’ participation in education, which is relevant when it comes to conditions for learning and identity formation among vocational teachers. The subject knowledge of the vocational teacher is normally based on vocational education and work-life experience, which means specific conditions as compared to other groups of teachers. Changes in working life poses new demands of vocational teachers’ competence in their subject knowledge at the same time as there are demands of strengthening the quality of vocational education. The knowledge and skills related to the vocational subject in school are situated in a specific community of practice, that is, a vocational practice. In so, to be knowledgeable to teach the vocational subject requires the teacher to have a vocational identity related the specific vocational subject, and to have the knowledge and skills of the contemporary main tasks of the vocational practice. It has been shown that boundary crossings between the vocational practices and the practice of school are crucial for vocational teachers to maintain and develop their vocational/professional knowledge and identity and that there are various conditions/barriers for such boundary crossings. In this paper we are analysing the participation among Swedish vocational teachers in a national initiative targeting vocational teachers and their professional development within the vocational subjects. The analysis is based on statistical data on participation in this initiative. The findings are discussed in terms of varying opportunities of participation and boundary crossing in and between different communities of practice, and consequences for the development of teachers’ professional identity. The opportunities of participation could be influenced by for example institutional and situational factors.
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- Andersson, Per, Professor, 1964-, et al.
(författare)
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Factors influencing the value of CPD activities among VET teachers
- 2018
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Ingår i: International Journal for Research in Vocational Education and Training. - 2197-8638 .- 2197-8646. ; 5:2, s. 140-164
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Tidskriftsartikel (refereegranskat)abstract
- Context: Teachers in vocational education and training (VET teachers) have specific conditions for their continuing professional development (CPD). They have a background in an initial occupation, in which they now teach and train the next generation. Thus, as VET teachers, they are expected to master the knowledge and skills of that occupa- tion, even if they have now crossed the boundary from the community of their initial occupation to the community of the school. This study explores the perceived values among VET teachers of different activities that may contribute to their CPD in teaching subjects/initial occupations. The study examines VET at the upper secondary level in Sweden. Here, the VET teachers have the main responsibility for students’ vocational learning in the vocational subjects, including the work-based parts. In the latter parts, the teachers are supplemented by supervisors at the workplace.Approach: We argue for the duality of a VET teacher identity with a professional competence that comprises two intertwined parts – teaching skills, and knowledge of the teaching subjects based in the teachers’ initial occupations. Our study is based on a situated learning perspective, and the empirical findings particularly concern values created from learning through participation and boundary crossing. CPD activities typi- cally include some form of participation in and/or boundary crossing between school and work-life practices. In the analysis we also include the possible influence of institutional, situational, and dispositional drivers and barriers for participation in different activities. The research question was: what factors can explain the variation in perceived values created by participation in different CPD activities among VET teachers? The study was conducted as a survey of 886 Swedish VET teachers. Focus was put on the values created through different types of activity, values for the teachers’ vocational knowledge, for networks in working life, and for teaching. The data were primarily analysed using logistic regression modelling.Findings: Dispositional drivers, the teacher’s sex, and regular performance of the ac- tivity are important for the perceived value. The dispositional factor is the one most commonly retained, and it has a consistently positive effect. Factors such as educa- tional background and vocational training have weaker influence, which suggests that individual driving factors are important when VET teachers assess the value of CPD activities.Conclusions: The study covers a general challenge for VET teachers, but is of particular relevance in systems with a high degree of school-based VET, full-time employed VET teachers, and VET teachers who are responsible for students’ vocational learning. Here, the values for vocational knowledge, for networks, and for teaching that are created through different activities are important for the VET teacher identity. They are also interrelated, and together they provide professional development in relation to the initial occupation, and for the occupation as a vocational teacher.
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