| 11. |
- Sellberg, Charlott, 1974
(author)
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Training to become a master mariner in a simulator-based environment: The instructors’ contributions to professional learning
- 2017
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Doctoral thesis (other academic/artistic)abstract
- In higher education programs that aim to prepare students for professional performance in safety-critical work activities, the introduction of simulators is seen as a fundamentally restructuring of the ways in which professional skills are developed and assessed. This, in turn, creates new challenges and possibilities for both teaching and learning a profession. This thesis examines maritime instructors’ work in supporting students’ collaborative training to become professional seafarers in simulator-based learning environments. The empirical material is based on ethnographic fieldwork and video data of simulator-based training sessions in a navigation course. The thesis consists of four studies. Study I is a literature review and synthesis of previous research on the use of simulators in master mariner training. Study II focuses on the overall organisation of simulator-based training (i.e. briefing–scenario–debriefing) and the instructor’s work throughout the three training phases. Study III examines the organisation of instructions during the scenario phase, while exploring the practice of training to apply “the rules of the road at sea” in the simulator. Study IV connects to an on-going debate on the realism and knowledge transfer of simulator-based training with respect to the work practices on board seagoing vessels for which the students are training. While previous research on the use of simulators in maritime training argues that the current training system favours training towards simulator-based tests rather than to help students become competent professionals, the findings of this thesis point in a different direction. The results of the empirical studies reveal an instructional practice and training model founded on the need to account for the general principles of good seamanship and the anti-collision regulations in maritime operations. The meaning of good seamanship and the rules of the sea are difficult to teach in abstraction, since their application involves an infinite number of contingencies that must be considered in every specific case. Based on this premise, the thesis stresses the importance of both in-scenario instruction and post-simulation debriefing in order for the instructor to demonstrate how general rules for action apply to practical situations in ways that develop students’ professional competences. Moreover, based on the findings, I argue that the relevance of simulator-based training to work contexts is a dialogical phenomenon of relating between practices. Such interactional accomplishments draw on both the students’ access to work contexts and the instructor’s ability to systematically address the similarities, differences and irregularities between practices during training in the simulator.
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| 12. |
- Svensson, Malin, 1976
(author)
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Hoppet om en framtidsplats. Asylsökande barn i den svenska skolan
- 2017
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Doctoral thesis (other academic/artistic)abstract
- The thesis explores how accompanied refugee and asylum-seeking children experience everyday life in Sweden. During the asylum process, as part of a policy for promoting ‘normal life’, these children have the same right to education as permanently resident children. An ethnographic approach brought out data from combining interviews with participant observation and visual material produced by children. Methodological inspiration was sought in the new sociology of childhood and in its potential to make an eclectic analysis of the empirical data. Study I explores how spatial and temporal dimensions theoretically may guide dialogue with refugee children and interpretation of their visual material. The findings point to how children negotiate opportunities for the future where everyday life takes place, and how conditions for education are perceived in relation to their future prospects. Inquiring into the meaning of school, Study II explores the sense of possibility as perceived by asylum-seeking children, and shows how school is a social place that provides structure, a sense of belonging and a learning environment. Paradoxically, schools’ limited attention to the children’s predicament risked accentuating the ambivalent social position of being an asylum seeker and thus weakening the benefits of their right to education. Study III examines the challenges teachers face, as street-level bureaucrats, in catering to the needs of asylumseeking pupils and demonstrates how conflicting goals of education policy and asylum policy conditioned teachers’ work and risked undermining the compensatory pedagogical task. In sum, through analyses that encompass how an unsecured residence permit does not prevent children aspiring to their futures, as envisioned in the present, creating a home can be understood in terms of hope. While the asylum process conditions ideas of the future, the thesis contributes to an understanding of how it also shapes how children and teachers, as social actors, construct what is considered to be ‘normal life’ during the asylum process.
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| 13. |
- Vikner Stafberg, Monica
(author)
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Om lärarblivande: En livsvärldsfenomenologisk studie av bildningsgångar in i läraryrket
- 2017
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Doctoral thesis (other academic/artistic)abstract
- The purpose of this study is to understand and visualize the prospective teachers ' educational trajectories into the profession. The theoretical framework is life-world phenomenological and the method is narrative. The participants were interviewed first as student teachers and then, eight years later, when working as teachers, apart from two students who not work as teachers. In total, 14 life stories were gathered. The participants chose to share the rich and profound stories of their experiences as students and later as teachers, or about the time after their education. The theoretical framework is mainly existential and phenomenological and emanates primarily from Maurice Merleau-Ponty. His philosophy lived body has been fruitful as analysis concepts and he argued that our lived body is our lived existence and that a change in the body is a change in the existence. "Stories to live by" is important stories that teachers must relate to. If "stories to live by" cannot be lived with, the teacher is forced to act, either by accepting or assimilate to, for example, the school's "stories to live by" or by quitting as a teacher. "Stories to live by" is of great importance for the participants ' training time in this study. Many times, the stories reveal how participants are forced into action when "stories to live by" are not possible to live with. Lived body, lived human relationships, lived time and lived room are existentials which works as lenses to understand the becoming of a teacher as an existential matter. One result from the stories is a so-called normative condition in where teacher training and teacher role in times must follow the fixed standards. Through three major reforms of teacher education for the last 30 years, the perception of professionalism is presented as an important starting point for how teacher education constitutes the contemporary perception of the image of the teacher. Emerging, finally, are contours of five educational trajectories with different properties: a normative trajectory, an unhealthy trajectory, an emotional trajectory, an ambitious trajectory and a misleading trajectory. The students probably move in several educational trajectories at the same time. To understand the becoming of a teacher can be to understand the lived perspective. It can also be to understand that the becoming of a teacher is done in existential terms and that teacher training and school should pro-vide space for life.
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