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- Erixon Arreman, Inger, 1954-, et al.
(författare)
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Developing research structures and research capacity : the Swedish National Postgraduate School in educational work (NaPA)
- 2008
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Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 7:4, s. 554-562
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the emergence and development of new research structures and research capacity within Swedish teacher education at the beginning of the new millennium. Since 2001, it has been possible in Sweden to undertake postgraduate and research studies within teacher education – something that was previously impossible. As a result of a national reform, a new research discipline, educational work, was established at several Swedish universities. At the same time, the National Postgraduate School in Educational Work (NaPA) was created, the responsibility for which was given to Umeå University, one of the larger Swedish teacher education providers. The aim of the article is to provide a picture of Swedish national teacher education policies in the first years of the millennium that have generated new research structures, which, in turn, have enabled a rapid and nationally distributed expansion of research within the field of Swedish teacher education. It draws on a combination of policy documents, research carried out by the two authors and reflections on their own experiences, as a former PhD student who now has a doctoral qualification in educational work and as the head of NaPA respectively.
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| 2. |
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| 3. |
- Erixon Arreman, Inger, 1954-, et al.
(författare)
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Institutioner, discipliner och lärarutbildning
- 2017
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Ingår i: Kampen om texten. - Lund : Studentlitteratur AB. - 9789144119304 ; , s. 155-170
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Erixon Arreman, Inger, 1954-, et al.
(författare)
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Izobrazevanje uciteljev in raziskovanje : sodobne svedske perspektive v mednarodnem konteksturecent
- 2007
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Ingår i: Prispevki k posodobitvi pedagoskih studisjskih programov II. - Ljubljana : Pedagoška fakulteta. - 9789612530198 ; , s. 91-115
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This article deals with the emergence and development of new research structures for Swedish teacher education in the beginning of the new millennium. From 2001 onwards, it has been possible to undertake research and post-graduate studies within teacher education which prior to the 2001 reform was not possible. As a result of the reform a new research discipline, Educational Work, was established in teacher education in various Swedish universities and colleges. Moreover, a national post-graduate school in Educational Work was founded, for which Umeå University, one of the larger Swedish teacher education institutions, was appointed Host University. For the article policy documents relating to teacher education and research into national, regional and local perspectives were used to explore institutional history, structures and research development in teacher education from 1946 to the present time. A micro-level perspective was further offered based on two interview studies involving teacher educators, senior managers, doctoral students and supervisors at Umeå University, including a key national representative of the major Swedish teacher union. The article draws on a variety of frameworks to explore relationships between various parts of teacher education and also more widely in the university. These include relations of power and gender based on the theoretical perspectives of Bourdieu, Foucault, Connell and Sarfatti Larson, among others. The article shows that the emergence of new research areas in teacher education in Sweden was a multilayered process involving a variety of actors at different levels at Umeå University and elsewhere. The aims of the article are to present the new research structures in teacher education in Sweden, and thereby point to the implications of the structural reform, and also to contribute to current cross-national discourses on the need to establish a research base for teacher education.
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| 5. |
- Erixon Arreman, Inger, 1954-, et al.
(författare)
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Postcolonial teacher education reform in Namibia : travelling of policies and ideas
- 2016
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 15:2, s. 236-259
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Tidskriftsartikel (refereegranskat)abstract
- Long before Namibia's independence in 1990, Sweden initiated a policy dialogue with Namibia's future political leadership. This article reviews the impact of an educational reform in Namibia in the early 1990s called the Integrated Teacher Training Programme (ITTP), which was an outcome of collaboration between the South West African People's Organisation (SWAPO), the liberation movement and teacher educators from Sweden and other Western countries. Research questions posed concerned: (1) the ITTP’s perceived impact on the participants' private and professional lives; and (2) the ITTP’s impact on the participants' views on knowledge and education in relation to democracy. A combination of individual interviews and questionnaires was administered in situ in 2009 in Namibia to 17 former ITTP students who were living in various places across Namibia. This follow-up study indicates that the ITTP was crucial for the participants' professional careers and private lives. The majority saw education as a key to democracy and social transformation, and considered themselves as important actors at local, regional and national levels in forwarding these aims. However, it is concluded that, while the learner-centred education philosophy initially had a strong impact, its application in teacher education has functioned more than anything as a rhetorical device for nation-building.
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| 6. |
- Erixon Arreman, Inger, 1954-, et al.
(författare)
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Professional and academic discourse : Swedish student teachers' final degree project in Early Childhood Education and Care
- 2017
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Ingår i: Linguistics and Education. - : Elsevier. - 0898-5898 .- 1873-1864. ; 37, s. 52-62
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we explore the scope and orientation of students' final degree projects in the Swedish field of Early Childhood Education and Care in relation to discourses on academic writing and national higher education policies, including the national curriculum and guidelines for professional work in the early childhood sector. Titles and abstracts of 75 final degree projects were analysed with a focus on their scope, aims and research questions. The conceptual framework encompasses theories and concepts on academic literacies, knowledge structures and the linguistic tools of rhetorical 'moves'. This study shows that the typical final degree project was based on empirical data and situated in a professional context, with the aim to explore and understand professional issues in relation to national policies and practical professional experience. We conclude that the final degree project's orientation in the field is deeply nourished by professional discourse, underpinned by national policies on early childhood education
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| 7. |
- Erixon Arreman, Inger, 1954-, et al.
(författare)
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The degree project in Swedish Early Childhood Education and Care : what is at stake?
- 2015
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Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508. ; 6:3, s. 309-332
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Tidskriftsartikel (refereegranskat)abstract
- This study deals with the undergraduate degree project in teacher training programmes for early childhood education and care in Sweden. For the study we draw on documents and qualitative interviews with teacher educators of different disciplinary backgrounds. The aims of this study were to identify discourses on the degree project in the field of early childhood education and care: (1) in documents; and (2) among teacher educators. Our study points to the tensions between discourses on the degree project as being of primary relevance for the vocational field, or as preparation for research activities. It also shows that varying perceptions on the degree project among teacher educators are largely related to different disciplinary fields. It further emerges that teacher educators have different views about text norms for the degree project, based on different underlying epistemologies to which the student teachers must adapt. We conclude that the multiple and often contradictory requirements of the degree project need critical examination and be reviewed. We also suggest an opening up for new and more creative ways of dealing with the degree project, with greater recognition of professional values and knowledges in the field.
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| 8. |
- Erixon, Per-Olof, 1954-, et al.
(författare)
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ECEC students’ writing trajectories : academic discourse and "Professional Habitus"
- 2019
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 63:6, s. 968-983
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden and many other countries, the academisation of teacher education goes along with increased emphasis on a student thesis, in Sweden formally entitled the final degree project. This study deals with students’ writing trajectories in Early Childhood Education and Care aimed at work in the preschool or the recreation centre. The study indicates that student writing, shaped by a variety of academic literacies, is primarily based on values of the vocational field, parallel to an emerging critical academic approach. The study suggests that academic writing is largely perceived among the students as a means to underpin the vocational field with theory, and see critical thinking and reflective practice as relevant to their future career.
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| 9. |
- Erixon, Per-Olof, 1954-, et al.
(författare)
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Extended writing demands : a tool för 'academic drift' and the professionalisation of early childhood profession?
- 2017
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Ingår i: Education Inquiry. - : Taylor & Francis Group. - 2000-4508. ; 8:4, s. 337-357
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Tidskriftsartikel (refereegranskat)abstract
- This study explores the extended demands for writing in the Swedish public service sector of early childhood and how academic writing in the higher education programmes aimed at professional work in that sector is perceived to be of value for early childhood practice among practitioners. Empirical data was collected in individual interviews and focus groups among 69 early childhood staff in two different communities. The study points to an overall focus on assessments and evaluation in professional writing which tends to challenge everyday communication, i.e. everyday discourse for an internal audience (staff, parents and children). The study further indicates that professional writing holds implications for social relations and contributes to strengthened hierarchies among early childhood staff; younger generations more trained in academic writing tend to be ‘ranked’ higher than staff more experienced in practice. Whether the twin demands for ‘professional’ and ‘academic’ writing will contribute to a ‘professional’ early childhood staff community, as suggested in policy and teacher union rhetoric, remains an open question.
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