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- Andersson, Per, 1964-, et al.
(författare)
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Recognition of prior learning in teacher education
- 2008
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Ingår i: ECER,2008.
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Konferensbidrag (refereegranskat)abstract
- This paper is focusing on child minders who have entered teacher education. We analyse the impact of their earlier experiences and informal learning, and how it is recognised during the training process. Our theoretical point of departure is taken in a sociocultural perspective. According to Lave and Wenger (1991) learning is not a separate process, related to individual performance, within the individual himself. In a sociocultural perspective, learning is an ongoing process, between people, and central concepts in the perspective are community of practice, peripheral/full participation, trajectory, and identity. The aim of the study is to describe and analyse the participation and trajectories of child minders entering teacher education. The research question is: How do child minders- prior experience and learning get recognition in the first year of a pre-school teacher education? The paper is based on qualitative interviews presenting the perspectives of participating students and their teachers. The results illustrate how the teacher education is situated in two different communities of practice - the practice of university studies and the practice of work. The participation and trajectories of the child minders are different from those of the regular students. In the practice of work they already have a rather central position, based in their background as child minders. In the university studies, their background helps them to enter this practice - their prior (partly tacit) knowledge, and experiences, from working at the pre-school is central in relation to the contents of the programme; they have experiences from working in groups of adults, which is valuable in teacher education; and they have a high degree of motivation for becoming pre-school teachers.
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| 2. |
- Andersson, Per, 1964-, et al.
(författare)
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Science in the pre-school teacher education : Trajectories of child minders becoming pre-school teachers with a scientific profile
- 2010
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Ingår i: 6th European Research Conference. Adult Learning in Europe - understanding diverse meanings and contexts.
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Konferensbidrag (refereegranskat)abstract
- This paper has a biographical perspective and analyses the learning trajectories of child minders participating in a teacher education to become qualified pre-school teachers. These child minders have worked full-time and are working part-time in pre-schools during the teacher education. The focus of the paper is on the scientific profile in their teacher education, and how their prior experiences and prior learning from working in pre-school and from everyday life are related to and acknowledged in this profile.Lager-Nyqvist (2003) has studied student teachers’ experience of science education during their teacher training. The findings are that early school experiences and own opinions on science education in school affect the teacher’s role. In a previous study of child minders participating in a teacher education (Andersson & Hellberg, 2009) it was found that the child minders are initially peripheral participants, and change from within might require a more central position in the community of practice. The results show how these students become less peripheral fairly quickly. Their prior experiences and prior learning help them in their trajectory into university studies and in the shift of identity. Not least their participation in the practice of work, where part of the education program is situated, could to a large extent be seen as full.The data in the present study are collected through narrative interviews with seven teacher students with a background as child minders. The interviews are conducted in a way outlined by Horsdal (2002). The interview starts with a more or less extensive narrative of the interviewee’s life with focus on aspects relevant (from the interviewee’s perspective) in relation to the choice to become a pre-school teacher. This narrative is followed by a number of follow-up questions focusing on the scientific profile in relation to prior and present experiences particularly from the pre-school practice. In the analysis of interviews, a central guiding concept is trajectory, and particularly learning trajectory. Other concepts that guide our analysis in this approach are critical incidents, critical persons, turning points, and identity, which help us identify the structures of and central themes in the narratives. This theoretical perspective is based on the idea of situated learning (Lave & Wenger, 1991).The preliminary results presented here indicate how and in what ways these teacher students learn scientific knowledge, and how this learning is related to the practice of the pre-school, and the students’ prior experiences and prior learning within this community of practice. The analysis provides implications for how learning in scientific subjects could be understood, and particularly how learning among students with prior experiences from the community of practice for which they are trained could be understood.
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| 3. |
- Andersson, Per, 1964-, et al.
(författare)
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Yrkeseleven
- 2014
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Ingår i: Lära till yrkeslärare. - Lund : Studentlitteratur AB. - 9789144091891 ; , s. 131-154
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Detta kapitel ger en introduktion vad gäller kunskap om och för förståelse av elever i yrkesutbildning. Kapitlet behandlar rekrytering och deltagande men även sociala kategorier och funktionsnedsättningar.
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| 4. |
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| 5. |
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| 6. |
- Hellberg, Kristina, 1964-, et al.
(författare)
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Ethical considerations within the field of qualitative research - on qualitaty and validity
- 2009
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Ingår i: NFPF,2009.
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Konferensbidrag (refereegranskat)abstract
- Ethical considerations in ethnographically oriented studies -on ethics and credibility In ethnographically oriented studies a dominant assumption is that the study object takes shape between researcher and informants. By being there, in the field, researcher and informants get to know each other, both formally as when the researcher interviews an informant and informally as when having a chat in the coffee-room. In Alfred Schütz' words, ethnographically oriented studies imply a researcher who is both an actor and an observer. In this paper, we inquire into possible meanings of this assumption. Our point of departure is the ethical guidelines used in Sweden to direct research within the humanities and the social sciences. We argue that ethnographically oriented studies within a qualitative research tradition put demands on the researcher to consider ethical guidelines as related to the theoretical assumptions a study builds on. Our point is that ethical considerations are intertwined with the interplay between researcher and participants and consequently, have implication for the credibility of the study.
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| 7. |
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| 8. |
- Kjellberg, Anette, 1954-, et al.
(författare)
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Transition till vuxenlivet
- 2016. - 1
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Ingår i: Arbetsterapi för barn och ungdom. - Lund : Studentlitteratur AB. - 9789144092485 ; , s. 93-104
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Wadensten, Elisabeth, et al.
(författare)
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Diagnostic Yield From a Nationwide Implementation of Precision Medicine for all Children With Cancer.
- 2023
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Ingår i: JCO precision oncology. - : American Society of Clinical Oncology. - 2473-4284. ; 7
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Tidskriftsartikel (refereegranskat)abstract
- Several studies have indicated that broad genomic characterization of childhood cancer provides diagnostically and/or therapeutically relevant information in selected high-risk cases. However, the extent to which such characterization offers clinically actionable data in a prospective broadly inclusive setting remains largely unexplored.We implemented prospective whole-genome sequencing (WGS) of tumor and germline, complemented by whole-transcriptome sequencing (RNA-Seq) for all children diagnosed with a primary or relapsed solid malignancy in Sweden. Multidisciplinary molecular tumor boards were set up to integrate genomic data in the clinical decision process along with a medicolegal framework enabling secondary use of sequencing data for research purposes.During the study's first 14 months, 118 solid tumors from 117 patients were subjected to WGS, with complementary RNA-Seq for fusion gene detection in 52 tumors. There was no significant geographic bias in patient enrollment, and the included tumor types reflected the annual national incidence of pediatric solid tumor types. Of the 112 tumors with somatic mutations, 106 (95%) exhibited alterations with a clear clinical correlation. In 46 of 118 tumors (39%), sequencing only corroborated histopathological diagnoses, while in 59 cases (50%), it contributed to additional subclassification or detection of prognostic markers. Potential treatment targets were found in 31 patients (26%), most commonly ALK mutations/fusions (n = 4), RAS/RAF/MEK/ERK pathway mutations (n = 14), FGFR1 mutations/fusions (n = 5), IDH1 mutations (n = 2), and NTRK2 gene fusions (n = 2). In one patient, the tumor diagnosis was revised based on sequencing. Clinically relevant germline variants were detected in 8 of 94 patients (8.5%).Up-front, large-scale genomic characterization of pediatric solid malignancies provides diagnostically valuable data in the majority of patients also in a largely unselected cohort.
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