| 1. |
- Antera, Sofia, 1992-, et al.
(författare)
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Discovering and developing the vocational teacher identity
- 2024
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Ingår i: Education + Training. - 0040-0912 .- 1758-6127.
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - This study explores the role of previous occupational identity in the formation of the (new) teacher identity of vocational teachers. The focus is on how vocational teachers discover their teaching identity, how they describe the connection between their previous occupation and teacher identity and how they describe a competent member of the teaching community.Design/methodology/approach - The theoretical approach is inspired by Communities of Practice (CoP) theory. More specifically, the realignment between socially demanded competence in the profession and personal experience as well as identification with the teaching community are discussed. The research material comes from 14 interviews with vocational teachers in different disciplines.Findings - Findings indicate first that the process of professional identity (trans)formation was initiated by finding one's teaching self when the individuals became aware of their interest in teaching by discovering that they had already achieved some sort of teaching-related competence. Second, individuals had been connecting their professional identities – finding common competence between their previous occupation and the teaching role. Third, vocational teachers experienced legitimising their competence and their new identity with reference to what their new CoP instructed as important competence (regime of competence).Originality/value - While teachers' vocational competence is not scrutinised, their teaching competence needs to be constantly proved. This imbalance often leads to teachers returning to an aspect of their identity that is well established – their vocational competence. Looking back to their occupational competences constitutes a realignment backwards, when teachers attempt to serve their new professional goal by drawing on old competence.
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| 2. |
- Henttonen, Ani, et al.
(författare)
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Exploring writing a bachelor's thesis as a tool for students’ learning in nursing : A qualitative interview study from an activity theoretical perspective
- 2023
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Ingår i: Nordic journal of nursing research. - 2057-1585 .- 2057-1593. ; 43:2
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Tidskriftsartikel (refereegranskat)abstract
- Nursing education prepares students for both academia and practice; however, the contribution of writing a bachelor’s thesis in learning nursing is overlooked. The aim of the present study was to explore the role of a bachelor thesis as a learning tool in nursing. A total of 15 nursing students were individually interviewed using semi-structured questions. The data were analyzed using thematic analysis, and the activity theoretical concept of a tool was subsequently applied. The results were reported in accordance with COREQ for qualitative research. The findings identified writing a bachelor’s thesis as a ‘Personal tool’ and a ‘Systemic tool for learning nursing’. The personal tool was related to ‘Preparation for patient encounters in working life’ and ‘Discovering bodily mechanisms of disease or health’. The systemic tool was related to ‘Enabling to impact on the organization of work and stakeholders’ and ‘Facilitating knowledge of the links between patient groups and common diseases’. The study discusses and concludes that a bachelor’s thesis represents both a personal and a systemic tool that embodies nursing knowledge, preparing students for their future work as registered nurses. An implication for contemporary nursing is that a bachelor’s thesis may serve as a boundary-crossing tool that transcends the school, workplace, and even society.
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| 3. |
- Marton, Jan, et al.
(författare)
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Concluding remarks
- 2024. - 1
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Ingår i: Auditing Transformation. - Abingdon and New York : Routledge. - 9781032533032 ; , s. 379-385, s. 201-203
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
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Migration, Education and Employment : Pathways to Successful Integration
- 2024
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- This is an open access book which focuses on different aspects of education, employment, and successful integration of migrants in three countries: Norway, Sweden, and Switzerland. The chapters in this book reflect on these issues from micro, meso and macro perspectives; some are based on interviews with migrants and people who work with them, others on documents and literature about migration. There are different pathways for skilled migrants to vocations. Some start working in their previous vocations after arriving in the new environment. Some re-enter their professions but on a lower level. Some can re-train themselves in a new vocation, and some will go to further education, as studies in different chapters of this book suggest. Common for successful integration seems to be several intertwined factors: the target language competence, strong motivation and agency, supporting networks and supporting persons, as well as structural opportunities of the new environment. The book’s editorial board takes an eclectic view, hoping to start an academic debate about what ‘successful integration’ means. While discussions about the integration of migrants tend to focus on integration failures, there are millions of migrants, in different countries, who have successfully integrated into their new societies.
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| 5. |
- Teräs, Marianne, 1961-
(författare)
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Integration as a Conceptual Resource When Studying Skilled Migrants in the Workplace
- 2024
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Ingår i: Migration, Education and Employment. - Cham : Springer. - 9783031419171 - 9783031419195 ; , s. 99-112
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Bokkapitel (refereegranskat)abstract
- This chapter focuses on the concept of integration, which is used in everyday political and academic discussions and has its opponents and defenders. The aim is to explore how it is defined, described and used in studies focusing on skilled immigrants’ integration into the workplace. The chapter is inspired by conceptual analysis and uses conceptual approaches such as everyday, scientific, formal and functional concepts to reflect on the results of the analysis. The results show that integration is not clearly defined in the studies, but assumed that readers know what is meant by it. The process nature of integration is highlighted in the studies, and its many uses such as integration to work community, vocational practices and society. It is concluded that researchers need to be more conscious of their use of the concept of integration and be transparent what do they mean by it.
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| 6. |
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| 7. |
- Wibaeus, Ylva, 1955-, et al.
(författare)
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Casemetodik som undervisningsform
- 2023
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Ingår i: Ämnesintegrerad undervisning inom professionsutbildningar. - Malmö : Gleerups Utbildning AB. - 9789151109466 ; , s. 97-124
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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