| 1. |
- 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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| 10. |
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| 11. |
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| 12. |
- Lundahl, Lisbeth, 1951-, et al.
(författare)
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Gymnasiet som marknad
- 2014. - 1
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Bok (övrigt vetenskapligt/konstnärligt)
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| 13. |
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| 14. |
- Lundahl, Lisbeth, 1951-, et al.
(författare)
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Setting things right? : Swedish upper secondary school reform in a 40-year perspective
- 2010
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Ingår i: European Journal of Education. - : John Wiley & Sons, Inc. - 0141-8211 .- 1465-3435. ; 45:1, s. 49-62
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Tidskriftsartikel (refereegranskat)abstract
- This article analyses reforms addressing and affecting the curriculum and organisation of Swedish upper secondary education over 40 years, up to an initiative by the present non-socialist government. The aim is to analyse the current reform of upper secondary education and relate it to previous reforms during a 40-year period in terms of continuity and breaks, mainly with regard to major functions of the reforms and the structuring and control of educational contents. Aiming to create a sharper division of students into three separate streams (academic and vocational education, and apprenticeship training), the reform constitutes a major break with the previously dominant trend towards greater integration. It is argued that it will result in a restriction and reformulation of the knowledge which is regarded as desirable. Similar moves are evident in relation to teacher education, which, if enacted, would involve moving from a model of high flexibility and a common core of knowledge to substantially stronger divisions between contents and programmes.
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| 15. |
- Dovemark, Marianne, 1952, et al.
(författare)
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The implications of school marketisation for students enrolled on introductory programmes in Swedish upper secondary education
- 2017
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Ingår i: Education, Citizenship and Social Justice. - : Sage Publications. - 1746-1979 .- 1746-1987. ; 12:1, s. 49-62
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Tidskriftsartikel (refereegranskat)abstract
- Sweden has, like most countries, transformed its educational system with the aim of increasing the economic productivity of its citizens. Nowadays, it has one of the world’s most market-oriented school systems, including few hindrances for new free-school actors. Swedish students have thus become commodities in a competitive school market. The aim of the article is to study students’ exchange value in relation to choice of different schools and study paths with a special focus on the introductory programmes within the Swedish upper secondary school. Traditionally, Swedish upper secondary schools offered vocational and academic programmes, channelling young people into skilled jobs or higher education. Introductory programmes are recent innovations, aimed at the 13% of young people who do not qualify for vocational or academic programmes. This group includes those who have failed to complete compulsory school for a variety of reasons, including those who are recent arrivals in the country. Through observations, formal and informal interviews as well as reading of national and local documents and marketing material, we conclude that introductory programme students do not seem to be sufficiently ‘profitable’ to warrant investment by free schools. Public schools are obliged to help this group of students attain additional qualifications, investing heavily in their education so that they may become part of the mainstream school market.
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| 16. |
- Erixon Arreman, Inger, 1954-
(författare)
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Akademisering som policyfråga nationellt och internationellt
- 2021. - 1
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Ingår i: Skola på vetenskaplig grund i praktiken. - Lund : Studentlitteratur AB. - 9789144138985 ; , s. 55-86
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I det här kapitlet belyses och diskuteras reformer på skolans och lärarutbildningens område i förhållande till internationella och nationella policyidéer. Det handlar bland annat om skollagens krav på att all undervisning ska vila på vetenskaplig grund, motsvarande evidens, i ett marknadiserat skolsystem.
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| 17. |
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| 18. |
- Erixon Arreman, Inger, 1954-, et al.
(författare)
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Employability of Swedish student teacher alumni
- 2008
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Ingår i: Teacher education policy in Europe. - Umeå : Institutionen för tillämpad utbildningsvetenskap, Umeå universitet. - 9789172646001 ; , s. 157-181
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In recent years, “employability” has become an increasingly central concept in higher education, in no small part since it constitutes an important aspect of the Bologna Process. The project “Teachers’ employability” is a project carried out on behalf of the Faculty of Teacher Education at Umeå University – one of the major providers of teacher education in Sweden – and is a part of a broader university effort to evaluate and increase employability. The aim of the project is to examine the situation of the university’s student teachers after graduation, as well as to find out how the former students and their employers view their education. The study is based on the longitudinal individual database ASTRID, questionnaires and interviews. This paper reports findings from the project, focusing on 1) employment situation, income development and mobility patterns of recent alumni (class of 2000) and 2) primary employers’ (school leaders) view of the quality and usefulness of the present teacher education curriculum. While employability is generally high, there are significant differences in career paths and income development, depending on for instance type of degree and place of residence. The interviews with school leaders reveal that although the present curriculum is perceived to have certain general limitations, it is viewed as more suited for pre-school rather than comprehensive school and gymnasium teacher education.
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| 19. |
- Erixon Arreman, Inger, 1954-
(författare)
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Extern utvärdering av pilotprojekt i specialistsjuksköterskeutbildning med inriktning mot anestesisjukvård samt operationssjukvård
- 2018
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Den här rapporten redovisar en extern utvärdering om hur specialistsjuksköterskeutbildning i ett pilotprojekt med enbart yrkesexamen och utökad klinisk träning värderades av studenter. Pilotprojektet innefattade de två inriktningarna anestesi och operation och genomfördes läsåret 2016/2017 vid Umeå universitet. När det gäller området specialistsjuksköterskeutbildning tycks dubbelexamen inom ett 60hp program, enligt vad som kan utläsas av Programrådet för sjuksköterskeprogram (2015), ha kunnat leda till sämre förutsättning att uppnå alla mål. PRS föreslår i pilotprojektet istället en yrkesexamen (60hp) följt av masterexamen (60hp).Pilotprojektets upplägg skiljde sig från de ordinarie specialistsjuksköterskeutbildningarna genom utökad verksamhetsförlagd utbildning och mindre omfattande vetenskapligt fördjupningsarbete. Utvärderingens empiriska underlag insamlades både i en webbenkät och kvalitativa gruppintervjuer, så kallade fokusgrupper. Enkät- och intervjufrågor rörde i huvudsak studenternas motiv för valet av aktuell pilotutbildning och reflektioner kring pilotprojektets examensmål i förhållande till yrkesutövning, framtida fördjupningsstudier och forskning. Enkätsvar lämnades av samtliga 23 registrerade studenter i pilotprojektets utbildningar. I intervjuerna deltog samtliga 20 studenter som slutförde utbildningarna inom ramen för pilotprojektet.Det empiriska underlaget ger en tämligen entydig bild av att studenterna såg utökad klinisk träning som en plattform för vidareutveckling i yrkesverksamheten, förbättrade arbetsvillkor och förbättrad löneutveckling mm. I intervjuerna betonade flertalet att upplägget för enbart yrkesexamen utgjorde en grundläggande ekonomisk, social och tidsmässig förutsättning för att kunna genomföra och slutföra respektive specialistsjuksköterskeutbildning inom givna ramar. Enbart yrkesexamen uppfattades av flertalet inte som en begränsning i kommande yrkesliv eller hinder för ev. fortsatta studier på högre nivå, med undantag av ett fåtal och företrädesvis manliga studenter.Med beaktande av pilotprojektets begränsade omfattning till ett läsår och med drygt ett 20-tal studenter som kursdeltagare, tyder enkätsvar och resonemang i fokusgrupper på stort intresse för en renodlad yrkesexamen bland flertalet deltagande sjuksköterskor, av båda könen och i olika åldrar. En renodlad yrkesexamen skulle kunna utgöra en förutsättning för andra verk-samma sjuksköterskor som tvekar att ta steget till specialistsjuksköterskeutbildning. En renodlad yrkesexamen skulle samtidigt kunna begränsa framtida karriärvägar, gällande både yrkesverksamhet i mer praktisk bemärkelse och fortsatt högre utbildning. När det gäller frågan dubbelexamina och dubbla examensmål i specialistsjuksköterskeutbildning som uppstått som ett "fenomen" i efterdyningarna av 2007 års Bolognareformen, vore det på sin plats att ytterligare problematisera fenomenet dubbelexamen på nationell nivå och ifrågasätta högskolesystemets åtskillnad mellan yrkesutbildningar och mer renodlade traditionella "akademiska" utbildningar, i linje med förslag av utredaren Lars Haikola.
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| 20. |
- Erixon Arreman, Inger, 1954-, et al.
(författare)
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Gender, research and change in teacher education : a Swedish dimension
- 2007
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Ingår i: Gender and Education. - : Informa UK Limited. - 0954-0253 .- 1360-0516. ; 19:3, s. 317-337
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores the factors that are at present reconstructing teacher education in Sweden and in other European countries, including professionalization, inherited traditions, feminization and globalization. The authors use as a basis for the paper: documentary analysis and nearly 60 qualitative semi-structured interviews with management and teaching staff from teacher education at one Swedish higher education institution, Umeå University. Five overall themes emerged from the study: gender; teacher education cultures; organizational changes; collaboration; and research. It is argued that women and men in teacher education are positioned differently with regard to change. Women teacher educators identify more with research and accountability imperatives while their male colleagues tend to focus more on classroom knowledge and skills. The paper considers possible explanations and makes tentative extrapolations to other European sites in varying political contexts.
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| 21. |
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| 22. |
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| 23. |
- Erixon Arreman, Inger, 1954-, et al.
(författare)
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Privatisation of public education? : The emergence of independent upper secondary schools in Sweden
- 2011
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Ingår i: Journal of education policy. - London : Routledge, Taylor & Francis Group. - 0268-0939 .- 1464-5106. ; 26:2, s. 225-243
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Tidskriftsartikel (refereegranskat)abstract
- This article explores the upper secondary (or post-16) school market. The study on which it is based, funded by the Swedish Research Council, was entitled 'Upper-secondary education as a market'. Empirical data include official statistics, policy documents, school publications, company reports and school visits. Printed and other news media were also scrutinised to identify how the marketisation of education is represented in public discourse. A number of themes emerged from the study which included mapping the expansion of the school market, chains of ownership and influence, marketing strategies, choice and the school market and issues raised in the media. These imply that there is a new market discourse which represents a clear break with previous social democratic education policies primarily aimed at enhancing citizenship and wider democratic values within an inclusive public school. However, critiques have also emerged including a call for strengthened regulations of and control over independent schools and concern about an education market equated more with shares and profits rather than pedagogy and student citizenship. Keywords: upper secondary education; independent schools; Sweden; privatisation; marketisation; education funding; profit-maximisation; discourse
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| 24. |
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| 25. |
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| 26. |
- Erixon Arreman, Inger, 1954-
(författare)
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Research as power and knowledge : struggles over research in teacher education
- 2005
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Ingår i: Journal of Education for Teaching. - : Informa UK Limited. - 0260-7476 .- 1360-0540. ; 31:3, s. 215-235
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Tidskriftsartikel (refereegranskat)abstract
- This article explores discourses of research in the ‘academisation' of Swedish teacher education. It takes as its theoretical framework Foucauldian concepts of power and knowledge to analyse the moves to incorporate teacher education in the university. The study draws on a case study of teacher education in Sweden which used documentary and interview analyses to explore institutional history, and structures and shifts in teacher education and research from the 1950s onwards. The study shows how struggles over power and knowledge were constitutive of the development of a research-oriented teacher education that emerged in a multilayered process involving a variety of actors at different levels. It also shows the tensions in the emergence and construction of a new research discipline. The article should be understood in the context of current international discourses where there is a need for a research base for teacher education.
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| 27. |
- Erixon Arreman, Inger, 1954-, et al.
(författare)
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School as “Edu-business” : Four “serious players” in the Swedish upper secondary school market
- 2011
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Ingår i: Education Inquiry. - Umeå : Umeå University: School of Education. - 2000-4508. ; 2:4, s. 637-664
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Tidskriftsartikel (refereegranskat)abstract
- In the early 1990s, Sweden experienced state policy reforms, which opened the way for new, private actors to run publicly funded independent schools. In 2010 the independent schools recruited almost a quarter of the upper secondary students. More than eight of the ten schools were managed by limited companies. Against this backdrop, and drawing on Ball (2007) and Whitfield (2006) who focus on policy trends of the transfer of public education (and other public services) to the private sector, this article explores and analyses current commercial trends in Swedish upper secondary education. The aims are to identify expansion trends inside and outside Sweden, including new trends of business formations. In the study four large actors were identified on the basis of official data, company reports, school and company websites and national and international media. The study indicates that the upper secondary education in Sweden has today become “big business”, or “edu-business” (Ball 2007:67).
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| 28. |
- Erixon Arreman, Inger, 1954-, et al.
(författare)
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Social Justice in Swedish Post-16 Education? New preparatory programmes
- 2018
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 62:4, s. 570-585
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Tidskriftsartikel (refereegranskat)abstract
- Under a recent national curriculum reform in Sweden within a highly decentralised, competitive, and marketised education system, access to post-16 education is restricted. In this study, we map and analyse the early onset of new preparatory programmes. We draw on interviews with local politicians and school staff in six different municipalities, along with documents and statistics. The study is positioned within a framework of analysis of policy ideas and theoretical perspectives on inclusive education, equal education opportunities, and marketisation. Bernstein’s theoretical concept of “pedagogic rights” serves as a lens for the interpretation of the findings. The study suggests that the preparatory programmes tend to have marginalising effects for vast numbers of 16 plus students, in contrast to wider policy aims of social and economic inclusion and employability.
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| 29. |
- Erixon Arreman, Inger, 1954-
(författare)
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Student Perceptions of New Differentiation Policies in Swedish Post-16 Education
- 2014
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 13:6, s. 616-639
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, and in most other OECD countries, post-16 education is a general requirement to succeed in adult life. By the late 2000s, after about two decades of policies for student choice and publically funded free schools, students’ results in PISA had plummeted. A recent reform for stricter demands on schools and students includes strengthened qualifications for entry into post-16 education. This article explores how students maneuver in their choice of upper secondary school study pathway including their ideas on future education and career. Methods used were questionnaires and focus group interviews with students, document analysis and statistics, and snapshots of media comments. The study shows that perceived ‘rational’ student choice is closely related to social interaction, geographic place and time. Influential also are habitus and cultural capital affecting gendered recruitment patterns. The study further indicates lack of knowledge and understanding of the reform among students. A major conclusion is that current Swedish polices may exclude many school students in upper secondary education, and also reduce their opportunities for future life chances, with notable negative implications for collective and economic development.
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| 30. |
- Erixon Arreman, Inger, 1954-
(författare)
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The process of finding a shape : stabilising new research structures in Swedish teacher education, 2000-2007
- 2008
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Ingår i: European Educational Research Journal. - : Symposium Journals Ltd. - 1474-9041. ; 7:2, s. 157-175
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Tidskriftsartikel (refereegranskat)abstract
- This article explores the development and effects of Swedish post-war policies on the emergence of a research base for teacher education. From 2001 onwards, it is possible to undertake research and post-graduate studies within teacher education in Sweden, which prior to the 2001 reform was not possible. 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, discourse and gender based on the theoretical perspectives of Bourdieu, Foucault, Sarfatti Larson and Connell among others. 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. For a micro-level perspective, an interview study was also carried out between 2000 and 2002 with teacher educators and senior managers who from the late 1940s were responsible for teacher education programmes, in and around Umeå, in northern Sweden. A further complementary interview study was carried out with teacher educators and union representatives between 2005 and 2007. The extended study reveals the emergence of new research areas in teacher education as a multilayered process involving a variety of actors at different levels at Umeå University and elsewhere. The aim of the article is to explore the implications of the new research structures for teacher education in Sweden and also to contribute to current cross-national discourses on the need to establish a research base for teacher education.
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| 31. |
- Lindblom, Cecilia, Universitetslektor, 1979-, et al.
(författare)
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Challenges to Interdisciplinary teaching for nutrition and health in Swedish compulsory schools
- 2020
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Ingår i: International Journal of Home Economics. - Bonn : International Federation for Home Economics. - 1999-561X. ; 13:1, s. 15-29
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Tidskriftsartikel (refereegranskat)abstract
- The Swedish National Agency for Education states that educational provision should involve pupil opportunities for interdisciplinary work and the experience of learning in different ways. In this context, the current study aimed to explore the actual operation of interdisciplinary teaching (IDT) in Swedish compulsory schools, i.e. from preschool (6 years) to grade 9 (16 years) regarding nutrition and health. To investigate this, two web-based nationwide questionnaires were sent out in 2014 to compulsory schools in Sweden. One questionnaire was aimed at teachers in five subjects: Home and Consumer Studies (HCS), Natural Science Subjects (NSS) (Biology, Chemistry, Physics), and Physical Education and Health (PEH). The second questionnaire was for school principals. A total of 388 teachers and 216 principals answered the respective questionnaire. The study showed that 40% of the teachers and 59% of the principals reported that their school worked in an interdisciplinary way regarding nutrition and health education. Practical scheduling problems and a lack of time for planning were seen as the main barriers by both teachers and principals, but to a much larger extent by teachers. A prerequisite for successful IDT is that teachers have a chance to meet and plan, and this study indicates that frame factors have a critical impact on what is possible regarding IDT in Swedish schools. It is crucial that principals appreciate their part in facilitating IDT. Increased interdisciplinary teaching for nutrition and health (IDT-NH) might increase school potential for the better integration of knowledge and understanding about the importance of lifestyle for health, the environment and society.
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| 32. |
- Lindblom, Cecilia, 1979-, et al.
(författare)
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Practical conditions for home and consumer studies in Swedish compulsory education : a survey study
- 2013
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Ingår i: International Journal of Consumer Studies. - : Wiley-Blackwell. - 1470-6423 .- 1470-6431. ; 37:5, s. 556-563
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study was to map the field of internal and external conditions that Swedish Home and Consumer Studies teachers and pupils have contend with. A questionnaire was constructed and delivered online in November 2010. It contained 27 question covering teacher qualification, quality of premises and equipment, lesson time and collaboration, and the use of national syllabi. A total of 385 persons across the country answered the questionnaire; about 21% of those teaching Home and Consumer Studies in Swedish compulsory school during the school year 2009–2010. These respondents taught in a total of 392 compulsory schools, which equalled about 22% of the schools teaching grades 7–9 in Sweden. Almost a quarter (23%) of the teachers lacked formal training for Home and Consumer Studies. Respondents without an appropriate degree qualification included those trained as nursery school teachers, dietitians and civil engineers. As regards classrooms, while 88% of respondents reported access to fully equipped kitchens with stoves, sinks and work surfaces, 5% used regular classrooms and the remainder were obliged to come up with alternative solutions, such as using portable kitchens in regular classrooms or conducting their lessons in the school restaurant. This study raises many questions about the quality of Home and Consumer Studies provision in a number of schools. The local deficiencies in the nationally decided frame factors for Home and Consumer Studies found by the present study gives us reason to doubt that all pupils achieve the overall learning goals of ‘knowing in practice’ and making informed choices utilizing environmental, economic and health perspectives. This might affect the health and economy of the individuals in the long run, with implications for the national economy and public health. On the basis of these findings, we therefore recommend that current conditions for Home and Consumer Studies and how the subject should operate in schools become a focus for national debate.
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- Lundström, Ulf, 1954-, et al.
(författare)
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Rektor i skärningspunkten mellan likvärdighet och skolmarknad
- 2017
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Ingår i: Utbildning och Demokrati. - örebro. - 1102-6472 .- 2001-7316. ; 26:1, s. 19-41
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Tidskriftsartikel (refereegranskat)abstract
- In a global education policy context, school leadership is increasingly regarded as crucial for improving school outcomes as well as equity in education. The purpose of this article is to analyze Swedish upper secondary school principals’ perceptions of the impact of school reforms in relation to equity. Empirical datawas collected in an online survey distributed to all upper secondary principalsaffiliated to the national Association of School Principals. The results of the survey are discussed in relation to governance and previous research. The study indicates that a majority of the principals related equity in education to state governance, while reforms counteracting equity were connected tomarketization/New Public Management reforms. The findings also indicate variations between groups of principals employed in the public or private school sector, including differing local (school market) conditions. Further,irrespective of sector, teachers were considered as the main resource for realizing equity in school.
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