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| 2. |
- 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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| 3. |
- 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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| 4. |
- 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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| 5. |
- 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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| 6. |
- 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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| 7. |
- 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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| 9. |
- 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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| 10. |
- 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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