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- Angervall, Petra, 1970, et al.
(författare)
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Challenges in making an academic career in education sciences
- 2018
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Ingår i: British Journal of Sociology of Education. - : Informa UK Limited. - 0142-5692 .- 1465-3346. ; 39:4, s. 451-465
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Tidskriftsartikel (refereegranskat)abstract
- The competitive university has brought about changes in structural conditions and created contradictions which are embedded in institutions. The present study is based on interviews with 42 early career researchers in the field of education sciences in Sweden. We analyse how members of this group handle career possibilities and limitations in relation to gender and to the structural ambivalence embedded in the higher education system. Our results illustrate that the structure of education sciences contains power relations and processes of differentiation, which give researchers different access to resources that can be used to handle structural ambivalence. This is illustrated in how, for example, women researchers, more than men, lack resources to solve the experienced tensions surrounding them, and therefore often work in areas where they are able to cope. Men researchers can often solve their career ambivalence by avoiding traps and gaining recognition, and are therefore able to advance.
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| 3. |
- Erikson, Martin G., 1964-, et al.
(författare)
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Academic misconduct in teaching portfolios
- 2015
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Ingår i: International journal for academic development. - 1360-144X .- 1470-1324. ; 20:4, s. 345-354
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Tidskriftsartikel (refereegranskat)abstract
- Within academia, clear and standardised communication is vital. From this point of departure, we discuss the trustworthiness of teaching portfolios when used in assessment. Here, misconduct and fraud are discussed in terms of fabrication, falsification, and plagiarism, following the literature on research fraud. We argue that the portfolio’s unclear academic status and confusing standards makes it difficult to define misconduct. We see a risk that the practice of portfolio writing for assessment can lead to misconduct, including downright lies about accomplishments. We conclude that the trustworthiness of teaching portfolios is a responsibility for the academic community as a whole.
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| 4. |
- Erikson, Martin G., 1964-, et al.
(författare)
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Theories as Maps: Teaching Psychology Beyond Mind and Behavior
- 2015
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Ingår i: Scholarship of Teaching and Learning in Psychology. - : American Psychological Association (APA). - 2332-2101 .- 2332-211X. ; 1:1, s. 92-99
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Tidskriftsartikel (refereegranskat)abstract
- It is a challenge for psychology education to teach students about the possibilities and limitations of psychological theories. In the present article, we attempt to meet this challenge by employing the metaphorical expression “theories-are-maps” as a didactic tool for exploring the dynamics between psychology as a scientific project and the nature of the phenomena observed. Using mental illness as an example, we use the map metaphor to discuss the various difficulties involved in teaching theories in psychology, in such terms as the risk of confusing maps and terrain. While using theories-are-maps as a tool does add complexity to psychology education, it also helps illustrate how the relationship between theory and the “reality” that theoretical devices are describing can be envisaged. We see this as a contribution to the discussion on critical thinking in psychology, particularly in the teaching of psychology.
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- Erlandson, Peter, 1963
(författare)
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A tale from the pit - educational work at the university
- 2016
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Ingår i: Reflective Practice. - : Informa UK Limited. - 1462-3943 .- 1470-1103. ; 17:3, s. 245-256
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Tidskriftsartikel (refereegranskat)abstract
- Universities have their own particular ways of doing things. They have their own histories, their titles, their policy documents to attend to, and their own practices that have often evolved and taken form over centuries. The overall aim in this article is to illustrate an individual's complex growth into becoming a proficient university teacher from being a novice. With a phenomenological point of departure I analyze the embodied working conditions that a newcomer to university teaching carries around and gradually becomes familiar with - and even relatively proficient in - over a period of about three years. The focus in the article is the newcomer's reflective struggle with understanding her/himself and the social and cultural demands and possibilities that s/he is confronted with.
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| 6. |
- Erlandson, Peter, 1963, et al.
(författare)
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From trust to control – the Swedish first teacher reform
- 2018
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Ingår i: Teachers and Teaching: theory and practice. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 24:1, s. 22-36
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Tidskriftsartikel (refereegranskat)abstract
- In this study, the implementation of the Swedish first teacher reform, where especially skilled teachers get an opportunity to advance in their careers, is examined. The scene is an upper secondary school, Baxter High, in the southwest of Sweden. In this particular school, a new system with first teachers replaces an old system of so-called head teachers. The teachers’ response to this is multilayered: at the same time as it reveals an unwillingness to change everyday work rhythms, it is also a response to cultural change, and to change in the discourse of political life in Baxter High. The implementation of the first teacher reform results not only in a change in administrative categories, but also in a change in ideology, intertwined with and embedded in the cultural and social life of the school. In this article, the authors connect the first teacher reform to the neoliberal transformation process that the Swedish educational system has undergone over the last three decades.
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| 7. |
- Karlsson, Mikael R., 1964, et al.
(författare)
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Facilitators in ambivalence
- 2018
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Ingår i: Ethnography and Education. - : Informa UK Limited. - 1745-7823 .- 1745-7831. ; 13:1, s. 69-83
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Tidskriftsartikel (refereegranskat)abstract
- © 2016 Informa UK Limited, trading as Taylor & Francis GroupThis is part of a larger ethnographical study concerning how school development in a local educational context sets cultural and social life in motion. The main data in this article consists of semi-structural interviews with teachers (facilitators) who have the responsibility of carrying out a project about formative assessment in upper secondary schools in the south of Sweden. The focus of the study is how the teachers make meaning of their position as facilitators and leaders, how they handle their fellow teachers’ criticism and resistance, how power transforms professional and human relationships, and how complex and weakly articulated power results in conflicting and ambivalent possibilities for action. From our perspective, the resistance the facilitators meet, although the project makes use of a concept that has proved to be successful, reveals an ambivalent structure where the facilitators have to face contradictory demands from different stakeholders.
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