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- Abrandt Dahlgren, Madeleine, 1956-, et al.
(författare)
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From university to professional practice : students as journeymen between cultures of education and work
- 2014. - 1
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Ingår i: International handbook of research in professional and practice-based learning. - Dordrecht : Springer Netherlands. - 9789401789011 - 9789401789028 ; , s. 461-484
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Bokkapitel (refereegranskat)abstract
- The overarching research problem addressed in this chapter is the relationship between professional/higher education and professional work. The chapter will discuss the relevance of university education for professional practice with a particular focus on professional identity formation and formation of professional responsibility. We deiscuss how different professional programs and their traditions and culturs shape different curricula structures that have an impact on students professional identity formation and transition to work. We will also discuss ecperiences with and learning of professional responsibility in the web of commitments within educational settings and how new multiple expectations emerge and lead to new learning experiencies when entering work life. The argument of the chapter is based on the rationale and findings from an extensive international research program, conducted between 2001-2008.
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| 2. |
- Abrandt Dahlgren, Madeleine, 1956-, et al.
(författare)
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Structural and cultural conditions of higher education
- 2010
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Ingår i: Students as Journeymen Between Cultures of Higher Education and Work. - Saarbrücken, Germany : Lambert Academic Publishing. - 9783838394626
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The book reports on a longitudinal European resesrch project aiming at understanding how the transition between higher education and work life is experienced by the students. Informants are selected from a variety of study programs such as Psychology, Political science, Engineering and Law. The students are interviewed at the end of their studies and later after about one and a half year of work life experience. The aim is to describe and understand in what ways the studies have prepared the students for work life. The results indicate great differences between programs and also between the participating universities located in Sweden, Norway, Poland and Germany.
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| 3. |
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| 4. |
- Arneback, Emma, 1974-, et al.
(författare)
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Achieving a professional identity through writing
- 2017
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Ingår i: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 8:4, s. 284-298
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Tidskriftsartikel (refereegranskat)abstract
- In what way might writing of different kinds contribute to the development of a professional identity? By analytically distinguishing three discourses of communication, everyday, professional and academic, applied to three preschool student teachers’ conceptions of writing during their education and in their initial phase at work as preschool teachers, we attempt to understand the role of writing in their development of professional identities. What we have found is that the professional discourse which all three have achieved is something each of them creates and develops in very different forms. Their independent final projects show that all three have a mastery of academic discourse, but only in exceptional cases do they make use of that discourse in contexts other than this specific piece of work and to some extent earlier papers written as part of their teacher education. However, judging from our interviews and their responses to our questions, it seems as if they have acquired modes of expression quite close to an academic discourse, but have primarily developed and use different variants of a professional discourse. This professional discourse also seems to be an important element in their development of a professional identity.
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| 5. |
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| 6. |
- Arneback, Emma, 1974-, et al.
(författare)
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Formation as Communication? : an outline of analyzing student teachers’ development as writers
- 2013
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Konferensbidrag (refereegranskat)abstract
- At core will be the responsive interaction with teachers and peer students and what role different forms of responses play; university teachers’ formative feedback and peer assessment play, and how they influence the development of teacher students’ writing and their sense of what matters in writing. By using two different learning and writing environments in teacher education, preschool teacher education and teacher education, we distinguish between different forms of ideals, demands and feedbacks on their writings as they are articulated and practiced in different disciplines. Thereby we analyze ‘academic literacies” and discuss what kind of ‘formation scripts’ that seems to emerge in the interactions in different social practices within teacher education.
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| 7. |
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| 8. |
- Arneback, Emma, 1974-, et al.
(författare)
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Student teachers’ experiences of academic writing in teacher education - on moving between different diciplines
- 2017
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Ingår i: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 8:4, s. 268-283
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Tidskriftsartikel (refereegranskat)abstract
- This study focuses on a selection of student teachers’experiences of academic writing in different disciplines in teacher education. By studying two different learning and writing environments at a Swedish university – teacher education for preschool teachers and for secondary school teachers – we distinguish different forms of writing ideals resulting from disciplinary shifts during the first two years of teacher education. In the preschool group, all the student teachers express the idea that writing ideals change during their education, as if they move between different worlds of writing. The student teachers specializing in secondary school education express the view that, overall, the writing ideal remains the same, and have a sense of staying in the same neighbourhood. These different experiences most likely create different barriers and possibilities in their formation as writers and future teachers. The results also indicate that, in their writing during the first two years, the participating students’ focus is on becoming students and adapting to different disciplines in higher education.
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| 9. |
- Arneback, Emma, 1974-, et al.
(författare)
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Writing in and out of control : A longitudinal study of three student teachers’ experiences of academic writing in preschool teacher education
- 2016
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Ingår i: Nordic Studies in Education. - Oslo, Norway : Universitetsforlaget. - 1891-5914 .- 1891-5949. ; 36:3, s. 211-228
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a longitudinal study of three students’ experiences with learning to write academic texts in preschool teacher education. Through in-depth interviews and drawing on an academic literacy approach combined with a “before, within and after education” perspective, their different struggles with learning academic writing are identified. A significant finding is that students experience different ways of being in and out of control. Another finding is that the institutionalized framing represents a control from above that helps two but not the third. The result indicates preschool teacher educators should pay close attention to the variation in students’ resources in writing.
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| 10. |
- Arneback, Emma, 1974-, et al.
(författare)
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Writing in and out of control : a semi-longitudinal study of three students writing experience in preschool teacher education
- 2015
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Konferensbidrag (refereegranskat)abstract
- In this semi-longitudinal study we follow three student teachers (Sara,Eva and Helen) in preschool teacher education (PTE) during two years. They can be described as non-traditional students with working class background (cf Bertilsson 2014), but at the same time representing groups of students with different attitudes to academic writing. A core research interest is to capture the students’ individual struggles with academic writing. The data stems from the students’ written self-presentation, focus group and individual interviews, text samples and observations of group workand examination seminars. The paper is part of the ongoing project “The struggle for the text” financed by the Swedish research Council. Three research questions are in focus: a) how student teachers’ experiences from the past influence their approaches to writing in higher education, b) how the student teachers struggle with different academic discourses over time, c) how they relate to their future identity as preschool teachers in their writing. By combining a before, within and after perspective we relate their struggle with the text in higher education to the question of present and future processes of life (Ivanic 1998, 2004, Lillis 2001). The result shows that students experience different kinds of struggles in academic writing, depending on earlier and current experiences within and outside of PTE. We can also see how the same norms and rules of academic writing are supportive to some of the students, but obstacles for others. In a time when recruitment to teacher training has changed in Sweden, there is a risk that the talk about student teachers becomes the talk of the unprepared student who needs clarity. Based on the study's outcome there is a need to problematize such notions.
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