| 1. |
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| 2. |
- Andersson, Klas, 1975, et al.
(author)
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Powerful Knowledge and the 2017 Swedish National Test in Religious Education
- 2023
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In: Social Sciences. - 2076-0760. ; 12:10
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Journal article (peer-reviewed)abstract
- In the 21st century, there has been a recurring discussion about social realism in educational research: the idea that subject knowledge derived from academic disciplines should constitute the heart of the school curriculum. The argument is that this knowledge, because it is produced according to specific standards, is powerful knowledge, and has better claims to truth and is more valid than knowledge gained from students’ everyday experiences. Because of its validity and universality, this knowledge empowers the knower to transcend her or his everyday experiences and take part in society’s conversations, which are central goals of social studies education. The aim of this study is to identify in which ways aspects of powerful knowledge are manifested in the 2017 national test in RE. For the analysis, both items and students’ answers from the 2017 test are used. The focus with regard to the items is on whether the students are expected to demonstrate knowledge and abilities in relation to powerful knowledge. We also analyze the students’ answers to these items using the same framework.
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| 3. |
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| 4. |
- Börjesson, Mattias, 1978, et al.
(author)
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Degree projects in Swedish primary teacher education - a content analysis of didactics and topics
- 2023
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In: Acta Didactica Norden (ADNO). - : University of Oslo Library. - 2535-8219. ; 17:1, s. 1-19
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Journal article (peer-reviewed)abstract
- Writing a degree project has been a major part of Swedish primary teacher education since the 2000s. Previous research about degree projects has mostly highlighted the writing processes, such as student teachers’ and supervisors’ experiences, or the academic rigour of projects, but there has been less research about the content. There is a lack of knowledge regarding which topics and aspects of the teaching profession student teachers choose to investigate in degree projects. Therefore, the aim of this study is to provide knowledge about the content of degree projects in primary teacher education at two universities, with a focus on didactical aspects and topics of the projects. The empirical material consists of 264 degree projects produced during the 2010s in primary teacher education at two universities in Sweden. Regarding didactics, most of the degree projects were about problems related to the teaching of a specific school subject in the classroom. That implies a subject-didactical framing of degree projects in teacher education with a focus on subject matter and teaching methods. Regarding topics, more than half of the degree projects were about learning, instruction and organisation of teaching. This finding is consistent with previous research which suggests that primary teacher education to some extent maintains a vocational tradition.
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| 5. |
- Börjesson, Mattias, 1978, et al.
(author)
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Didaktik i lärarutbildning
- 2019
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In: Vetenskaplighet i högre utbildning : erfarenheter från lärarutbildning. Franck, Olof (red). - Lund : Studentlitteratur. - 9789144130637 ; , s. 139-156
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Book chapter (peer-reviewed)abstract
- Föreliggande kapitel handlar om lärarutbildares och studenters förståelse av didaktik; med fokus på implikationer av denna förståelse för didaktik som en vetenskaplig grund i lärarutbildning. Den övergripande ingången för studien är att den didaktiska forskningen har en stor spännvidd av olika inriktningar. Den teoretiska utgångspunkten i kapitlet är fem tongivande konceptioner av didaktik som har utvecklats inom den tysk-nordiska didaktiska forskningen. Ett huvudresultat från studien var att studenter och lärarutbildare inkluderar flera olika didaktikkonceptioner i sin förståelse av didaktik. Det vill säga de ger uttryck för en pluralistisk förståelse av didaktik i enlighet med vilken olika inriktningar ses som komplementära snarare än i motsättning till varandra. Slutsatsen blir en mångfacetterad didaktisk forskning bestående av olika traditioner och inriktningar som kan ge ett brett vetenskapligt kunskapsunderlag till en mångfacetterad lärarutbildning och lärarprofession.
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| 6. |
- Börjesson, Mattias, 1978, et al.
(author)
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DOCUMENT ANALYSIS OF PROGRAMME CURRICULA AND COURSE SYLLABI IN SWEDISH PRIMARY TEACHER EDUCATION
- 2024
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In: European Conference on Educational Research (ECER).
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Conference paper (other academic/artistic)abstract
- In Sweden Teacher Education (TE) programmes are regulated by the national by the Higher Education Ordinance (SFS 1993:100) and additional national examination goals for TE that are more specific and detailed than most other Swedish higher education goals. In addition, each university or university collage must have a programme curriculum for each teacher education programme. These curricula must include the national education goals but also allows for a local focus. In addition to this each course within TE must have a course syllabus. Theses in TE are a significant component of the program. Thesis work allows aspiring teachers to delve deeper into their chosen topic of study, provides an opportunity to explore and contribute to the existing body of knowledge in education (Holmberg, 2006). Throughout the process of completing the thesis, students engage in extensive research, data collection, analysis, and critical thinking to address relevant issues in the field (Råde, 2016; Zackariassson, 2019). By conducting empirical studies or literature reviews students gain valuable insights into teaching profession and practices, curriculum development, educational policies, or other areas of their interest. The thesis work in teacher education not only enhances students' research and analytical skills, it also prepares them to become reflective practitioners who can contribute to the improvement of educational practices and student learning outcomes (Erixon & Erixon Arreman, 2018). Even though thesis work is found advantageous, there has been a discussion among policy makers and researchers in Sweden about the focus and purpose of theses in TE. One orientation has been that theses and thesis work should immerse student teachers with knowledge in education sciences as a basis for the teacher profession (Beach & Bagley, 2013). Another orientation has been that theses should have a connection to teaching and i.e. the vocational dimension of the teaching profession (Karlsudd et al., 2017; Mattsson, 2008; Wernersson & Hansen Orwehag, 2016), while some researchers have highlighted the benefits of integrating these two orientations in relation to thesis work (Erixon & Erixon Arreman, 2018; Råde, 2019). In the 2000s, the quality of theses were seen as a main indicator of the quality of higher education in the governmental evaluations (Swedish National Agency for Higher Education, 2006; Svärd, 2014), which in combination with the increasing prominence of thesis work in TE, contributed to an interest in TE theses in educational research. In recent years the final thesis is not the only quality indicator in these evaluations, as they are combined with self-evaluations by universities; but it is still the case that if final theses have low quality, and if it is not improved in a satisfactory manner the university can lose the right to operate the programme. This gave incentives to TE departments to focus on scientific literacy and research skills in TE during the 2010s, while the vocational dimensions of teacher work were less highlighted in relation to thesis courses (Råde, 2016). The purpose of this study is to identify orientations of thesis courses in Swedish primary teacher education by an analysis of programme curricula and course syllabi documents. What orientations can be identified in 2023 programme curricula and course syllabi in the thesis courses in 18 Swedish primary teacher education programmes track K–3 and 4–6?
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| 7. |
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| 8. |
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| 9. |
- Börjesson, Mattias, 1978-
(author)
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Från likvärdighet till marknad : En studie av offentligt och privat inflytande över skolans styrning i svensk utbildningspolitik 1969-1999
- 2016
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Doctoral thesis (other academic/artistic)abstract
- For most of the 20th century the dominant aim of Swedish educational policy was an integrated public school system under national state control. During the post-war era (1945–1989) this policy led to Sweden having one of the most centralized and integrated school systems in the world. In the 1980s and 1990s, however, there was a profound change in Swedish education policy towards decentralization, deregulation and marketization of the school system. The aim of this thesis is to provide a deeper understanding of the nature and causes of this shift in education policy. The thesis draws from a theoretical framework consisting of Critical Realism, curriculum theory and Neo-Marxism. From a Neo- Marxist perspective the configuration of state education policy is understood as a dominant education ideology. The empirical material consists of state policy documents which are understood as an expression of the dominant education ideology in society.The results indicate a shift in the dominant education ideology in Sweden between 1969 and – 1999: from an emphasis on state governance and goals of equivalence, equality and participation in the school system during the 1970s, towards increasing skepticism regarding state regulation and an emphasis on decentralization and aims to increase parental and pupil influence in the school system during the 1980s, to a dominance of private influence via school choice and competition in the school system during the 1990s. From a theoretical perspective consisting of Critical Realism and curriculum theory, this shift in education policy and restructuring of the school system is understood in relation to economic crises, a rightward shift in politics and the dominance of neoliberal ideas in Sweden during the 1980s and 1990s.
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| 10. |
- Börjesson, Mattias, 1978
(author)
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Från likvärdighet till marknad: En studie av offentligt och privat inflytande över skolans styrning i svensk utbildningspolitik 1969-1999 : Från likvärdighet till marknad: En studie av offentligt och privat inflytande över skolans styrning i svensk utbildningspolitik 1969-1999
- 2016
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Doctoral thesis (other academic/artistic)abstract
- For most of the 20th century the dominant aim of Swedish educational policy was an integrated public school system under national state control. During the post-war era (1945–1989) this policy led to Sweden having one of the most centralized and integrated school systems in the world. In the 1980s and 1990s, however, there was a profound change in Swedish education policy towards decentralization, deregulation and marketization of the school system. The aim of this thesis is to provide a deeper understanding of the nature and causes of this shift in education policy. The thesis draws from a theoretical framework consisting of Critical Realism, curriculum theory and Neo-Marxism. From a Neo- Marxist perspective the configuration of state education policy is understood as a dominant education ideology. The empirical material consists of state policy documents which are understood as an expression of the dominant education ideology in society. The results indicate a shift in the dominant education ideology in Sweden between 1969 and – 1999: from an emphasis on state governance and goals of equivalence, equality and participation in the school system during the 1970s, towards increasing skepticism regarding state regulation and an emphasis on decentralization and aims to increase parental and pupil influence in the school system during the 1980s, to a dominance of private influence via school choice and competition in the school system during the 1990s. From a theoretical perspective consisting of Critical Realism and curriculum theory, this shift in education policy and restructuring of the school system is understood in relation to economic crises, a rightward shift in politics and the dominance of neoliberal ideas in Sweden during the 1980s and 1990s.
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| 11. |
- Börjesson, Mattias, 1978, et al.
(author)
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Förord
- 2021
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In: Nordisk Tidskrift för Allmän didaktik. - 2002-2832. ; 7:1
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Journal article (other academic/artistic)
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| 12. |
- Börjesson, Mattias, 1978, et al.
(author)
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Förord
- 2022
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In: Nordisk Tidskrift för Allmän Didaktik. ; 8:1, s. 1-2
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Journal article (other academic/artistic)
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| 13. |
- Börjesson, Mattias, 1978, et al.
(author)
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Förord
- 2023
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In: Nordisk Tidskrift för Allmän Didaktik. ; 9:1, s. 1-2
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Journal article (other academic/artistic)
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| 14. |
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| 15. |
- Börjesson, Mattias, 1978, et al.
(author)
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Preparing for professional work – mapping degree projects in primary teacher education : Primary teacher education; degree projects; teacher profession; general didactics, subject didactics.
- 2020
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In: ECER 2020, Glasgow, United Kingdom..
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Conference paper (other academic/artistic)abstract
- Preparing for professional work – mapping degree projects in primary teacher education Outline Most teacher education programs in Sweden end with a degree project. The degree project has two main aims, an academic and a professional (Råde, 2014, 2016,). In this study degree projects are understood as reflections of student teachers’ interests and views on teaching. Therefore, it is interesting to investigate the content orientations of degree projects in relation to future teachers’ understanding of teacher work. The empirical data consists of 182 degree projects collected at the primary teacher education program at University of Gothenburg. Introduction Higher education has been fundamentally transformed from an elite education to mass education in the developed countries since the 1960s. Today, more than half of the population can be expected to complete at least some years of tertiary education (OECD, 2018). A major examination of students’ knowledge and skills in higher education has been a degree project (thesis). In Swedish teacher education, completing a degree project has been a requirement since the 1990s and there is a body of research investigating projects (e.g Gustafsson & Hallström, 2005; Maaren, 2010). This requirement raises the question: If such a project is considered important, what do students investigate and how does this reflect on their views regarding teacher work? Aim and question How student teachers reflect over their professional work is expressed through the choice of topic the degree projects. The aim of this study is to map the degree projects in primary teacher education. To meet this aim, the following question is posed: -What choice of methods and didactical orientations are displayed in the projects? Previous research and theory There is a body of research about degree projects with focus on student teachers’ experiences, supervision or scientific quality of the texts (Råde 2014, 2018; O’Rielly, 2016). However, there are fewer studies with specific focus on the content of degree projects in teacher education in Sweden; which is one reason why this paper is relevant. The analysis in this study is inductive, therefore the mentioned theories below are of relevance mostly as a starting point for discussion of results and further research. Furuhagen, Holmén & Säntti (2019) present five main orientations in Swedish teacher education during the Post-war era: vocational; academic (school subjects); educational sciences; progressivist (society); and personal development. These orientations are builds on Zeichner’s (1983) theory of paradigm of beliefs in teacher education. Orientation is a term frequently used in previous research on teacher education, for instance in connection to the concept of general didactics (Hansén, Eklund & Sjöberg, 2015). In their study the term is operationalized in relation to degree projects in another Nordic country – Finland, they have identified four conceptions in general didactics: individual; social; societal; research orientated. Another orientation of educational science is subject-matter didactics, which is a central knowledge base for teachers (Kansanen, 2009; Hultén et al 2012). Kansanen (2009) highlights that inside every subject‐matter didactics discourse has a general aspect combined with features specific for a subject. We find the concept of orientation useful, not only of teacher education as a whole, but also relation to degree project, and will return to it in the discussion. Method In this study, 182 degree projects from two terms at the primary teacher education program are investigated. The degree projects are public documents collected 2018–2019 but for ethical reasons, the names of the participants are anonymous and. The degree projects were assembled from the University data base. The projects were mapped following four topics: method; didactical orientation; number of informants and analysis. By first analyzing the degree projects individually, coding each project independently. With professional work in focus, we considered main components of each projects, such as topic of the project, research question(s), method used and theoretical framing. We eliminated projects which did not fulfil the course criteria (n=12). The remaining 170 degree project were analyzed thematically, identifying central themes deriving from topics, method and theoretical stance. Each project consisted of a 15-40 pages, designed in line with criteria for academic text. After reading the title and the abstract of each project. A coding scheme was developed and used to code and analyze the projects. Using this coding scheme, we looked into each project’s research question, the method and the results. In several cases, we read the whole project: theoretical section; discussion; and conclusion. We validated each other’s coding and reanalyzed categories. In cases of uncertainty about the classification of the topic, we studied the degree project on micro-level, thoroughly reading the discussion chapter and the didactical implications in detail. Stage one of the analysis was to map the data regarding empirical material and didactical topics. The classification of the degree projects' content in relation to problem formulation of our study. In stage two of the analysis, the degree projects were reanalyzed deductively using the above mentioned theoretical approach. The classification comprises: Stage one (mapping): (i) Methods collecting data (ii) Didactical topics Stage two (analysis): (iii) Five didactical orientations Findings The results show that the most common degree project is an interview study with 5–8 teacher informants that is oriented towards a school subject. To a large extent the degree projects are based on interviews (107), followed by text analysis (33), questionnaire (19) and observations (16). In a few cases (27) mixed method are used. When it comes to didactical orientations, we identified three categories: General Didactics (GD) and School Subject Didactics (SSD), and Attempt to School Subject Didactics (ASD). Examples of the focus in GD-oriented projects (73) are assessment, homework and classroom management. SSD-oriented have a focus on (77) school subjects; such as mathematics (33) and Swedish language (19). The theme of the projects is the specific to the school subject, such as learning rational numbers. The theme can also be well-integrated with the school subject, such as teachers’ views on problem solving. Further, a few projects (20) are oriented towards a third category, which we label Attempts to School Subject Didactics (ASD). An example when this orientation can be identified when the projects include a school subject in the title or research question, but this has no bearing for neither the results nor the discussion. Interestingly, there is a rather equal distribution of GD- and SSD-orientations. Deriving from these results, our further aim is to develop a theory and reanalyse the data. This analysis will be based on the five didactical orientations identified in previous research (Zeichner, 1983; Hansén, Eklund, Sjöberg, 2015; Furuhagen, Holmén & Säntti, 2019). We further aim to expand our data set to an investigation on a the Swedish national level. A more theoretically anchored analysis will help to investigate the preparation for professional work in depth in relation to degree projects in teacher education. References Arneback, E., Englund, T. & Solbrekke, T. (2017). Achiecing a professional identity through writing, Education Inquiry, 8(4), 284–298. Franzén, C. (2014). The undergraduate degree project–preparing dental students for professional work and postgraduate studies? European Journal of Dental Education,18(4), 207– 213. Furuhagen, B., Holmén, J. & Säntti, J. (2019). The ideal teacher: orientations of teacher education in Sweden and Finland after the Second World War. History of Education, 48(6), 784– 805. Gustafsson, C. & Hallström, M. (2005). Examensarbetet inom lärarutbildningen: En analys i relation till högskolelagens mål. [Degree projecst in teacher education: an analysis in relation to higher education goals]. Uppsala: Studies in Educational Policy and Educational Philosophy 2, 2005. Hansén, S.-E., Eklund, G. & Sjöberg, J. (2015). General Didactics in Finish Teacher Education – the case of class teacher education at Åbo Akademi University. Nordisk Tidskrift för Allmän Didaktik, 1(1), 7–20. Kansanen, P. (2009). Subject‐matter didactics as a central knowledge base for teachers, or should it be called pedagogical content knowledge? Pedagogy, Culture & Society, 17(1), 29–39. Karlsudd, P. (2018). Att problematisera “problemet”: Bedömning och utveckling av problemformuleringar i lärarutbildningen självständiga arbeten. [To problematize ”the problem”: Assessment and development of problem formulation in teacher education degree projects]. Nordic Journal of Vocational Education and Training, 8(1), 1–22. Maaranen, K. (2010). Teacher students’ MA theses: A gateway to analytic thinking about teaching? A case study of Finnish primary school teachers. Scandinavian Journal of Educational Research, 54(5), 487–500. O’Reilly, C. (2016). Creative Engineers: Is Abductive Reasoning Encouraged enough in Degree Project Work? Procedia CIRP, 50, 547–552 Råde, A. (2014). Final thesis model in European teacher education and their orientation towards the academy and the teaching profession. European Journal of Teacher Education, 37(2), 144–155. Råde, A. (2016). Fågel, fisk eller mittemellan? Handledares uppfattningar om lärarutbildningens examensarbeten. [Bird, fish or in-between? Supervisors understanding of degree projects in teacher education]. Högre Utbildning, 6(2), 139–155. Råde, A. (2018). Professional formation and the final thesis in European teacher education: a fusion of academic and p
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| 16. |
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| 17. |
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| 18. |
- Börjesson, Mattias, 1978
(author)
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The Power of Powerful Knowledge in Social Science
- 2022
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In: European Conference on Educational Research (ECER), August 23-26, 2022, Yerevan..
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Conference paper (other academic/artistic)abstract
- During the 21th century Michael Young (2008) and others have argued that knowledge produced by science, because it is systematic, specialised, objective; have better claims to truth and can empower those who understand it, and therefore should provide the basis for the curriculum (Carlgren, 2020; Deng, 2018). As has been discussed in the philosophy of science, since the first establishment of the modern scientific disciplines during the 19th century; a discussion that was further deepened in the 20th century, the natural and social worlds are characterised by different conditions of knowledge production. As stated by Young and (2008), the criteria of powerful knowledge (especially the objective and “true” criteria) seems to best to fit knowledge produced by the natural sciences. Young, however, has argued for that the concept of powerful knowledge can be applied to most knowledge, natural and social science, humanities and even art (Muller & Young, 2019). Future research will resolve if and in which ways PK can be a useful concept in relation to knowledge in various fields, this paper is limited to this question in relation to social science and socially oriented school subjects in a Swedish context (civics, geography, history, religion). The specific prerequisites of social science can be understood from a social realist perspective and the philosophy of science (Moore, 2008). The ontological and epistemological axioms of social realist perspective and its implications how knowledge and knowledge production are understood and what pupils should learn, has already been thoroughly described in the foundational texts on the theory of powerful knowledge in general (Young, 2008; Mueller & Young, 2016). It seems to me that there is a lack, however, of a theoretical discussion regarding the similarities and difference of powerful knowledge in different knowledge domains (natural, social, humanities, arts). This paper is limited to an attempt to discuss these issues in relation to social science, the main basis of societally oriented school subjects form a PK perspective, and thereby provide rationale for what knowledge, skills and attributes could be considered central for giving pupils access to powerful knowledge in socially oriented school subjects. Michael Young in collaboration with Johan Muller (Muller & Young, 2016, 2020) has provided a criteria of the characteristics of powerful knowledge (PK) in general (distinct/abstract, systematic, specialised, objective, claims to truth, and empower the knower; Chapman, 2011); but there is less research in relation to the characteristic of powerful knowledge in relation to different knowledge domains (like natural and social sciences or the arts). The answer to the question, if or to what degree the knowledge produced in respective domain is in line with the criteria of PK arguably differs between natural science, social science and the arts. The first aim of this paper is to investigate of what the specific characteristics of powerful knowledge in relation to the knowledge produced by social science drawing from the philosophy of science. 1.What is the characteristics of powerful knowledge in social science? Methodology, Methods, Research Instruments or Sources Used The theory of Powerful knowledge provides the basis for the analysis of the possiblity of powerful knowledge in social science . Using the distinct definition of PK provided by Chapman (2021, p. 9) as analytical concepts: • Distinct from everyday common-sense knowledge derived from experience; • Systematic – the concepts of different disciplines are related to each other in ways that allow us to transcend individual cases by generalising or developing interpretations; • Specialised – produced in disciplinary epistemic communities with distinct fields and/or foci of enquiry; • Objective and reliable – its objectivity arising from peer review; • Better claims to truth than other knowledge claims relevant to the issues and problems it addresses; • The potential to empower those who know and understand it to act in and on the world, since they have access to knowledge with which to understand how relevant aspects of the world work. These six analytical categories will be applied toboth research questions. As the reserach question is theoretical it will be answered through engaging with the philosphy of social science, more specifically critical realism (Bhaskar, 1975, 1979) social realism (Moore 2009), and educational sociology (Bernstein, 2000). Conclusions, Expected Outcomes or Findings An anlytical model will be constructed regarding the charachteristics of Powerful knowledge in social science. This model will describe if or which way knowledge in social science can understood as distinct/abstract, systematic, specialised, objective, true and empower the knower. The results are intended to provide the basis for a model regarding what knowledge and skills pupils should aquire in an education inspired by the idea of powerful knowledge in social studies subjects.
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| 19. |
- Börjesson, Mattias, 1978
(author)
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Utbildningspolitiska reformvågor
- 2017
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In: Vägval i skolans historia: tidskrift från Föreningen för svensk undervisningshistoria. - 2002-0147. ; :2
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Journal article (peer-reviewed)
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| 20. |
- Börjesson Rivera, Miriam, 1978-
(author)
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Practice makes perfect? : Sustainable practices with ICT and daily travel
- 2015
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Licentiate thesis (other academic/artistic)abstract
- The thesis shows how practice theory can be applied in different ways when exploring how daily life can be supported to become more environmentally sustainable. Ultimately the thesis aims to contribute to new knowledge on how to design policies and interventions that aim at facilitating environmentally sustainable practices. This thesis argues that practice theory is useful in the field of sustainability research since it offers as point of departure a perspective on human everyday life which decentres focus from individual behaviour and instead looks at how social practices are constructed by integrating and combining material, bodily and mental elements.The thesis discusses the following questions: i) How can the role of ICT in everyday life be conceptualized from a practice perspective?, ii) How can practice theory be used in order to describe and assess second order environmental effects? and iii) What are the key considerations from a practice perspective when designing social/physical interventions for sustainable mobility?The papers in this thesis all use practice theory as point of departure but with different outcomes. Practice theory is thus used conceptually, methodologically and analytically. The main conclusions of the thesis are: Changes in practices due to ICT usage will inevitably have environmental impacts, both negative and positive, and for policy-makers it is imperative to take this into consideration when planning for the future and actively support and facilitate sustainable social practices. Looking at changes in practices due to new ICT usage can be one way to include second order effects in environmental assessments, in this way contributing to a discussion of potential environmental impacts from implementing a new product, application or service.Interventions, such as a cargo bike pool or restrictive work travel policies, have the potential to change existing practices. However, the potential of these changes, depend on a variety of different factors which are more or less difficult to influence for the individual practitioner such as work location, time schedules, availability of transportation means and modes. Further, it is difficult to foresee exactly how such changes will look and if they sustain in the long run. Finally, it is not necessarily so that an intervention will have the desired outcome that was intended, the outcome might be something else, consequently this means that interventions need to be analysed and assessed from other perspectives, one being a practice perspective.
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| 21. |
- Börjesson Rivera, Miriam, 1978-
(author)
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What is a sustainable everyday life? : Exploring and assessing the sustainability of everyday travel, sharing and ICT.
- 2018
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Doctoral thesis (other academic/artistic)abstract
- In a world where the general trend is unsustainable consumption patterns, can sustainable everyday life be enabled? This thesis sought to expand the knowledge base for policies and measures for sustainability, based on the assumption that consumption can be viewed as the outcome of practices in which people engage in their day-to-day life. The thesis addressed the overall aim by examining the following questions: How can information and communication technology (ICT) practices contribute to sustainable everyday practices? How can sharing practices, ICT-based and other, contribute to sustainable everyday practices? and How can travel practices, ICT-based and other, contribute to sustainable everyday practices?Empirical and conceptual studies revealed that ICT has become a fundamental and integral part of everyday practices and that digitalisation is a tangible material companion with implications for sustainability. ICT changes practices in ways that can be both positive and negative from a sustainability perspective. These second-order effects need to be addressed early when developing ICT solutions/services.ICT has also contributed to development of the sharing economy, by making sharing easier and scalable. However, although some sharing practices can contribute to overall sustainability, others could display a high potential and risk, simultaneously. It is therefore important to identify and mitigate negative effects and exploit the full potential of sustainable sharing activities from a policy perspective.Everyday travel is the outcome of people’s social practices. Travel practices are therefore ultimately interlocked with other practices and spatially and temporally structured. It can thus be quite difficult for city dwellers, although not impossible, to fit in new ways of carrying out everyday city travel rather than existing travel practices. New travel practices should be viewed as complementary if there are no other enabling factors at play, such as convenience, pricing, policies and/or infrastructural changes. If some form of policy and/or infrastructural change is introduced, it is possible to change travel patterns and ultimately reduce travel. Here too, ICT could enable changes in travel practices, e.g. through mediated meetings or vehicle sharing. However, for sustainable everyday travel to become widespread, urban planning issues are important. Policy documents and environmental targets can be used proactively to legitimise new policies that enable more sustainable travel practices.This thesis shows that everyday practices, in a relatively affluent European urban context, contribute greatly to environmental impacts. Hence, how everyday practices are structured, or could be re-structured, is critical for sustainable development. Practices shape, and are shaped, by their socio-material context. This requires an overall, holistic approach, as offered by practice theory and actor-network theory. A holistic approach is crucial from a sustainability policy perspective, as it enables measures that target some, or all, of the different elements (material, meaning, skills) that constitute practice. It may also be crucial for policies addressing temporal and spatial aspects that structure practices, e.g. societal schedules and people’s homes in relation to their workplace. This presents an opportunity that policymakers could further explore and exploit.
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| 22. |
- Börjesson Rivera, Miriam, 1978-, et al.
(author)
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Why share? : An outline of a policy framework for sharing.
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Other publication (other academic/artistic)abstract
- The sharing economy has received much attention in recent years, partly because it carries a promise of reducing environmental impacts. This decrease is expected to take place through higher utilization of raw materials and energy when physical products are shared to a greater extent . However, our reading of current literature on sharing suggests that such environmental impacts have rarely been assessed at the societal level, e.g. nationally or along a supply chain. Neither are definitions and classifications of sharing found in literature, in general, particularly helpful for estimating environmental potentials and risks. We argue that there is a need for a framework supporting policy to clarify the importance of policy when it comes to the final effects of sharing.The aim of this paper is to outline a policy framework for environmental potentials and risks of the sharing economy. We have here delimited this paper to discuss levels of energy use as an example of environmental impact, but argue that the tentative policy framework presented can be used for any sustainability factor. In the paper we populate the policy framework with a spectrum of sharing initiatives and discuss the possible changes in energy use connected to these initiatives. Furthermore, we also discuss in what areas research on the environmental impacts of sharing initiatives could be specifically important, based on the outcome of populating the policy framework for potentials and risks.
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| 23. |
- Nyman, Rimma, 1983, et al.
(author)
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A thematic analysis of theses in higher education: The case of primary teacher education
- 2021
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In: Forskning om högre utbildning. - Örebro universitet.
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Conference paper (other academic/artistic)abstract
- Producing a final thesis is an important final examination of a university graduate in higher education. Previous research has often had a focus on the production process, like supervising and students’ experiences, or assessment of quality of theses; this is even more the case regarding research of thesis production in higher education of professions, like teaching. The aim of this study is to analyse the content of 264 theses in teacher education at two universities in Sweden. One important result is that most theses are about a school subject. A common thesis is about learning and instruction in a specific school subject. Regarding the content area, the most common themes at both universities are learning and instruction and classroom management. Other common themes were education policy, special pedagogy and assessment. There are no major differences regarding the topics investigated at both universities, which implies that there exist strong national norms regarding the topics investigated in theses in teacher education.
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| 24. |
- Nyman, Rimma, 1983, et al.
(author)
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Didactics in degree projects - a concept analysis in primary teacher education
- 2021
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In: Högskolepedagogisk Konferens Göteborg (HKG).
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Conference paper (other academic/artistic)abstract
- The aim of this paper is to mitigate this gap by analysing the content of theses in primary teacher education. In this study we have analysed the content of 264 final theses in primary teacher education at two universities in Sweden. One main result we would like to highlight is the didactical orientations of the degree projects, that most theses are oriented towards school subject Didactics, that is about learning and instruction in a specific school subject. When it comes to general didactics, a common theme is education policy, special pedagogy, and assessment. In a comparison, there are no major differences regarding the topics investigated between the two universities, which implies that there might exist national norms regarding the topics investigated in theses. In this paper we will present and discuss the themes that emerged, give some empirical examples, and discuss implication for teacher educators, policy makers and providers of teacher education programs at higher education in Sweden.
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| 25. |
- Nyman, Rimma, 1983, et al.
(author)
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Investigating didactics in degree projects - a case of Swedish primary teacher education
- 2022
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In: VR Workshop Final Thesis at Teacher Education - Nordic collaboration 12-13 October.
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Conference paper (other academic/artistic)abstract
- Most previous research about theses in teacher education has either focused on rigour (quality) or process (supervising, student experiences) related aspects. Research about content has mostly had a focus on teachers professional knowledge. To our knowledge there exists no study about the actual content, what topics the projects are about (underresearched). To mitigate this gap, the aim of this presentation is to lift aspects of the content in theses in primary teacher education, with a focus on didactics and topics.
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| 26. |
- Nyman, Rimma, 1983, et al.
(author)
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Professional knowledge in degree projects in teacher and engineering education - a comparative study
- 2022
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In: European Conference on Educational Research ECER 2022, Yerevan.
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Conference paper (other academic/artistic)abstract
- In the modern university of the 20th century, a degree project has been the final examination of higher education. This was not always the case for tertiary education of what is today called the semi-professions, like teaching and engineering. These professions were based on a more practice-orientated education and did not include a degree project. Since the end of the 20th century degree work has become a mandatory part of these education programs. There are few studies about the content of the final degree projects, especially in teacher education and engineering education where students often have been perceived as having problems of writing good theses. Most research in the area has highlighted production process, like supervising (Jansson et al., 2019), students’ or experiences, (Råde, 2019) or assessment of quality of these projects (Stolpe et al., 2021). Vocational programs at universities struggle with meeting the demand of professional knowledge and academic skills when fulfilling the criteria of the Higher ordinance. In case of engineering education, Asplund and Bengtsson (2020) show that degree projects within that field of engineering often contain potential contribution and innovation in relation to engineering profession and that thesis work often is connected to certain companies and their needs. Regarding the academic quality of the projects in teacher education this is not the case (Råde 2014, 2016). The theoretical framework used in this study was based on research about prominent orientations of higher education identified in Finnish and Swedish teacher education (Furuhagen et al., 2019; Hansén, Eklund and Sjöberg, 2015). Orientations were originally developed to analyse and map the various aims of teacher education in a historical perspective, which goes beyond the scope of this article. For the purposes of this article, we derive the three orientations: academic, vocational, progressive: • The academic orientation with an emphasis on subject knowledge. • The vocational orientation with an emphasis on practical work. • The progressive orientation with an emphasis on social change and societal improvement. By applying these three orientations we construct an analytical model for categorising projects with a focus om aim(s) and results. Projects categorised as having an academic orientation emphasised knowledge within subject discipline(s); vocational orientation emphasised knowledge that useful for practical work; and progressive orientation emphasised knowledge that highlight societal issues that could contribute to social change. A more detailed description of the characteristics of projects included in each orientation will be provided in the method section below. In contrast to the above-mentioned studies, we neither want to evaluate the quality or investigate the processes surrounding writing the project. Rather, our interest lies in the content of the projects which can be the starting point for at critical discussion about what content that is legitimate in teacher education. Considering that students spend one eighth of higher education on doing degree project work, there is a gap of knowledge and research results regarding what kind of knowledge student teachers chose to develop in their theses. The aim of this study is therefore to mitigate this gap by analysing the content of final degree projects in primary teacher education and engineering. Our research questions are: What methods do teachers and engineers use in degree projects? What topics do teachers and engineers investigate during their degree project work? Which orientations can be identified in primary teacher education and engineering?
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| 27. |
- Råde, Anders, et al.
(author)
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Final Thesis in Swedish Teacher Education
- 2023
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In: Paper presented at the Nordic Education Research Association Conference "Digitalization and Technologies in Education Opportunities and Challenges", 15-17 March 2023, Oslo Norway.
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Conference paper (other academic/artistic)abstract
- This paper is a part of a round table discussion on final thesis in teacher education in North European countries. It is presented during Nordic Educational Research Association (NERA) 2023 in Oslo.
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| 28. |
- Wallin, Anders, 1950, et al.
(author)
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The Gothenburg MCI study: design and distribution of Alzheimer's disease and subcortical vascular disease diagnoses from baseline to 6-year follow-up.
- 2016
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In: Journal of cerebral blood flow and metabolism : official journal of the International Society of Cerebral Blood Flow and Metabolism. - : SAGE Publications. - 1559-7016. ; 36:1, s. 114-131
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Journal article (peer-reviewed)abstract
- There is a need for increased nosological knowledge to enable rational trials in Alzheimer's disease (AD) and related disorders. The ongoing Gothenburg mild cognitive impairment (MCI) study is an attempt to conduct longitudinal in-depth phenotyping of patients with different forms and degrees of cognitive impairment using neuropsychological, neuroimaging, and neurochemical tools. Particular attention is paid to the interplay between AD and subcortical vascular disease, the latter representing a disease entity that may cause or contribute to cognitive impairment with an effect size that may be comparable to AD. Of 664 patients enrolled between 1999 and 2013, 195 were diagnosed with subjective cognitive impairment (SCI), 274 with mild cognitive impairment (MCI), and 195 with dementia, at baseline. Of the 195 (29%) patients with dementia at baseline, 81 (42%) had AD, 27 (14%) SVD, 41 (21%) mixed type dementia (=AD+SVD=MixD), and 46 (23%) other etiologies. After 6 years, 292 SCI/MCI patients were eligible for follow-up. Of these 292, 69 (24%) had converted to dementia (29 (42%) AD, 16 (23%) SVD, 15 (22%) MixD, 9 (13%) other etiologies). The study has shown that it is possible to identify not only AD but also incipient and manifest MixD/SVD in a memory clinic setting. These conditions should be taken into account in clinical trials.Journal of Cerebral Blood Flow & Metabolism advance online publication, 15 July 2015; doi:10.1038/jcbfm.2015.147.
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