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  • 1.
    Berglund, Emilia
    et al.
    Göteborgs stad.
    Lager, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lundqvist, Jennifer
    Göteborgs stad.
    Gustafsson Nyckel, Jan
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Det dubbla kompetenskravet: en studie av lärarstudenters utveckling av kompetenser inom en ny lärarutbildning2019In: Forskning i Pædagogers Profession og Uddannelse, E-ISSN 2446-2810, Vol. 3, no 1, p. 87-101Article in journal (Refereed)
    Abstract [en]

    "The dual competence requirement - A study of teacher student competences in a new teacher education" examines students dealing with a dual competence requirement in teacher education. The study has its' background in educational trends that aim to bring together a social pedagogical tradition with an educational tradition, with a focus on teacher training in School age educare (fritidshem). Focus group interviews have been used to interview 16 students in teacher education at a university in Sweden with a focus on working in school-age educare. A thematic analysis was implemented, where development of three different competences emerged that correspond to a dual competence requirement, which is Re-creators, Co-Creators and Innovators. The analysis highlights both the differences and similarities between the three competences, while also showing how the competences complement each other. The Re-creators are characterized by adapted and reproduced skills development, in which the student actively chooses to become either a teacher in the school-age educare or his subject. The Co-creators are characterized by the students adapting to the education's implementation and producing parallel skills and becoming teachers in the school-age educare and their subject. The Innovators feature a productive creative competence in which the students use their practical aesthetic subject knowledge in the school-age edu-care activities, and their school-age educare skills in the teaching of the practical aesthetic subject. Findings are discussed in relation to the offering of creative skills.

  • 2.
    Bøje, Jakob Ditlev
    et al.
    Syddansk Universitet (DNK).
    Kristiansen, AslaugUniversitetet i Agder (NOR).Gustafsson Nyckel, JanUniversity West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.Jaap Rothuizen, JanVIA University college (DNK).
    Professionsuddannelser i krise?: Rekrutteringsproblemer, meningstab og meningsdannelse i nordiske lærer- og pædagoguddannelser2023Collection (editor) (Refereed)
    Abstract [en]

    Aim of this book

    This book represents a more delimited interest in some of aspects of the care crisis. We focus on what is called loss of meaning and shaping of meaning in Nordic teacher training programmes. This involves an attempt to study and strengthen the professional norms, standards and ideals, which have historically developed within the Nordic teacher training programmes and professions. These norms, standards and ideals are diverse, but they can be summarized as a professional ethos aimed at ‘making a difference’ in children’s and young people’s lives. We are concerned that this very basic helper motivation is increasingly lost, forgotten, or neglected as part of the care crisis, and we are interested in finding ways to reinstate and reshape its crucial meaning. [...] 

    Download full text (pdf)
    fulltext
  • 3.
    Gustafsson Nyckel, Jan
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Vägen mot det undervisande fritidshemmet2024In: Fritidshemmets pedagogik i en ny tid / [ed] Haglund, Björn, Gustafsson Nyckel, Jan & Lager, Karin, Malmö: Gleerups Utbildning AB, 2024, 2., p. 63-82Chapter in book (Other academic)
    Abstract [sv]

    Fritidshemmets pedagogik i en ny tid Kapitlet handlar om att fritidshemmet under sina drygt hundra år som institution genomgått stora förändringar. En av dessa förändringar är rörelsen från en socialpedagogisk tradition och arbetssätt till dagens läroplan (Skolverket, 2022) och dess betoning på undervisning och meningsfull fritid. Det är en förskjutning som berör fritidshemmets samhällsfunktion, innehåll och mål och som bygger på tankar från John Dewey (1902), en amerikansk filosof och pedagog. Han pekade på den grundläggande frågan inom varje pedagogisk verksamhet: Vilket är förhållandet mellan de värden och kunskaper som barnet (eleven) ska inhämta och utveckla (i fritidshemmet) och barnets egna intressen och vardagsliv? Hur detta förhållande formas och ser ut är ett uttryck för hur utbildningsinstitutionen ser på sitt samhällsuppdrag, kunskaper och mål. Fritidshemmets förskjutning kan beskrivas som en rörelse från arbetsstugans starka betoning på socialisation (en process som börjar under barndomen och genom vilken individer förvärvar samhällets värderingar, vanor och attityder) och kvalifikation (genom kunskaper och betyg inför ett framtida yrkesliv) till dagens reviderade läroplan (Skolverket, 2022) där kvalifikation och individualisering betonas mer än socialisation. Att ha kännedom och kunskap om fritidshemmets bakgrund i socialpedagogiska traditioner samt om den förskjutning och förändring som skett gällande institutionens samhällsfunktion, innehåll och mål är en viktig del av fritidspedagogers och lärare i fritidshems professionskunskap och yrkeskunnande.

  • 4.
    Gustafsson Nyckel, Jan
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Johansson, Eva M.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lager, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Quality in early childhood education and care - official policy and local practices: A Meta-ethnographic investigation2019In: Oxford Ethnography and Education Conference 2019: Abstracts, Oxford, 2019, p. 60-63Conference paper (Other academic)
  • 5.
    Gustafsson Nyckel, Jan
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lager, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Berglund, Emilia
    University of Gothenburg, Gothenburg, Sweden.
    Lundqvist, Jennifer
    University of Gothenburg, Gothenburg, Sweden.
    The dual competence requirement: A study of teacher student competences in a new teacher education2019In: Wera-Irn Conference Extended Education Practices, Theories And Activities.: Program of the 2nd WERA-IRN Extended Education Conference, September 26 – 28, 2019, Stockholm University, Sweden,, 2019, p. 50-51Conference paper (Other academic)
    Abstract [en]

    "The dual competence requirement - A study of teacher student competences in a new teacher education" examines students dealing with a dual competence requirement in teacher education. The study has its' background in educational trends that aim to bring together a social pedagogical tradition with an educational tradition, with a focus on teacher training in School age educare (fritidshem). Focus group interviews have been used to interview 16 students in teacher education at a university in Sweden with a focus on working in school-age educare. A thematic analysis was implemented, where development of three different competences emerged that correspond to a dual competence requirement, which are Re-creators, Co-Creators and Innovators.

    The analysis highlights both the differences and similarities between the three competences, while also showing how the competences complement each other. The Re-creators are characterized by adapted and reproduced skills development, in which the student actively chooses to become either a teacher in the school-age educare or his subject.The Co-creators are characterized by the students adapting to the education's implementation and producing parallel skills and becoming teachers in the school-age educare and their subject. The Innovators feature a productive creative competence in which the students use their practical aesthetic subject knowledge in the school-age educare activities, and their school-age educare skills in the teaching of the practical aesthetic subject. Findings are discussed in relation to the offering of creative skills.

  • 6.
    Gustafsson Nyckel, Jan
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lager, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Johansson, Eva M.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Zimmerman Nilsson, Marie-Helene
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Travelling and Recontextualization of Discourses on Quality in Early Childhood Education and Care: A Meta-Ethnographic Investigation2023In: Oxford Ethnography and Education Conference 2023, 2023Conference paper (Other academic)
    Abstract [en]

    This article is a response to the need for comparative and critical studies of preschool as a local practice and examines the recontextualization of quality in Early childhood education and care. The aim of this meta-ethnographic study is to investigate how neoliberal policy discourses on quality are recontextualized and embedded in local early childhood and care institutional practices. A central concept in the analysis is recontextualization, and our pre-understanding of how neoliberal policy discourses are travelling and transformed from official to local policy that is embedded in the preschools’ work with quality as an institutional practice.

    The findings show how neoliberal policy discourses on quality is recontextualized, transformed and embedded in local institutional practices with different results and responses. The analysis uncovers three strategic, institutional responses as Enacting through acquiescence response, Defiance response as resistance and obfuscation of class, gender, and post-colonial perspective. 

  • 7.
    Gustafsson Nyckel, Jan
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lander, Rolf
    Göteborgs universitet.
    Thång, Per-Olof
    Göteborgs universitet.
    Fragmented boundary zones between theory and practice in preschool teacher education in Sweden2020In: Journal of Praxis in Higher Education, E-ISSN 2003-3605, Vol. 2, no 20, p. 87-112Article in journal (Other academic)
    Abstract [en]

    Research dealing with preschool teacher education has been, for a long time, criticalof a binary divide between theory and practice. Based on that issue, this studyinvestigates a preschool teacher education programme in Sweden. It focusses onreflection upon theory and practice as an affordance offered to students in studies andwork. The study used a questionnaire with two different groups: campus studentsfollowing the regular programme and students who were nurses already working atpreschools. Analysis shows a fragmented education where the groups faced differentproblems, but also that neither of them could connect reflections on theory andpractice at the workplace to their own deep learning approaches in either studies orworking matters. How the students experienced affordances depended on theireducational skills and knowledge, and the programme relied mostly on individualreflection as the solution to the binary divide. This reliance seemed to work better forcampus students, who were challenged by the new environmental affordances. Thestudents in the field-based programme were very close to the preschools’ pedagogicalmicro-practice, which limited the possibility for critical reflection on theory andpractice and its contextual conditions, especially for students who were nurses.Workplace routines seem to structure the students’ learning instead. 

    Download full text (pdf)
    JPHE
  • 8.
    Haglund, Björn
    et al.
    Högskolan i Gävle (SWE).
    Gustafsson Nyckel, JanUniversity West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.Lager, KarinUniversity West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Fritidshemmets pedagogik i en ny tid2024Collection (editor) (Other academic)
    Abstract [sv]

    Fritidshemmets traditionella pedagogik utmanas idag och alltmer av dess verksamhet riktas mot utbildning. Fritidshemmet ska både erbjuda elever en meningsfull fritid och undervisning kopplad till ett centralt innehåll. För att lyckas med detta dubbla läroplansuppdrag behöver fritidshemmet bland annat en pedagogik som, även framöver, bygger på elevers delaktighet, socialt och relationellt lärande. Fritidshemmet har en lång pedagogisk tradition som institution, och den här boken belyser hur uppdrag, mål, styrning och innehåll har förändrats över tid. Den första delen av Fritidshemmets pedagogik i en ny tid beskriver förändringar i fritidshemmets uppdrag, profession och den socialpedagogiska traditionen. Bokens andra del innehåller kapitel om likvärdighet, kvalitet och dagens utbildning till lärare i fritidshem. Den tredje delen handlar om fritidshemmets innehåll och tar sin utgångspunkt i didaktik och barns perspektiv. I bokens andra upplaga har samtliga kapitel uppdaterats och tre nya kapitel tillkommit. Dessa nya kapitel diskuterar estetisk verksamhet i fritidshemmet, arbetet med lärande för hållbar utveckling samt sociala relationer och delaktighet i relation till den digitala världen. Bokens redaktörer (Björn Haglund, Jan Gustafsson Nyckel och Karin Lager är forskare och lärarutbildare med inriktning mot fritidshemmets pedagogik. De har alla en bakgrund som fritidspedagoger och har genom mötet med lärarstudenter, fritidshemspersonal och forskning på olika sätt studerat fritidshemmet.

  • 9.
    Lager, Karin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Gustafsson Nyckel, Jan
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Meaningful leisure time in school-age educare: the value of friends and collective strategies2022In: Education in the North, ISSN 0424-5512, Vol. 29, no 1, p. 84-100Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to investigate how children perceive and experience their opportunities to create meaningful leisure time in Swedish school-age educare. In this study, children’s perspectives on meaningful leisure time are investigated through interviews with 170 children aged 6-11 years in 45 groups. The theory of structuration is used to analyse children’s agency in relation to structure, and the findings are presented as four different practices and themes: Strategic actions in collective practices, Shared meaningful leisure time in normative practices, The struggle for meaning in individual practices, and Lack of affordance in meaningless practices. The results are discussed in relation to children’s agency and the conditions for daily practice, which show that children use both individual and collective strategies as well as resistance to create meaningful leisure time. In addition, the study also shows that in a collective organization, friends are the children´s most important resource in school-age educare. The result is interpreted with help from a dualistic perspective on how meaningfulness is created.

  • 10.
    Lager, Karin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Gustafsson Nyckel, Jan
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Teachers Enacting Complementation and Compensation in aPractice under Strain: Policy and Practice in Swedish School-Age EduCare2021In: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 9, no 1, p. 7-21Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to explore the way teachers enact policy regarding the tasks of complementation and compensation in Swedish School-Age Educare. As a result of numerous policy changes, school-age educare as an institution has undergone significant and substantial changes in terms of its social mandate, educational objectives, and content. In this paper, we investigate how these policy changes have transformed the everyday practice for staff working in these settings. We base our analysis on policy enactment theory, focusing on the way policy is transformed into practice. The research material consists of group interviews with 53 staff members interviewed in twelve focus groups, representing twelve different settings. The results highlight that enacting policy in Swedish school-age educare involves multiple interpretations of these concepts, being constrained by materiality in several ways, representing a mix of discourses in both policy and practice regarding the tasks of complementation and compensation.

  • 11.
    Lager, Karin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. Göteborg universitet, Göteborg.
    Gustafsson Nyckel, Jan
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Teachers enacting shifting policy in Swedish school-age educare2021Conference paper (Other academic)
    Abstract [en]

    The aim with this paper is to explore teacher’s enactment of new policy in Swedisch schoolage educare. There has been numerous of policy changes in Swedish school-age educare in line with educational reforms across Europe. As a result of these policy changes, the school-age educare as an institution has undergone significant and substantial changes in terms of its social mandate, educational goals and content. In this paper we investigate how these policy changes has affected and transformed the everyday practice for the staff working in these settings and in our analysis, we take our point of departure in policy enactment theory (Ball, Maguire & Braun 2012). Policy enactment theory is focusing the policy process of how policy is transformed into practice and we are interested in how policy is enacted in specific school-age educare settings. This specific paper contains of group interviews with 53 staff interviewed in 12 groups considering the latest 20 years of changes. In each setting the member of the staff was interviewed through focus groups. The result highlight that, enacting new policy in school-age educare contains being restrained by materiality in several ways. School-age educare has limited mandate to impact their situation. The interpretive perspective indicates that someone else then the educated staff has precedence to interpret and formulate the objectives in school-age educare. Further the analysis highlights a mix of competing discourses in this new policy enactment process, from discourses of problematic children to discourses of hope for change.

  • 12.
    Lager, Karin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Gustafsson Nyckel, Jan
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Varför vill jag bli lärare i fritidshem?: Lärarstudenter skriver om meningsskapande2023In: Professionsuddannelser i krise? Rekrutteringsproblemer, meningstab, och meningsdannelse i nordiske laerer- och paedagogguddannelser / [ed] Jakob Ditlev Bøje, Aslaug Kristiansen, Jan Gustafsson Nyckel & Jan Jaap Rothuizen, Odense: Syddansk universitetsforlag , 2023, p. 66-83Chapter in book (Refereed)
    Abstract [en]

    Aim of this book

    This book represents a more delimited interest in some of aspects of the care crisis. We focus on what is called loss of meaning and shaping of meaning in Nordic teacher training programmes. This involves an attempt to study and strengthen the professional norms, standards and ideals, which have historically developed within the Nordic teacher training programmes and professions. These norms, standards and ideals are diverse, but they can be summarized as a professional ethos aimed at ‘making a difference’ in children’s and young people’s lives. We are concerned that this very basic helper motivation is increasingly lost, forgotten, or neglected as part of the care crisis, and we are interested in finding ways to reinstate and reshape its crucial meaning. [...] 

    Download full text (pdf)
    fulltext
  • 13.
    Lager, Karin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Gustafsson Nyckel, Jan
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Larsson, Johanna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Vad är en bra fritidshemslärare?: Nya fritidshemslärarstudenters diskursiva konstruktioner av fritidshemslärarprofessionen och fritidshemslärarkompetenser2023In: Professionsuddannelser i krise?: Rekrutteringsproblemer, meningstab, och meningsdannelse i nordiske laerer- och paedagogguddannelser / [ed] Jakob Ditlev Bøje, Aslaug Kristiansen, Jan Gustafsson Nyckel & Jan Jaap Rothuizen, Odense: Syddansk universitetsforlag , 2023, p. 84-107Chapter in book (Refereed)
    Abstract [en]

    Aim of this book

    This book represents a more delimited interest in some of aspects of the care crisis. We focus on what is called loss of meaning and shaping of meaning in Nordic teacher training programmes. This involves an attempt to study and strengthen the professional norms, standards and ideals, which have historically developed within the Nordic teacher training programmes and professions. These norms, standards and ideals are diverse, but they can be summarized as a professional ethos aimed at ‘making a difference’ in children’s and young people’s lives. We are concerned that this very basic helper motivation is increasingly lost, forgotten, or neglected as part of the care crisis, and we are interested in finding ways to reinstate and reshape its crucial meaning. [...]

    Download full text (pdf)
    fulltext
  • 14.
    Rystedt, Hans
    et al.
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Gustafsson, Jan
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Arbetsintegrerat lärande i praktiken: integration av teori och praktik i en verksamhetsförlagd sjuksköterskeutbildning2007Report (Other academic)
    Abstract [sv]

    Föreliggande rapport är en utvärdering av en treårig sjuksköterskeutbildning där såväl de teoretiska som praktiska delarna av utbildningen är förlagda till olika institutioner inom hälso- och sjukvården. Syftet med projektet var dels att utveckla en utbildning som bättre svarar mot de nya krav som ställs på vårdpersonal i en föränderlig vårdverksamhet, dels att tillägna sig kunskap om de lärprocesser studenter genomgår under sin utildning och hur dessa svarar mot kraven på en professionell yrkesroll. Utvärderingens grundläggande utgångspunkt är att undervisningsprocessen är av stor betydelse för både projektets måluppfyllelse och utbildningens resultat och där vi vill skapa en fördjupad förståelse för relationen mellan utbildningens mål, undervisningsprocessen och dess utfall. För att förstå hur den verksamhetsförlagda sjuksköterskeutbildnings undervisning fungerar har vi studerat utbildningen från insidan. Ett sådant förhållningssätt ökar möjligheterna att upptäcka organisationens policy i termer av vilka som formar policyn samt hur policyn skapar olika möjligheter för olika aktörers utvecklingsprocesser i förhållande till projektets intentioner. Metodmässigt har vi arbetet med observationer och videofilmning av ett antal utvalda moment i utbildningen, samt fokusgruppintervjuer med studenter och lärare/handledare. På ett övergripande plan visar utvärderingen att studenterna är positiva till den verksamhetsförlagda utbildningen. Studenterna vill inte byta utbildningsmiljö utan ser många fördelar med att läsa integrerat och att varva teori och praktik under hela utbildningsperioden. Även lärarna på utbildningen ser pedagogiska och professionsmässiga fördelar med att genomföra en verksamhetsförlagd sjuksköterskeutbildning. Samtidigt visar utvärderingen att det inte är utbildningsplanen, studiehandledningen eller litteraturen som anger vad som är viktig kunskap. Inte heller undervisningen eller läraren har någon framträdande position i studenternas syn på vad som formar utbildningens kunskapskrav. Istället är det praktiken och tentamina som anger vad som räknas som viktig kunskap inom utbildningen. Ett tydligt exempel på detta fenomen var utbildningens skriftliga tentamensformer som fick en starkt strukturerande effekt och som därmed kraftfullt påverkade studenterna studiestrategier. Som en effekt av skriftliga tentamensformer utvecklade studenterna en ytinriktad studiestrategi och fokuserade på fakta till förmån för en mer djupinriktad och förståelse inriktad strategi. Under sin praktik ser studenterna sina handledare som förebilder och som genom sitt handlande anger vad en sjuksköterska måste kunna i din profession. Praktiken framstår som en norm för vilken kunskap som studenten måste tillägna sig. Den verksamhetsförlagda sjuksköterskeutbildningens organisation syftar till att studenterna skall få en möjlighet att röra sig mellan olika sociala praktiker vilket kan beskrivas som deltagarbanor i syfte att öppna upp för nya perspektiv för kunskapsutveckling och lärande. Utvärderingen visar samtidigt på svårigheter för studenterna när det gäller att utveckla ett fullvärdigt deltagande i några av dessa sociala praktiker vilket påverkar studenterna möjlighet till ett optimalt lärande på ett negativt sätt. Utbildningen försöker att skapa och konstruera ett nytt lärande och problemlösande subjekt. Detta subjekt kan beskrivas som ett PBL-subjekt och har sin grund i den problembaserade pedagogiska ideologin. Studenterna har dock svårt att identifiera sig med detta nya subjekt då de istället refererar till ett mer traditionellt subjekt. Denna situation skapar en ontologisk otrygghet vilket studenterna försöker att lösa genom att söka efter en traditionell student och lärarrelation. De eftersöker tydlighet och förutsägbarhet och en lärare med specifika kunskaper om det aktuella innehållet som de kan vända sig till för att få hjälp eller svar. Lärarna upplever i sin tur att de inte har lyckats med att implementera och förmedla utbildningens kunskapssyn. Utvärderingen visar entydigt att projektet uppnått en social och organisatorisk integration där teoretiska och praktiska moment varvas på ett sätt som i huvudsak uppfattas positivt av studenterna. Däremot finns inga entydiga indikationer på att det sker en integration på en innehållslig nivå i linje med projektets intentioner, dvs att relationen mellan teori och praktik artikuleras på ett sådant sätt att en ny relation konstrueras. Detta svarar mot den re-kontexualiseringsprocess som återfinns inom utbildning vilket medför att utbildningens struktur och innehåll i stor utsträckning anpassas till de lokala institutionella förutsättningarna. Utvärdering visar på en rad kritiska aspekter som är centrala för att AIL som utbildningskoncept ska kunna utvecklas och bidra till en mer genomgripande integration av teori och praktik. I resultatet visas hur det är möjligt att uppnå en integration på organisatorisk nivå, medan att det för att nå en integration på innehållslig nivå krävs mer genomgripande strategier för att hantera spänningar och motsättningar mellan en ämnesbaserad och en tematisk struktur. En bredd av olika lärarkompetenser framhålls som viktig för att uppnå detta, liksom en tydligare koppling mellan olika arbetsformer i utbildningen. Tidigare studier av problembaserade undervisningsupplägg har i stor utsträckning betonat autonomi och självstyrt lärande utifrån ett individualkonstruktivistiskt perspektiv. För att i högre grad beakta innehållsliga aspekter inom det arbetsintegrerade lärandet föreslås ett perspektiv i utveckling och forskning som i större utsträckning fokuserar på interaktion och kommunikation mellan lärare och studenter.

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