Qualification paths of adult educators in Sweden and Denmark     

Per Andersson  Susanne Köpsén  Anne Larson  Marcella Milana 《Studies in Continuing Education》2013,35(1):102-118

The qualification of adult educators is a central aspect of the quality of adult education. However, within current policy discourses and adult education research on the professional development of prospective adult educators, little attention is paid to teacher qualification when compared to other fields of education and training. In this study, we analyse the qualification paths, or learning trajectories, of prospective adult educators in Sweden and Denmark. The analysis is based on narrative interviews with 29 students in training to become adult educators. The career paths of adult educators are often long and winding roads. Becoming an adult educator could be their primary desire, but it could also be their ‘Plan B’, a second choice. Individual motives and external demands interact in the professionalisation process. A shift in focus from teaching subject and methods to teaching context and the relation to the learners is part of the professional development. Finally, we argue that both academic studies and hands-on work in the adult education community are crucial parts of the adult educator's qualification path.  相似文献   

Governing through non/recognition: the missing ‘R’ in the PLAR for immigrant professionals in Canada and Sweden     

Per Andersson 《International Journal of Lifelong Education》2013,32(4):423-437

Despite claims that prior learning assessment and recognition (PLAR) can act as a transformative social mechanism and a means of social inclusion, this study reports that PLAR has become a serious barrier to adult learning rather than a facilitator. Drawing from Foucault’s concept of governmentality, the study examines the difficulties that immigrant professionals have experienced in having their foreign credentials and work experience recognized in the contexts of Canada and Sweden. Using document analysis and interviews, the study analyses how PLAR has created a system of governing through technologies of power and technologies of the self which work as dividing practices in discounting and devaluating immigrants’ prior learning and work experience. The study concludes that PLAR has become a technical exercise and a governing tool rather than a form of social transformation.  相似文献   

On Developing Content‐oriented Theories Taking Biological Evolution as an Example     

Björn Andersson  Anita Wallin 《International Journal of Science Education》2013,35(6):673-695

Both in Europe and the United States there is a growing interest in design research. One example is the design and validation of topic‐oriented teaching–learning sequences. This research may be said to have two objectives. One is to design and test “useful products”, such as teachers’ guides and study material for students, which may be put into practice in various ways. The second is to contribute to the development of educational science; for example, understanding conditions for learning of given topics under regular classroom conditions. This article concerns the latter objective and deals with the development of content‐oriented theories stating conditions that promote learning with long‐term understanding of given topics. We present one such theory, concerning evolution by natural selection, and describe the arguments and evidence that underlie the theory, which we regard as a well‐founded hypothesis. Some methodological problems associated with testing this type of theory are discussed, as well as the role of content‐oriented theories in strengthening science education research as an autonomous specialization within educational science.  相似文献   

BETYDELSEN AV DEN TIDSMÄSSIGA PLACERINGEN AV KUNSKAP OM RESULTATET I ANSLUTNING TILL ÖVNING MED TVÅ TYPER AV INLÄRNINGSMATERIAL     

Av forskarassistent  fil. lic. Bengt‐Erik Andersson 《Scandinavian Journal of Educational Research》2013,57(1):65-79

This study was designed to investigate the cross‐cultural similarity of vocational interests as measured by the Strong Interest Inventory. An Icelandic version of the SII was administered to Icelandic college students studying medicine, business, library science, geology, biology, psychology, theology, and nursing. 290 first year students were tested, and 123 students approaching final exams of whom 80 were re‐tested two years later. Reliability coefficients for the scales (occupational themes, interests, occupations and the special scales) varied from 0.79 to 0.89. On the basis of the US norms 74‐83 percent of students were correctly classified into their actual professional group. The results indicate that US norms are valid for Icelandic college students and allow for satisfying prediction of educational and vocational choice. This may indicate that the US norms of the SII could be applicable for other Nordic college students. SII scale scores for all groups indicate identical interest structure for Icelandic and US groups of the same field of study.  相似文献   

Managing stakeholders in transformational government — A case study in a Danish local government     

Anja Reinwald  Pernille Kraemmergaard 《Government Information Quarterly》2012

According to the e-government maturity literature public organizations will move through different stages of maturity implying that more mature e-government is better. For many public organizations the next stage to enter is the stage of transformational government (Dhillon et al., 2008). This paper contributes to this literature by reporting the findings from a case study in a Danish local government who has reached the stage of transformational government. Using a grounded theory approach, information about the local government was initially collected and further analyzed within a stakeholder perspective. The paper reports how they succeeded in involving the most important stakeholders in the process of reaching transformational government. Finally the paper offers six lessons learned, based on the case study, about how to manage the involved stakeholders to reach transformational government.  相似文献   

Recognising Prior Learning: Understanding the Relations Among Experience, Learning and Recognition from a Constructivist Perspective     

Andreas Fejes  Per Andersson 《Vocations and Learning》2009,2(1):37-55

This article discusses the relation between experience and learning in the context of recognition of prior learning (RPL) and from an experiential constructivist perspective. The study is based on a case of in-service training, based on RPL, in the care sector for elderly people. The data consist of interviews with actors in this process, which have been analysed with a qualitative interpretative approach. The results show how prior learning plays a central role in the training process, both on an individual and a collective level. The participants’ prior learning is taken as the starting point, particularly in learning conversations where prior learning is made visible and used, and where participants learn from each other. Further, new learning is taking place as a consequence of the recognition process, and the study particularly highlights how prior experiences could be the basis of new learning in a process of reflection and discussion.  相似文献   

Multimedia in Denmark     

Professor Bøgh Andersen  Helle Juhl Andersson  Assistant Professor Bo Fibiger 《Educational technology research and development : ETR & D》1994,42(3):108-111

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Editorial introduction: Transitions in the process of education     

Pernille Hviid MA Psychology  PhD  Tania Zittoun 《European Journal of Psychology of Education - EJPE》2008,23(2):121-130

This editorial introduction frames the special issue by highlighting its choices: examining transitions in the educational process, so as to highlight common features of many educational phenomena, often considered separately; and conceptualise transitions as time-embedded processes. Such theoretical choices raise methodological questions, among which, that of preserving the dynamics of education. Three main methodological options for doing so are considered: time reconstruction (verbal or graphic); real-time data gathering; and focus on the individual-social articulation. Each of the papers is thus presented through its specific methodological choices. Finally, two transversal characteristics of transitions are highlighted: the person-and-environment mutual responsiveness, and their inherent playfulness; some consequences for education are suggested.  相似文献   

Improving the Bandwidth Selection in Kernel Equating     

Björn Andersson  Alina A. von Davier 《Journal of Educational Measurement》2014,51(3):223-238

We investigate the current bandwidth selection methods in kernel equating and propose a method based on Silverman's rule of thumb for selecting the bandwidth parameters. In kernel equating, the bandwidth parameters have previously been obtained by minimizing a penalty function. This minimization process has been criticized by practitioners for being too complex and that it does not offer sufficient smoothing in certain cases. In addition, the bandwidth parameters have been treated as constants in the derivation of the standard error of equating even when they were selected by considering the observed data. Here, the bandwidth selection is simplified, and modified standard errors of equating (SEEs) that reflect the bandwidth selection method are derived. The method is illustrated with real data examples and simulated data.  相似文献