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Learning and education – material conditions and consequences
23 - 25 March 2017Copenhagen · Denmark
NERA 2017 Abstracts
www.nera2017.org
Author index Bold = Presenting authorName Abstract no.Aabro, Christian 538Aanstad, Camilla 463Adalbjarnardottir, Sigrun 601Adhikari, Basanta Prasad 55Adolfsson, Carl-Henrik 110Æsøy, Knut Ove 733Ågård, Dorte 515Agerbo, Jette 549Ahlskog-Björkman, Eva 440Åkerfeldt, Anna 632Åkerlund, Dan 348Allsopp, Benjamin Brink 565Almås, Aslaug Grov 354, 656Almqvist, Jonas 116Alvunger, Daniel 110Amhag, Lisbeth 596Andersen, Bente Kjeldbjerg Bro 408Andersen, Hanne Voldborg 707Andersson, Birgit 111, 304Andersson , Karin 149Andersson, Katharina 348Andersson, Per 75Andishmand, Catarina 372Ankerstjerne, Trine 736Anttila, Eeva 476Arneback, Emma 547, 562Aronsson, Lena 335Arrazola, Begoña Vigo 242Aslanian, Teresa 321, 456Asp Onsjö, Lisa 460Aspfors, Jessica 289Augustsson, Gunnar 261Backlund-Kärjenmäki, Elisabet 747Baldwin, Richard 541Ballangrud, Brit Bolken 634Baraldsnes, Dziuginta 625Baraldsnes, Dziuginta 591Barow, Thomas 306Bayati, Zahra 709Beach, Dennis 242Beach, Dennis 260Berg Brekkhus, Ashild 643Bergdahl, Lovisa 657Bergdahl, Nina 508Berggren, Caroline 642Bergh, Andreas 308, 404, 484Bergstedt, Bosse 613Bergström, Helena 137, 272Bergström, Peter 524, 610, 448Bergviken Rensfeldt, Annika 636Bernhard, Dorte 738Bertelsen, Eva 682Billmayer, Jakob 644Bjergkilde, Dorethe 326Bjerkholt, Eva Merete 342Bjordal, Ingvil 469Bjørkelo, Brita 656Björklund, Camilla 125Björkvall, Anders 414Bjørndal, Kristin Emilie 439
Name Abstract no.Bjørnestad, Elisabeth 407Bjornsdottir, Amalia 345, 693Bjøru, Anne-Mette 43Blåvarg, Christina 603Blöndal, Kristjana Stella 601Bodén, Linnea 529Bonde, Sussie 312Borgström, Eric 336Borup Jensen, Julie 398Boström, Lena 261Bourbour, Maryam 620Bozalongo, Juana Soriano 242Brænder, Birgit 729Brander, Birgitte Gade 732Brännström, Malin 301Bredesen Nordfjell, Ole 332Bredmar, Anna-Carin 160Brendløkken, Tone 333Brink Pedersen, Ann Sofie 538Brox, Hilde 676Bruun, Mette 396, 438Bruzell, Carina 342Buch, Anders 682Buch, Bettina 729Busk Kofoed, Lise 228Canto Moniz, Goncalo 322Cardona López, José Adán 332Carlsen, Kari 588Carlsten, Tone Cecilie 16, 241Cedersund, Elisabet 660Choshi, Daisuke 444Christensen, Ingrid Reite 284Christensen, Mathias 668Christiansen, Rene B 438Colbjørnsen, Tor 180Cronqvist, Marita 97Dahl, Anne Kristin 475Dahl, Birger 429Dahlstedt, Magnus 154Dal, Michael 292Dalgren, Sara 33Damber, Ulla 357, 304Dehlin, Erlend 516Dieste, Belene 242Dirckinck-Holmfeld, Lone 517, 527, 602Dovemark, Marianne 462Duch, Henriette 70Duek, Susanne 712Dychawy Rosner, Irena 341, 647Dýrfjörð, Kristín 639, 710Dyrnes, Eva Martinsen 360E. Andreasen, Karen 470Eckeskog, Helena 357Edling, Silvia 279Eide, Kristin 452Eide, Tom 634Eidevald, Christian 137, 272Einarsdottir, Johanna 278, 386Eiríksdóttir, Elsa 229Eklund, Gunilla 289
Author index Bold = Presenting authorName Abstract no.Elm, Annika 359Elvstrand, Helene 275Engblom, Charlotte 348Englund, Tomas 168, 547, 562Engsig, Thomas 331Enochsson, Ann-Britt 147Eriksen Odegaard, Elin 493Eriksson, Anita 161, 260Eriksson, Christine 236Eriksson, Lisbeth 390Eriksson Barajas, Katarina 163Eriksson Bergström, Sofia 677Evenstad, Randi 429Ewins, Kristin 404Fahlén, Marie 158Fajersson, Karin Elise 429Faldet, Ann-Cathrin 259Falkner, Carin 330Fälling Andersen, Lisa Monica 675Fastén, Olof 701Fauskevåg, Odin 640Fejes, Andreas 154, 232Fernandez Vavrik, German 419Ferreira, Carolina 322Fonseca, Lars 387Fors, Uno 622Forsler, Ingrid 89Forsling, Karin 512Forsten, Markus 210Foss, Vigdis 328Foss Lindblad, Rita 507Fosse, Britt Oda 380Fossland, Trine 308, 484Fransson, Susanne 705Frelin, Anneli 179, 322Fremstad, Ester 484Fridman, Lauren 17Frølund, Sune 604, 616From, Tuuli 468Frostholm, Peter Hornbæk 641Furnes, Gila Hammer 378Furu, Ann-Christin 440Furu, Eli Moksnes 577Fylkesnes, Sandra 410Gaini, Firouz 332García, Alicia 214Garvis, Susanne 407, 493Gerber, Anthonie 731Gerrevall, Per 387Gfeller, Fabienne 700Giaever, Katrine 334Gilje, Øystein 574Gillund, Mari 463Gísladóttir, Karen Rut 579Gisselman, David 677Gjedde, Lisa 743Gloppen, Bjørg Herberg 263Gram, Helene 354Grams Davy, Sarah 320Gran, Lillian 263, 267
Name Abstract no.Granfors, Ulla 747Grannas, Jan 179, 322Gravesen, David Thore 633, 641Gravgaard, Mette Lykke 412Grethe Baustad, Anne 407Guðjónsdóttir, Hafdís 570, 579, 584Gudmundsson, Gestur 653Gundersen, Peter 91Gunnarsdóttir, Hildigunnur 560Gunnarsson, Karin 411Gunnarsson, Marie 673Gunnulfsen, Ann Elisabeth 105Gustavsson, Erik 492Gyllander Torkildsen, Lisbeth 464Haaland, Grete 728Haastrup, Lisbeth 501Haglind, Therése 20Haglund, Björn 261Hakala, Katariina 650Hakvoort, Ilse 305Hall, Jeffrey B. 180Hallbäck, Marie 673Halldorsdottir, Brynja 530Haltia, Nina 674Hämäläinen, Juha 688Hammarsten, Maria 57hamre, [email protected] 672Hamza, Karim 116Hanghøj, Thorkild 520Hannus-Gullmets, Britta 446Hansen, Friðgeir Börkur 614Hansen, Jens Jørgen 602Hansen, Joakim 465Hansen, Kari Henriette 728Hansen, Majken Svane 568, 576Hansen, Petteri 462, 523Hansson, Hege 522Hara, Yoshihiko 575Harada, Akiko 191Hardardottir, Gudrun Alda 543Harðardóttir, Eva 530Hardy, Ian 100Hart, Adam 227Harter, Christopher 717Hasling, Karen Marie 553Haugdal, Berit Kristin 16Haugen, Cecilie 78, 82Haukenes, Marie Brandvoll 192Hautopp, Heidi 91Hedegaard, Joel 337Hedlin, Maria 199Hegna, Hilde Margrethe 551, 724Hegna, Kristinn 589Heikkilä, Mia 332, 546Heikkinen, Mervi 332Heilä-Ylikallio, Ria 747Helakorpi, Jenni 526, 106Helgesen, Espen 385, 447Helleve, Ingrid 656Hellman, Annika 119
Author index Bold = Presenting authorName Abstract no.Helms Jørgensen, Christian 229Helstad, Kristin 388Henningsen, Birgitte 223Henriksen, Øyvind 651Hermansson, Carina 418, 435, 494, 304, 613Hernwall, Patrik 351, 618, 622, 632Hilppö, Jaakko 493Hipkiss, Anna Maria 197Hirsh, Åsa 346Hirvensalo, Sanna 350Hjartarson , Torfi 179Hjelmér, Carina 437Hofverberg, Hanna 314Högberg, Sören 611Högström, Mats 340, 688Höjsgaard, Trine 366Holm, Ann-Sofie 106Holm, Gunilla 138, 468Holmqvist, Diana 143Holten, Ingeborg 662Hörmann, Bernadette 107Houmøller, Kathrin 495Huggler, Jørgen 667Hughes, Janette 17Hugo, Martin 337Hulten, Magnus 449, 108Hultin, Eva 611Hummelstedt-Djedou, Ida 358Hvid Thingstrup, Signe 312Ikonen, Leena 428Ilje-Lien, Johanne 364Ingimar Benediktsson, Artem 614Ingólfsdóttir, Jóna 720, 725Instefjord, Elen 670Insulander, Eva 632Irgens, Eirik 516Isenström, Lisa 266Ishida, Sachiyo 259Isopahkala-Bouret, Ulpukka 674Iversen, Ann-Merete 647Jaakonaho, Liisa 476Jääskelä, Päivikki 535Jackson, Carolyn 478Jacquet, Ewa 414Jahnke, Isa 524Jakhelln, Rachel 439Järvinen, Tero 229Jauhiainen, Annukka 674Jauhiainen, Annukka 593Jauhiainen, Arto 593Jendis, Mareike 304Jensen, Maybritt 421Jensen, Torben Elgaard 682Jenssen, Line 634Jeppesen, Stine 502Jepson Wigg, Ulrika 149Jobst, Solvejg 591Johannesen, Hedvig Skonhoft 719Johannesson, Peter 370Jóhannsdóttir, Vilborg 720, 725
Name Abstract no.Johansson, Caroline 199Johansson, Lotta 613Johansson, Monica 242Jokila, Suvi 531Jónasson, Jón Torfi 626, 696, 713Jonsdottir, Gudrun 360Jónsdóttir, Arna 386Jónsdóttir, Kristín 693Jónsdóttir, Svanborg Rannveig 579Jonsson, Bert 494Jönsson, Lise 397Jørgensen, Hanne Hede 198Juelskjaer, Malou 504Kaldahl, Anne-Grete 474Kantola, Mauri 210Kärkkäinen , Katarzyna 554Karlsdóttir, Jóhanna 584Karlsson, Göran 342Karlsson Heikio, Tarja 613Kärnebro, Katarina 357Karseth, Berit 500Katznelson, Noemi 35Kauko, Jaakko 462Kauppila, Aarno 83Kelder, Kersti 502Kesäläinen, Jonna 539Ketovuori, Heli 350Khalid, Md. Saifuddin 258Kilbrink, Nina 147Kim, Chung 472Kinnari, Heikki 83Klepstad Færevaag, Margaret 646Klerfelt, Anna 111Klinke, Christian-Alexander 34Klinke, Christian-Alexander 29Knudsen, Lars Emmerik Damgaard 179, 322Knudsmoen, Hege 540Knutas, Agneta 242Knutsson, Ola 618Koch, Anette Boye 198Koch, Marie 564Kolbæk, Ditte 79Kølsen, Camilla 602Konnerup, Ulla 527Kontio, Kimmo 655, 699Köpsén, Susanne 75Korenaga, Kanako 259Kornerup, Ida 412Kosunen, Sonja 462Kraus, Anja 234Krejsler, John Benedicto 145, 451Kristensen, Liv Kondrup 549Kristiansson, Lilia 382Kristin Solli , Schoien 551, 724Krøyer, Pia Rauff 198Kultti, Anne 123Kumpulainen, Kristiina 299Kvamme, Ole Andreas 605Lafton, Tove 662Lager, Karin 403, 407
Author index Bold = Presenting authorName Abstract no.Lagerlöf, Pernilla 127Lahelma, Elina 171, 106Laiho, Anne 593Laiho, Anne 666Lang, Tarja 209Langaas, Ylva 333Langmann, Elisabet 657Lappalainen, Sirpa 106Lappalainen, Sirpa 229Larsen, Kristian 682Larsen, Vibe 504Larsson, anna 322Larsson, Gunvor 738Larsson, Jonna 407Larsson, Kristoffer 305Laursen, Hanne 198Leick Jepsen, Anne 312Lenz-Taguchi, Hillevi 613Lestinen, Leena 535Levinsen, Karin 534Levlin, Maria 494Lidskog, Marie 404Lilja, Annika 230Liljestrand, Johan 279Lillvist , Anne 546Lindblad, Sverker 507Linder Eknor, Eleonor 514Lindhé, Anna 435, 494Lindqvist, Henrik 21Lindqvist, Per 98Lipponen, Lasse 493Ljung Egeland, Birgitta 712Ljusberg, Anna-Lena 275Londen, Monica 467Louw, Arnt Vestergaard 223Luchinskaya, Elena 382Ludvigsson, Ann 330Luimes, Maike 355Lund, Birthe 251Lund, Daniel B. 728Lund, Torbjörn 464Lundahl, Christian 108Lundahl, Lisbeth 229Lundberg, Janna 25Lunde Frederiksen , Lisbeth 173Lundgren, Berit 494Lundqvist, Ulla 62Lundström, Agneta 305Lyden, Susan 716Lyngdal Sørensen, Uffe 329MacCrimmon, Kate 661Magnusson, Maria 123, 125, 129Maivorsdotter, Ninitha 314Månsson, Ingela 342Månsson, Niclas 297Mårell Ohlsson, Eva 524, 610Markström, Ann-Marie 277Marschall, Anja 495Matsuda, Yaka 375Matta, Corrado 133
Name Abstract no.Mausethagen, Sølvi 410, 268Maxwell, Gregor 566Melker, Kristina 374Mellgren , Elisabeth 407Meristö, Tarja 155Michelet, Simon 77Mikkelsen, Sidse Hølvig 641Millei, Zsuzsa 135Miller, Tanja 115Misfeldt, Morten 602Mjelve, Heidi 49Moe, Merete 606Moelgaard, Dorthe 173Møller, Jorunn 500Mølstad, Christina 268Moos, Lejf 58Morley, Louise 642Moxnes, Anna 662munger, ann-charlotte 277Munk, Kasper 299Myhr, Rannveig Oliv 671Myrvold, Hanne Berit 421Næsby, Torben 407Nakahara, Jun 444Nasiopoulou, Panagiota 407Nehez, Jaana 464Nes, Kari 259Neustrup, Anna 721Nielsen, Anne Mette 730Niemi, Anna-Maija 83Nihlfors, Elisabet 58Nilsen, Anders Grov 354Nilsen, Anne Birgitta 410Nilsson, Galina 382Nilsson Sjöberg, Mattias 613Nislin, Mari 539Nivala, Elina 510, 647, 688Noer Ahm, Jacob 687Nordänger, Ulla Karin 98Nordin, Andreas 101, 102Nordkvelle, Yngve 486Nordmark, Jonas 297Nordqvist, Ingrid 359Nordtømme, Solveig 522Nørgaard, Britta 36, 688Nørgaard, Cecilie 332Nørgaard, Jonas 520Norling, Martina 157Nørlund , Irene Michele 732Norlund Shaswar, Annika 494Northington Purdie, Cynthia 23, 34Nortvig, Anne-Mette 79Nyberg, Eva 197Nylander, Erik 232Nylund, Mattias 229Obiekwe, Jerry 52, 53Odegard, Nina 662Odenbring, Ylva 106Öhman, Lisa 632Öhman Sandberg, Ann 293, 694
Author index Bold = Presenting authorName Abstract no.Öhrn, Elisabet 171, 106Økland, Magli Sofie 431Øksnes, Maria 671Ólafsdóttir, Sara Margrét 278Olin, Anette 116Olin, Anette 464Olsen, Mirjam Harkestad 497Olsson, Anders 706Omholt, Knut 542, 635Opstrup Larsen, Anna 538Orell, Miina 391Ørngreen, Rikke 223, 721Osbeck, Christina 230Osgood, Jayne 421, 429Óskarsdóttir, Edda 584Otrel-Cass, Kathrin 549Ottersland Myhre, Cecilie 421Otterstad, Ann Merete 429Ottesen, Eli 502Özalp, Ferruh 429Paaske, Karen Annette 408Palmer, Anna 613Palmér, Hanna 125Palovaara Søberg, Lilja 405Pasgaard, Niels Jakob 329Paulsen, Jan Merok 58Paulsrud, BethAnne 138Pedersen, Helena 613Perander-Norrgård, Katarina 467Perry, Kevin Anthony 93, 95Perselli, Ann-Katrin 663Perselli, Jan 663Persson Thunqvist, Daniel 229Peterson, Helen 642Pihlaja, Päivi 413, 666Pihlaja, Päivi 350Player-Koro, Catarina 161, 636Pless, Mette 35Pramling, Niklas 123Pramling Samuelsson, Ingrid 123Prøitz, Tine 101, 268Pugh, Heidi 568, 576Putra, Zetra Hainul 257Qvortrup, Ane 602Raaen, Finn Daniel 381Ræbild, Ulla 553Rafik Hama, Susan 614Rafik Hama, Susan 487Ragnarsdóttir, Guðrún 696Ragnarsdóttir, Hanna 487, 545Rahm, Lina 597Rajala, Antti 299, 700Rajala , Anttu 493Ramberg, Robert 618Raptopoulou, Anthemis 499Rasmussen, Connie Stendal 729Rasmussen, Lisa 682Rasmussen, Palle 451, 462Rasti Behbahani, Amin 39Reneland-Forsman, Linda 124
Name Abstract no.Riese, Hanne 344Riis, Marianne 517Ringblom, Natalia 351Ringskou, Lea 633, 687Risku, Mika 58Risløw, Tove Irene 338Rogberg, Martin 631Rognstad, May Sissel 274Roisehagen, Anne 224Rolf, Elisabeth 615Román, Henrik 245, 246Rømer, Thomas Aastrup 368Roness, Dag 344Rönnerman, Karin 100, 238Rönnlund, Maria 242, 322Rönnström, Niclas 384Rós Magnusdottír,, Berglind 462Rosvall, Per-Åke 229Rosvall, Per-Åke 242Rosvall, Per-Åke 229Roth, Solveig 18Røthe, Randi Hojem 338Runesdotter, Caroline 705Ruoslahti, Harri 155Ryberg, Lena 407Rydén Gramner, Anja 163Ryynänen, Sanna 510Saar, Tomas 418, 613Sadownik, Alicja 704Saeverot, Herner 291Sahlström, Fritjof 358, 649SAiler, Maximilian 655, 699Sajaniemi, Nina 413, 539Sakaguchi Nozaki, Midori 156Salminen Karlsson, Minna 478, 642Salokangas, Maija 217Sanders, Dawn 197Sandnes, Anne 724Sanli-Bulut, Merve 392Sataøen, Svein Ole 328Sato, Hiroki 599Scheie, Janne Thoralvsdatter 475Scheinin, Minna 210Schulte, Barbara 619Schumann, Claudia 658Segolsson, Mikael 346Selwyn, Neil 636Sernhede, Ove 680Severina, Elena 447Severinsson, Susanne 38Shavard, Galina 240Sheridan, Sonja 407Siekkinen, Frida 442Sigurðardóttir, Anna Kristin 179Sigurgeirsson, Ingvar 345Silander, Charlotte 642Simensen, Birgit 265Simola, Mari 578Simonsen, Berit 68, 115Sivenbring, Jennie 141
Author index Bold = Presenting authorName Abstract no.Sivesind, Kirsten 107Sjøbakken, Ola Johan 267Skar, Gustaf B. 336Skaug, Reidar 16Skott, Pia 631Skrefsrud, Thor-Andre 698Skrøvset, Siw 577Skundberg, Øystein 69Slettbakk, Åse 577Smeds, Mia 106Smeds-Nylund, Ann-Sofie 144Smidt, Søren 273Söderlind, Linda 147Söderman Lago, Lina 275Solbrekke , Tone Dyrdal 168, 287, 308, 388, 547, 562Somby, Hege Merete 96Sorensen, Elsebeth Korsgaard 734Sørensen, Asger 664Sørensen, Birgitte Holm 534Sørensen, Niels Ulrik 730Sporre, Karin 420Staahl, Mathilda 747Stadler-Altmann, Ulrike 179, 322Stalheim, Odd Rune 486Staunæs, Dorthe 600Stav, John Birger 622Stedt, Lisbeth 293Steensen, Jette 88Sten, Ulla 737Stokke, Hilde Sofie 342Stølen, Gerd 439Strindberg, Joakim 203Sugrue, Ciaran 168, 287, 308Suhonen, Eira 539Sülau, Veronica 309Sume, Helena 41Sundberg, Daniel 109Sundqvist, Christel 256Sundsdal, Einar 702Sundstedt, Andreas 747Sundström Sjödin, Elin 71Suson, Kriselle Lou 614Sutphen, Molly 308Suutari, Mika 210Svedlin, Renata 342Svendler Nielsen, Charlotte 476Svensson, Ann-Katrin 260Swennen, Anja 316Syed, Bushra Fatima 716Syrjämäki, Marja 413Tahirsylaj, Armend 586Tainio, Liisa 106Takala, Marjatta 41Tanner, Marie 624Tapio, Mari 647Tengberg, Michael 336Thomas, Ulrike 179Thorkelsdóttir, Rannveig 45Thornberg, Robert 21, 76, 203Thorsen, Kirsten E. 381
Name Abstract no.Þrastardóttir, Bergljót 332Timcenko, Olga 228Tjernberg, Catharina 27, 37Tobiassen, Roald 253Toivonen, Venla 106Tønder Hagen, Anna 229Torgersen, Glenn-Egil 241, 291Tran, Anh-Dao 545Triantafyllou, Evangelia 228Trippestad, Tom Are 316Trolle, Jeppe 729Trumberg, Anders 443Trygger, Sophie 351Tveit, Sverre 703Tvete, Ingrid 224Ulleberg, Inger 49Ulvik, Marit 344Umino, Ayumi 139Urban, Susanne 443V. Braüner, Ninna 396Vaahtera, Touko 222Vagle, Inger 728Valleala, Ulla Maija 535van Zanten, Agnès 419Veivo, Lea 167Vestergaard , Linda 438Vigmostad, Inger 463Vik, Stine 496Virolainen, Maarit 229von Wright, Moira 621Vonheim, Kristin 49Wahlström, Ninni 109Wakimoto, Takehiro 444Wallenius, Tommi 523Wallerstedt , Cecilia 127Wallner, Lars 164Weldemariam, Kassahun 201werler, tobias 291, 316Werler, Tobias 625, 646, 643Wermke, Wieland 217, 268Wernerson, Annika 21Westberg Broström, Anna 137, 272Weurlander, Maria 21Wied, Kia 600Wikstøl, Eva Augestad 724Williams, Pia 407Williamson, Ben 636Wilson, Dordy 96Wittek, Anne Line 388Wolf, Kristin Danielsen 184Woolner, Pamela 179Wozniczka, Anna Katarzyna 545, 570Ydesen, Christian 196Zakaria, Anne 115Zilliacus, Harriet 138Zou, Yihuan 196
Network 1
Adult learning – at work, in education and everyday life
[70] TRANSITION FROM COURSE TO WORKPLACE: ORGANIZATIONAL OR OCCUPATIONAL PROFESSIONALISM IN VOCATIONAL EDUCATIONS? Henriette Duch1 1Via University College, Aalborg University, Aarhus N, Denmark Research topic/Aim: This paper focuses on the material conditions in the transition of knowledge from courses to workplaces. Managers write down procedures in documents while teachers move around in the physical environment, teaching and working in offices together with colleagues. Teachers’ material conditions, e.g. offices and team compositions, can lead to other learning outcomes than the managers intended.
The case is vocational colleges where the teachers attend a pedagogical course. The managers choose different strategies for organizational learning (Elkjaer & Brandi, 2014). Strategies described in documents show how the teachers are supposed to develop new pedagogical initiatives or pass the course. This type of management is ’organizational professionalism’ (Evetts, 2009). However, the teachers construct other learning trajectories by moving between teaching in classrooms and colleagues and offices as part of ‘occupational professionalism’ (Evetts, 2009). These two different and coinciding processes influence the transition from course to workplace. The research question is: How is organizational and occupational professionalism in the transition process from course to workplace?
Theoretical frameworks: The theoretical framework is Bourdieu’s theory of practice. Practice is situated in professional contexts as ”a sociomaterial and organisational perspective” (Gherardi, 2012 p. 16). This perspective is combined with Evetts’ terms organizational and occupational professionalism (Evetts, 2009) and three perspectives on professionals’ learning in organizations: “a behavioral, a cognitive and a practice-‐based perspective” (Elkjaer & Brandi, 2014 p. 6).
Methodology/research design: The method is documentary analyses, focus group interviews with managers and teachers, and observations at four vocational colleges.
Expected conclusions/Findings: The expected conclusion is that there is a contradiction between organizational professionalism and occupational professionalism. By making the contradiction visible it may be possible to discuss how to improve material conditions to support professionalism in the transition from course to workplace.
Relevance for Nordic Educational Research: The paper thereby proposes a new perspective on the gap between theory and practice, as often discussed in vocational educations in Nordic educational research (Smeby & Sutphen, 2015).
References: Bourdieu, P. (1990). The logic of practice. Polity Press. Elkjaer, B; Brandi, U. (2014). An organisational perspective on professionals´ learning. I International Handbook of Research in Professional Practice-‐based Learning. Springer. Evetts, J. (2009). New Professionalism and New Public Management: Changes, Continuities and Consequences. Comparative Sociology, 8(2), 247–266. Gherardi, S. (2012). Docta ignorantia: professional knowing at the core and at the margins of a practice. Journal of Education and Work, 25(1), 15–38. http://doi.org/10.1080/13639080.2012.644902 Smeby J.-‐C. & Sutphen M. (ed.). From Vocational to Professional Education. Routledge.
[143] PROFESSIONAL IDENTITY IN AN AGE OF MARKETIZATION Diana Holmqvist1 1Department of Behavioural Science and Learning, Division of Adult Education and Learning, Linköping, Sweden Research topic/Aim: Marketization in education has become a global phenomenon. The shift to neo-‐liberal views is not only changing the way in which education is delivered, it also more subtly introduces new discourses and changes the way in which students, teachers and school leaders see themselves and relate to each other (Ball & Youdell, 2008).
Despite Sweden having one of the most marketised educational systems in the world, research on the topic has mainly focused on external marketization (cf Lundahl et al, 2014, Björklund et al, 2003). Research on its effects on the internal life of schools is limited and has mostly focused on compulsory and upper secondary schools (cf. Lundahl et al, 2014; Holm, 2013; Parding, 2012; Fredriksson, 2009).
There is research on Swedish adult education in general and municipal adult education (MAE) in particular that touches upon the topic of marketization and its consequences (cf Fejes et al, 2016; Bjusell et al, 2015; Sipoz Zachrisson & Assarsson, 2008; Fejes, 2006; Beach, 2004; Lumsden Wass, 2004), but the topic has only drawn limited attention among researchers. This is remarkable, considering that MAE differs greatly in its organization from other education systems in Sweden. MAE is governed through a procurement system, instead of the free school system, where municipalities can employ private companies to carry out education on their behalf. The short nature of such contracts (often as short as two years) makes for a special working situation for teachers, which warrants further investigation.
The aim of the doctoral study, on which this paper is based, is to explore how marketization influences teachers’ work and their professional identity.
Theoretical frameworks: The data is analyzed drawing on a socio-‐material approach (Fenwick, 2010), making visible the material context of teachers’ work (Mulachy, 2011), such as institutional setting, workplace conditions and school culture. This allows focus on the relational and contingent enactment of teacher identity in everyday practice (Aberton, 2012).
Methodology/research design: Four Swedish municipal adult education (MAE) providers in two urban municipalities are being studied. The sample consists of one municipality that procures substantial parts of its adult education through tendering from private companies and one municipality that does not. In the municipality that procures education through tendering, the study includes both the municipal provider, as well as two different private providers. I draw on different forms of data in each of the four locations, such as observations, interviews with teachers and students, informal conversations and documents of different sorts.
Expected conclusions/Findings: Previous research (Lundahl et al, 2014; Parding, 2012) suggests a heterogeneous picture, where teacher identity varies a lot, depending on different factors.
Relevance for Nordic Educational Research: Knowledge of the marketization of Swedish MAE will further contribute with new knowledge to the current research discussions in the Nordic countries on the marketization of education.
[143] PROFESSIONAL IDENTITY IN AN AGE OF MARKETIZATION Diana Holmqvist1 1Department of Behavioural Science and Learning, Division of Adult Education and Learning, Linköping, Sweden Research topic/Aim: Marketization in education has become a global phenomenon. The shift to neo-‐liberal views is not only changing the way in which education is delivered, it also more subtly introduces new discourses and changes the way in which students, teachers and school leaders see themselves and relate to each other (Ball & Youdell, 2008).
Despite Sweden having one of the most marketised educational systems in the world, research on the topic has mainly focused on external marketization (cf Lundahl et al, 2014, Björklund et al, 2003). Research on its effects on the internal life of schools is limited and has mostly focused on compulsory and upper secondary schools (cf. Lundahl et al, 2014; Holm, 2013; Parding, 2012; Fredriksson, 2009).
There is research on Swedish adult education in general and municipal adult education (MAE) in particular that touches upon the topic of marketization and its consequences (cf Fejes et al, 2016; Bjusell et al, 2015; Sipoz Zachrisson & Assarsson, 2008; Fejes, 2006; Beach, 2004; Lumsden Wass, 2004), but the topic has only drawn limited attention among researchers. This is remarkable, considering that MAE differs greatly in its organization from other education systems in Sweden. MAE is governed through a procurement system, instead of the free school system, where municipalities can employ private companies to carry out education on their behalf. The short nature of such contracts (often as short as two years) makes for a special working situation for teachers, which warrants further investigation.
The aim of the doctoral study, on which this paper is based, is to explore how marketization influences teachers’ work and their professional identity.
Theoretical frameworks: The data is analyzed drawing on a socio-‐material approach (Fenwick, 2010), making visible the material context of teachers’ work (Mulachy, 2011), such as institutional setting, workplace conditions and school culture. This allows focus on the relational and contingent enactment of teacher identity in everyday practice (Aberton, 2012).
Methodology/research design: Four Swedish municipal adult education (MAE) providers in two urban municipalities are being studied. The sample consists of one municipality that procures substantial parts of its adult education through tendering from private companies and one municipality that does not. In the municipality that procures education through tendering, the study includes both the municipal provider, as well as two different private providers. I draw on different forms of data in each of the four locations, such as observations, interviews with teachers and students, informal conversations and documents of different sorts.
Expected conclusions/Findings: Previous research (Lundahl et al, 2014; Parding, 2012) suggests a heterogeneous picture, where teacher identity varies a lot, depending on different factors.
Relevance for Nordic Educational Research: Knowledge of the marketization of Swedish MAE will further contribute with new knowledge to the current research discussions in the Nordic countries on the marketization of education.
[156] EDUCATION OF RECOGNITION: A CASE OF DAGHØJSKOLE IN DENMARK Midori Sakaguchi Nozaki1 1Meijigakuin University, Department of Sociology, Minato-‐Ku, Tokyo, Japan Research topic/Aim: Daghøjskole is the institution for non-‐formal adult education in Denmark. In Daghøjskole, no particular qualifications are required to participate in for the persons of 18 years and above, along with evening schools (Aftensskole) or folk high schools (Folkehøjskole). It is the institution to provide an extra learning opportunities to the diverse group of people who relatively do not fit into the general educational systems that the society offers. Although the number of Daghøjskole in Denmark is rapidly decreasing from the time when there were 195 schools in 1996, 25 of them survive until today with ceaseless efforts, and each institution gives unique opportunities for the youth and adults.
Theoretical frameworks: The questions I would like to ask here are two-‐fold: what is the function of Daghøjskole in Danish society today, and what does it mean for the youth, such as newcomers, immigrants or refugees, to have leaning opportunities in non-‐formal adult education such as Daghøjskole.
Methodology/research design: In exploring these questions above, I adopt both practical and theoretical approaches. On the former, a series of qualitative researches I have been conveying at five different Daghøjskole in Copenhagen, Frederiksberg and Aalborg since 2015, including the interviews with the school directors, teachers, and other organization staffs who are woking for the institution. On the latter, I will firstly refer to Charles Taylor who poses a new interpretation of the concept of recognition in modern age of multiculturalism (Taylor 1994), and secondly, I will refer to Will Kimlylicka who attempts to reconcile the friction between neoliberal multiculturalism and welfare chauvinism (Kymlicka 2015).
Expected conclusions/Findings: In doing so, I will try to explain the significance of non-‐formal adult education especially for marginalized people with a willingness to learn.
Relevance for Nordic Educational Research: It would emphasize the importance of Daghøjskole in Nordic countries, and it would also be the model for the policy of lifelong learning in many societies where the education for immigrants or minorities is imminent, including Japan.
[209] EXPLORING FACTORS RELATED TO THE APPEAL OF LIFELONG LEARNING Tarja Lang1 1Omnia, Joint Authority of Education and A Regional Development Center in Espoo, Espoon Kaupunki, Finland Research topic/Aim: Exploring factors related to the appeal of lifelong learning
Theoretical frameworks: The reform of vocational education and the cuts in public finances have brought about structural and functional changes in adult education. The ongoing reorganization at Omnia, Joint Authority of Education in the Espoo Region, aims at forming a single educational institution responsible for multisector educational tasks. In the past, liberal adult education has operated separately from vocational education, but is now in the process of integrating with the whole of adult education. The reform process also includes a study on factors broadening the appeal of adult education institutions in their own sector of operation and the special features of their educational task. The aim of the study was to analyze the present and potential student profiles of the organization and to assess the provision of education.
Methodology/research design: The data of the study comprised literature, statistics, theme interviews (n=12) and an online questionnaire (N=294) and they were analyzed by statistical inference and discourse analysis. The
Expected conclusions/Findings: The results indicated that the strongest appeal lied in the high quality of the main task of the institution, i.e. teaching and pedagogics, and the ability to renew it. Teachers’ role as pedagogical experts is shifting more towards the role of multi-‐taskers in financial administration. Constant renewal and innovativeness is essential for ensuring the appeal of education provision. For teachers this means the ability to renew their information-‐technological competence in the knowledge-‐intensive world.
Relevance for Nordic Educational Research: The results of this study may use for the reform of Adult Education and Liberal Adult Education in Nordic Counties.
Report on the provision of adult education will be available in the beginning of 2017.
[209] EXPLORING FACTORS RELATED TO THE APPEAL OF LIFELONG LEARNING Tarja Lang1 1Omnia, Joint Authority of Education and A Regional Development Center in Espoo, Espoon Kaupunki, Finland Research topic/Aim: Exploring factors related to the appeal of lifelong learning
Theoretical frameworks: The reform of vocational education and the cuts in public finances have brought about structural and functional changes in adult education. The ongoing reorganization at Omnia, Joint Authority of Education in the Espoo Region, aims at forming a single educational institution responsible for multisector educational tasks. In the past, liberal adult education has operated separately from vocational education, but is now in the process of integrating with the whole of adult education. The reform process also includes a study on factors broadening the appeal of adult education institutions in their own sector of operation and the special features of their educational task. The aim of the study was to analyze the present and potential student profiles of the organization and to assess the provision of education.
Methodology/research design: The data of the study comprised literature, statistics, theme interviews (n=12) and an online questionnaire (N=294) and they were analyzed by statistical inference and discourse analysis. The
Expected conclusions/Findings: The results indicated that the strongest appeal lied in the high quality of the main task of the institution, i.e. teaching and pedagogics, and the ability to renew it. Teachers’ role as pedagogical experts is shifting more towards the role of multi-‐taskers in financial administration. Constant renewal and innovativeness is essential for ensuring the appeal of education provision. For teachers this means the ability to renew their information-‐technological competence in the knowledge-‐intensive world.
Relevance for Nordic Educational Research: The results of this study may use for the reform of Adult Education and Liberal Adult Education in Nordic Counties.
Report on the provision of adult education will be available in the beginning of 2017.
[223] PERSONAL DIGITAL VIDEO STORIES LINKING SCHOOL AND INTERNSHIPS Birgitte Henningsen1 , Arnt Vestergaard Louw1 , Rikke Ørngreen1 1Dep. of Learning and Philosophy, Aalborg University, Copenhagen S.V., Denmark Research topic/Aim: How can personal stories in the form of videos (incl. images, animations and sound) play a role as an engaging reflection tool between school and company-‐based internships among young marginalized people in vocational educational training (VET)?
Theoretical frameworks: This is a research proposal that draws on transfer theory and previous findings which suggests students’ meaning-‐making processes, in the interplay between school and internships, are difficult but vital to establish (Aarkrog 2011; Nielsen 2009). Furthermore, the research views motivation for learning as a socio cultural phenomenon, which among others puts the learning context rather than an individual in focus for understanding, how young VET students make sense of their education (McLeod & Yates 2006, Louw 2013; Pless et al. 2015). Finally, the research draws on theories of Digital Storytelling (Lambert,2013) as a way of empowering marginalized groups through individual and collaborative user-‐driven media and personal reflection practices.
Methodology/research design: This research project is inspired by Design-‐Based Research (DBR), including applying an iterative, contextual and user-‐driven process, rather than more traditional hypothesis-‐driven methods (Amiel & Reeves 2008). The DBR project is designed to investigate how Personal Digital Video stories (PDVs) supports the students’ social relations, learning, reflection and their professional development during their VET. The suggested research design is to involve two different schools, involving 3-‐4 different VET programs and focus on the critical transitions between school and company-‐based internships. The plan is to follow two subsequent classes at each school, in a total of 2 ½ years. Thus in total, the DBR projects involves 6 VET programs, approximately 12 VET teachers and 150 VET students. The research data will consist of participatory observations from co-‐working with teachers and students on the PDVs, from observing the processes surrounding the PDVs in-‐use, as well as data from interviews and surveys with participants.
Expected conclusions/Findings: Previous research indicates that video productions (in many formats and modalities) potentially scaffolds reflection and supports professional thinking and “professional proudness” (Ørngren 2009; Louw 2015). The process of making a movie and sharing it with peers holds the potential of mediating engagement, learning, immersion and retention of the subjects depicted in the movie (Ørngreen, Louw & Henningsen 2016). The intention of the suggested research agenda is to further deploy this focus to youths, who are school-‐weary (which can be youths with talent and/or youths who are writing and reading challenged etc). The objective is therefore to support a professional clarification and increase the professional pride and willingness to carry on, and relate hands-‐on practice and theory.
Relevance for Nordic Educational Research: Digitalizing educations is a fast growing tendency across the educational systems and nations. The educations of the Nordic countries are traditionally well equipped with digital hardware. However, the learning outcome of the digital hardware is more doubtful. This study aims to shed light on the possibility for harvesting the benefits of multimodal digital tools specifically in relation to digital storytelling in VET, thus setting inspirational hands-‐on examples on ways to digitalize VET programmes.
[263] COMMUNITIES OF PRACTICE IN HIGH SCHOOL VOCATIONAL BOARDS Lillian Gran1 , Bjørg Herberg Gloppen1 1Hedmark University of Applied Sciences, Hamar, Norway Research topic/Aim:This paper investigates the Norwegian vocational education and training assessment. In 2015 the Norwegian government published a strategy on how to develop the competence of vocational teachers (VET). The strategy includes an appreciation of examinational boards' expertise and special skills in assessment. Many of the vocational teachers do not have qualified competence as formal teachers. In 2014 there where about 1000 vocational teachers working in schools that did not have the formal teaching competence. Qualified teachers are important for student performance and implementation in VET. Good teachers with updated expertise provides relevant and practical training, which in turn contributes to more complete and pass with a craft or journeyman (KD, 2015: 13). It is essential that members of an examination board also have expertise in judging the qualifying examination beyond the purely vocational skills.
Our research question is
How can the examination boards in vocational training develop communities of practice?
Theoretical frameworks: Hedmark university college have been involved in developing the assessment competence of the examination board members since 2012. The elements of the competence development consisted of communication, observation and assessment for learning as the main focus. The main focus for the examination boards is the summative evaluation since the examination is the final assessment of the apprentices. Although the focus of assessment for learning in the formative part of assessment also applies.
The competence development program started with curriculum goals and a common understanding and interpretation of the main aims. Our attention is directed on how members of examinational boards can develop a common interpretation community to ensure that candidates receive an evaluation based upon criteria and common understanding of what is quality in the various fields.
The theoretical approach is a socio-‐cultural perspective where members dialogic practice will form the foundation for the development of knowledge and understanding. This will form the basis for learning in the organization.
Methodology/research design: The scientific paper connected to this abstract will use both a survey within the three levels of apprentices, members of the assessment board and the level of Hedmark county, the main stakeholder in this programme, observation of two chosen examinations of apprentices. In addition, there will be a document analyse of the central governmental documents.
[263] COMMUNITIES OF PRACTICE IN HIGH SCHOOL VOCATIONAL BOARDS Lillian Gran1 , Bjørg Herberg Gloppen1 1Hedmark University of Applied Sciences, Hamar, Norway Research topic/Aim:This paper investigates the Norwegian vocational education and training assessment. In 2015 the Norwegian government published a strategy on how to develop the competence of vocational teachers (VET). The strategy includes an appreciation of examinational boards' expertise and special skills in assessment. Many of the vocational teachers do not have qualified competence as formal teachers. In 2014 there where about 1000 vocational teachers working in schools that did not have the formal teaching competence. Qualified teachers are important for student performance and implementation in VET. Good teachers with updated expertise provides relevant and practical training, which in turn contributes to more complete and pass with a craft or journeyman (KD, 2015: 13). It is essential that members of an examination board also have expertise in judging the qualifying examination beyond the purely vocational skills.
Our research question is
How can the examination boards in vocational training develop communities of practice?
Theoretical frameworks: Hedmark university college have been involved in developing the assessment competence of the examination board members since 2012. The elements of the competence development consisted of communication, observation and assessment for learning as the main focus. The main focus for the examination boards is the summative evaluation since the examination is the final assessment of the apprentices. Although the focus of assessment for learning in the formative part of assessment also applies.
The competence development program started with curriculum goals and a common understanding and interpretation of the main aims. Our attention is directed on how members of examinational boards can develop a common interpretation community to ensure that candidates receive an evaluation based upon criteria and common understanding of what is quality in the various fields.
The theoretical approach is a socio-‐cultural perspective where members dialogic practice will form the foundation for the development of knowledge and understanding. This will form the basis for learning in the organization.
Methodology/research design: The scientific paper connected to this abstract will use both a survey within the three levels of apprentices, members of the assessment board and the level of Hedmark county, the main stakeholder in this programme, observation of two chosen examinations of apprentices. In addition, there will be a document analyse of the central governmental documents.
Expected conclusions/Findings: In the competence programme we have experienced a large
enthusiasm in development of the vocational teachers’ competence. Making them more aware and
fit to do their jobs as examination board members. This is a very unique assessment for learning
method giving the apprentices feedback during the days of their final examination.
Relevance for Nordic Educational Research: With a deeper understanding of assessment for
learning and the importance of a common practice within the county and maybe as far as to the
Nordic countries, the assessment culture will satisfy the assessment regulations for the vocational
training.
Literature
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Aamodt, P., Olof, Carlsten, T., Cecilie , Caspersen, J., Gøgaard, B., Jens, & Røsdal, T. (2016). Kompetanseutvikling
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forskning/forskningsrapporter/kompetanseutvikling_blant_yrkesfaglarere.pdf
[337] EDUCATION AS HABILITATION: EMPIRICAL EXAMPLES FROM AN ADJUSTED EDUCATION IN SWEDEN FOR STUDENTS WITH HIGH-‐FUNCTIONING AUTISM Martin Hugo1 , Joel Hedegaard1 1Jönköping University, Högskolan För Lärande Och Kommunikation, Jönköping, Sweden Research topic/Aim: The purpose of this paper is to highlight empirical examples of habilitation effects of an adjusted education for young adults with high-‐functioning autism. Our paper draws upon findings from a project researched -‐ an IT education called the IT-‐track -‐ which is an example of an initiative that has had the intention to help to break the isolation and exclusion in favor of inclusion. The IT-‐track started in January 2012 and is founded by The European Social Fund (ESF), Region Jönköping, Höglandet’s Coordinating Association and Eksjö Municipality. It targets young people diagnosed with high-‐functioning autism between 19-‐30 years old. The IT-‐track offers upper secondary and university courses in programming, CAD and computer systems, as well as internship experience.
Theoretical frameworks:
• Supported education
• Supported employment
• Sense of coherence
Methodology/research design: The study is inspired by ethnographic methodology (Hammersley & Atkinson, 2007), where researchers reside within the environments and situations they want to learn about. Data was collected by way of participant observations, natural conversations, research interviews with students and one focus group interview with the staff (van Manen, 1990). The different data collection methods complemented each other and, taken together, provide a rich description of the students’ experiences of the IT-‐track.
Expected conclusions/Findings: The context of the present study is focused on (i) the students’ experiences of the IT-‐track, (ii) the students’ previous school experiences, and (iii) how they relate to their future. The findings involve:
• Identified adjustments at the IT-‐track • To get structure in everyday life • To function better socially with others • Extended horizons of possibility • Employment and internship
Relevance for Nordic Educational Research:
The findings have relevance for Nordic educational research due to a prior lack of research into Asperger syndrome and education. This paper highlights the need for a better understanding of how environments can be adapted in order to be supportive and contributing to learning and habilitation.
[337] EDUCATION AS HABILITATION: EMPIRICAL EXAMPLES FROM AN ADJUSTED EDUCATION IN SWEDEN FOR STUDENTS WITH HIGH-‐FUNCTIONING AUTISM Martin Hugo1 , Joel Hedegaard1 1Jönköping University, Högskolan För Lärande Och Kommunikation, Jönköping, Sweden Research topic/Aim: The purpose of this paper is to highlight empirical examples of habilitation effects of an adjusted education for young adults with high-‐functioning autism. Our paper draws upon findings from a project researched -‐ an IT education called the IT-‐track -‐ which is an example of an initiative that has had the intention to help to break the isolation and exclusion in favor of inclusion. The IT-‐track started in January 2012 and is founded by The European Social Fund (ESF), Region Jönköping, Höglandet’s Coordinating Association and Eksjö Municipality. It targets young people diagnosed with high-‐functioning autism between 19-‐30 years old. The IT-‐track offers upper secondary and university courses in programming, CAD and computer systems, as well as internship experience.
Theoretical frameworks:
• Supported education
• Supported employment
• Sense of coherence
Methodology/research design: The study is inspired by ethnographic methodology (Hammersley & Atkinson, 2007), where researchers reside within the environments and situations they want to learn about. Data was collected by way of participant observations, natural conversations, research interviews with students and one focus group interview with the staff (van Manen, 1990). The different data collection methods complemented each other and, taken together, provide a rich description of the students’ experiences of the IT-‐track.
Expected conclusions/Findings: The context of the present study is focused on (i) the students’ experiences of the IT-‐track, (ii) the students’ previous school experiences, and (iii) how they relate to their future. The findings involve:
• Identified adjustments at the IT-‐track • To get structure in everyday life • To function better socially with others • Extended horizons of possibility • Employment and internship
Relevance for Nordic Educational Research:
The findings have relevance for Nordic educational research due to a prior lack of research into Asperger syndrome and education. This paper highlights the need for a better understanding of how environments can be adapted in order to be supportive and contributing to learning and habilitation.
[428] RE-‐EMPLOYMENT AFTER PROFESSION CHANGE Leena Ikonen1 1University of Jyväskylä, Veikkola, Finland Research topic/aim: This is an on-‐going grounded theory study of the profession change process. The aim is to gain insight into the profession change process of adults enrolled in vocational education programs and on this basis to create a model of profession change process and to examine re-‐employment after switching to another profession. The research question which is addressed by this proposal is: What are the possibilities for re-‐employment after profession change?
Theoretical framework: Research phenomenon is associated with changes in working life in general and with desire of change in individual level. Context of this study is vocational adult education in Finland. Globally un-‐secure economic situation reflects to the labor market and influences to employment negatively and escalates structural unemployment. Changes in labor market (or personal desire to change work) forces employee to maintain her skills and acquire suitable knowledge and adapt to labor market needs. Profession change is one option. In addition the work itself is changing and work can be combined in different ways: both part-‐time work and fixed-‐term work increase; entrepreneurship, seasonal work and crossing between several professions become more common. It is no longer typical to work in the same profession or with the same employer throughout the career.
Methodology/research design: The focus of this research is to gain insight into a basic social process and to generate a new substantive theory. Becoming results are based on the data which are collected to this particular study. Ten interviews were carried where participants ranged in age from 29 to 50 years. They included both men and women from different professional fields an all have switched to another profession through vocational adult education. Transcribed interviews were analyzed using grounded theory open-‐coding procedure, and then selectively coded by the constant comparison, combination and qualifying of the material until the saturation.
Expected conclusions/findings: One of the main categories is Returning back to work. The whole profession change process comprises several stages and break points. Process is mainly following a chronological order, but movement back and forth occurs as well. Re-‐employment is essential factor in profession change process. When switching to another profession, one´s career status and educational status can move either vertically or horizontally (up or down) depending on one´s previous education and position. Varied alternatives of re-‐employment are presented.
Relevance for Nordic educational research: Changing profession through adult education is widespread phenomenon in Finland. This societal phenomenon is topical and applicable in the Nordic countries in general and profession change through education is possible in the Nordic countries. This poster is assigned to the following NERA network: Adult learning – at work, in education and everyday life.
[575] A STUDY ON SCHOOL VALUE IN DANISH FOLK HIGH SCHOOL AND ITS CLASSIFICATION Yoshihiko Hara1 1Akita University, Akita City, Japan Research topic/Aim: ” This presentation is to provide types of values of Danish folk high school. Folk high school Act requires each school to show its school value on the school’s website, and to evaluate itself every 2 years. Evaluation is one of the major research issue of Danish folk high school. But there is no formulated method of evaluation, so this has been a research subject to study promptly. Evaluation is carried out on the basis of an achievement degree of school value. In this sense, school value is one of the most important things for evaluation. School value has to be analyzed by several approaches. They are, for example, who made it, how it was made, what contents it implies, what it means, and how it can be measured. In this presentation, focusing on contents or meaning of school values, some types of school value will be shown. This is the first step of a study on evaluation of the Danish folk high school.”
Theoretical frameworks: ” This study is based upon evaluation theory. Evaluation cannot be done without clear goals. And if there are evaluation items/indices that match with each content of the goals, and if evaluation items can be measurable with evaluation indices, evaluation can goes well. To make appropriate goals is the first step for successful evaluation.”
Methodology/research design: ” There are now 70 folk high schools in all around in Denmark. I will research for school value of all those schools. I plan to analyze words and sentences seen in statement of folk high school’s value. To put it concretely, first, I will investigate structure of value expression. Second, I will statistically analyze kinds and meaning of words, and times of appearance of a word. Third, I will derive the tendency and characteristic seen in statistics result above.”
Expected conclusions/Findings: ” Generally Danish folk high school is classified into 7 types. They are general and Grundtvigian school, special school, gymnastics school, Christian school, senior school, and youth school. School value may have some relation with such school types. But even if school types are the same between more than two schools, all school values are not the same. School value seems to be influenced by school’s own history, founder, forstander(school master), school board or process of making school value. There may be a type of value regarded upon personality development, one regarded upon individual’s growth or health, one regarded upon relation with society, and so on.”
Relevance for Nordic Educational Research: ” This presentation contributes to not only studies on Danish folk high school but also studies on evaluation of any other adult education institutes or programs. Furthermore, result of this study is useful for folk high school in other Nordic countries.”
[575] A STUDY ON SCHOOL VALUE IN DANISH FOLK HIGH SCHOOL AND ITS CLASSIFICATION Yoshihiko Hara1 1Akita University, Akita City, Japan Research topic/Aim: ” This presentation is to provide types of values of Danish folk high school. Folk high school Act requires each school to show its school value on the school’s website, and to evaluate itself every 2 years. Evaluation is one of the major research issue of Danish folk high school. But there is no formulated method of evaluation, so this has been a research subject to study promptly. Evaluation is carried out on the basis of an achievement degree of school value. In this sense, school value is one of the most important things for evaluation. School value has to be analyzed by several approaches. They are, for example, who made it, how it was made, what contents it implies, what it means, and how it can be measured. In this presentation, focusing on contents or meaning of school values, some types of school value will be shown. This is the first step of a study on evaluation of the Danish folk high school.”
Theoretical frameworks: ” This study is based upon evaluation theory. Evaluation cannot be done without clear goals. And if there are evaluation items/indices that match with each content of the goals, and if evaluation items can be measurable with evaluation indices, evaluation can goes well. To make appropriate goals is the first step for successful evaluation.”
Methodology/research design: ” There are now 70 folk high schools in all around in Denmark. I will research for school value of all those schools. I plan to analyze words and sentences seen in statement of folk high school’s value. To put it concretely, first, I will investigate structure of value expression. Second, I will statistically analyze kinds and meaning of words, and times of appearance of a word. Third, I will derive the tendency and characteristic seen in statistics result above.”
Expected conclusions/Findings: ” Generally Danish folk high school is classified into 7 types. They are general and Grundtvigian school, special school, gymnastics school, Christian school, senior school, and youth school. School value may have some relation with such school types. But even if school types are the same between more than two schools, all school values are not the same. School value seems to be influenced by school’s own history, founder, forstander(school master), school board or process of making school value. There may be a type of value regarded upon personality development, one regarded upon individual’s growth or health, one regarded upon relation with society, and so on.”
Relevance for Nordic Educational Research: ” This presentation contributes to not only studies on Danish folk high school but also studies on evaluation of any other adult education institutes or programs. Furthermore, result of this study is useful for folk high school in other Nordic countries.”
[599] INITIATIVES FOR VALIDATION OF PRIOR LEARNING IN DENMARK―DISPARITY AMONG NON-‐FORMAL ADULT EDUCATIONAL INSTITUTIONS- Hiroki Sato1 1Niigata University of Health and Welfare, Niigata, Japan Research topic/Aim: In the recent years, European countries have been focusing on increasing their competitiveness as knowledge-‐based societies. Thus, lifelong learning programs are being developed for the unemployed, immigrants, school dropouts, and elderly. The significance of ‘validation of prior learning’ is not limited to formal education. These validations also provide a social system that recognises various non-‐formal/informal learning experiences, including leisure activities and work experience, which can help individuals in their career.
This study aims to determine the use of validation of prior learning (Realkompetencevurdering: RKV and Individuel kompetencevurdering: IKV) in Denmark, since the year 2000, with a focus on non-‐formal adult education institutions and the disparity of each kinds of non-‐formal adult educational institutions.
Theoretical frameworks: Recognition of accomplishments based on non-‐formal/informal learning focuses on the economic, educational, social, and individual merits. However, it is difficult to standardise and rank voluntary learning activities, and the asymmetry between the evaluator and the person being evaluated could lead to issues.
This study analyses and discusses the important aspects of the relevant policies in Denmark, educational institutions and role of their staff, and the practical application of this framework.
Methodology/research design: In this qualitative study, two methods were used to collect data: literature review and interview survey in Denmark.
Expected conclusions/Findings:A two-‐sided approach, top-‐down and bottom-‐up, has been developed with regard to validation of prior learning in Denmark. The government frames the general guidelines for the system, budget, and quality assurance. However, the implementation is decentralised and entrusted to the educational institutions.
Thus, a disparity exists between individual non-‐formal adult education institutions. In Folkehøjskole and Produktionskole, These institutions focus on clarifying personal and social competences together with the professional profiles and training for instructors is provided. On the other hand, students at Aftenskole and Folkeuninversitet tend to be aged 50 years and above, and they are not proactive for validation of prior learning..
In addition, validation practitioners, such as guidance counsellors and assessors in Nordic countries are developing models based on the skills and attributes that are necessary at different stages of the process.
Relevance for Nordic Educational Research: Adult learning at work, in education and everyday life
[663] THE DIFFERENCE BETWEEN TEACH AND SHOW IN THE LIBRARY Ann-‐Katrin Perselli1 , Jan Perselli2 1Department of Education, Linnaeus University, Kalmar , Sweden 2Pedagogik, Växjö, Sweden Research topic/Aim: The aim is to illuminate the pedagogical role of librarians teaching and supporting students learning of seeking information with aim to deepen their thesis and to examine the two concepts ‘teach’ and ‘show’ which both university lecturers and librarians do.
Theoretical frameworks: The theoretical starting point in our discussion of pedagogy and librarians, concepts and ways of seeing and explaining things, is based on the phenomenological method of understanding the world.
Methodology/research design: There are two studies included in the paper, both are based on qualitative interviews and observations.
Expected conclusions/Findings: The studies show two interesting things, firstly there is a problem in the relationship between university lecturer and librarians, as an embarrassment, secondly it reveals differences between showing and teaching. Teaching is about to explain, and explain how to understand something, ie, trying to convey a way of relating to attain knowledge. But what is to show, and what are the differences between them? Perhaps it is so that a lot of the lecturer’s activities with the students also have the character of to show rather than to teach. Often, lecturers have to show students how to use word processing, how to search in databases, how to use Dropbox and Google Docs, etc., to make documents available to each other. These things we are showing, students todays often lacking knowledge about. It seems that both librarians as lecturers and teachers both teach and show in their respective businesses. Both categories performing both teaching and showing. Probably teach teachers more and show less and vice versa for librarians. But many librarians still teach more than they show. To continue to develop librarians teaching work, there are several approaches. The Department of Education (UTV) in Härnösand Mid Sweden University, conduct a development project to give information seeking a deeper role in teacher education programs, together with the University Library. University librarians at Mid Sweden University Library has developed a plan of progression with the aim to give information retrieval, educational media monitoring, reference management and source criticism, should run as a red thread through the hole teaching training education. Course coordinating teachers have worked to develop elements in the courses where these above-‐mentioned parts in the plan of progression in one way or another are included. We think that a teacher and a librarian carry out students' first education in information seeking together. Together, university teachers and librarians can provide support for the students at their first meeting with information retrieval. We see it as important that the education of students in information retrieval is cross-‐border cooperation between teachers and librarians.
Relevance for Nordic Educational Research: The subject has a Swedish educational context and is concerning student teaching situations at Swedish universities.
[663] THE DIFFERENCE BETWEEN TEACH AND SHOW IN THE LIBRARY Ann-‐Katrin Perselli1 , Jan Perselli2 1Department of Education, Linnaeus University, Kalmar , Sweden 2Pedagogik, Växjö, Sweden Research topic/Aim: The aim is to illuminate the pedagogical role of librarians teaching and supporting students learning of seeking information with aim to deepen their thesis and to examine the two concepts ‘teach’ and ‘show’ which both university lecturers and librarians do.
Theoretical frameworks: The theoretical starting point in our discussion of pedagogy and librarians, concepts and ways of seeing and explaining things, is based on the phenomenological method of understanding the world.
Methodology/research design: There are two studies included in the paper, both are based on qualitative interviews and observations.
Expected conclusions/Findings: The studies show two interesting things, firstly there is a problem in the relationship between university lecturer and librarians, as an embarrassment, secondly it reveals differences between showing and teaching. Teaching is about to explain, and explain how to understand something, ie, trying to convey a way of relating to attain knowledge. But what is to show, and what are the differences between them? Perhaps it is so that a lot of the lecturer’s activities with the students also have the character of to show rather than to teach. Often, lecturers have to show students how to use word processing, how to search in databases, how to use Dropbox and Google Docs, etc., to make documents available to each other. These things we are showing, students todays often lacking knowledge about. It seems that both librarians as lecturers and teachers both teach and show in their respective businesses. Both categories performing both teaching and showing. Probably teach teachers more and show less and vice versa for librarians. But many librarians still teach more than they show. To continue to develop librarians teaching work, there are several approaches. The Department of Education (UTV) in Härnösand Mid Sweden University, conduct a development project to give information seeking a deeper role in teacher education programs, together with the University Library. University librarians at Mid Sweden University Library has developed a plan of progression with the aim to give information retrieval, educational media monitoring, reference management and source criticism, should run as a red thread through the hole teaching training education. Course coordinating teachers have worked to develop elements in the courses where these above-‐mentioned parts in the plan of progression in one way or another are included. We think that a teacher and a librarian carry out students' first education in information seeking together. Together, university teachers and librarians can provide support for the students at their first meeting with information retrieval. We see it as important that the education of students in information retrieval is cross-‐border cooperation between teachers and librarians.
Relevance for Nordic Educational Research: The subject has a Swedish educational context and is concerning student teaching situations at Swedish universities.
[673] WHAT'S SO GREAT ABOUT FLIPPED LEARNING? Marie Gunnarsson1 , Marie Hallbäck1 1Department of Pedagogy, Växjö, Sweden Research topic/Aim: Flipped learning (FL) is a popular way to organise teaching, it extends the borders concerning who can participate in higher education, because it allows a flexibility regarding time and geography. Our standpoint is that the resources in terms of teacher hours that the FL might release must be used primarily to raise the quality of education and thus the learning outcomes of the participating students, and secondarily to allow a higher quantity of students passing through the course. The aim of this project is to present student’s experiences from flipped learning activities, and from this knowledge develop an understanding of how students learn in flipped classrooms.
Theoretical frameworks: Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. (Flipped Learning Network 2014)
As defined by Flipped Learning Network, Flipped learning does not nessesarly consist of just removing lectures from the classroom but rather by deliberately shifting instruction to a learner-‐centered approach. The network stress that four requisites need to be present to call it not only Flipped Classroom but Flipped learning. These are:
·∙ Flexible environment
·∙ Learning culture
·∙ Intentional content
·∙ Professional educator
When FL are to be studied another concept sometimes is used interchangeably, namely Active learning (Freeman, Eddy, McDonough, Smith, Okoroafor, Jordt & Wenderoth 2014). In comparing the efffiancy of constructivist versus exposition-‐ centered course designs in STEM (science, technology, engineering,and mathematics) metaanalys has shown that active learning approaches enhance student performance substantially. Results indicate that increased achievements are shown across all of the STEM disciplines and also independently of class size, course type and course level (Freeman et al 2014).
Methodology/research design: The methodology of the project is an online questionnaire, directed to approximately 60 students enrolled in campus respectively distance education. Questionnaire includes questions of closed as well as open character. Operationalisation will be based on concepts of FL and active learning.
Expected conclusions/Findings: We expect to find how students perceive flipped learning and what they consider necessary guidance, support and/or resources in order to master flipped learning.
Relevance for Nordic Educational Research: As FL and active learning currently are presented as a better alternative to traditional lecturing there is a great need of empirical data of how students perceive participating in FL and what prerequisites are needed to transform to an active learner.
[682] MATERIALITY, BODY, AND LEARNING Eva Bertelsen1, Lisa Rasmussen2 , Kristian Larsen3 , Anders Buch4 , Torben Elgaard Jensen4 1University of Copenhagen, Department of Media, Cognition and Communication, København S, Denmark 2Aarhus University, Danish School of Education, København NV, Denmark 3Aalborg University, Institut for Læring Og Filosofi, Copenhagen, Denmark 4Aalborg University, Department of Learning and Philosophy, København Sv, Denmark
1. The title of the symposium
Materiality, body, and learning – central theories with similarities and differences
2. An abstract describing the entire symposium
Human activities are always already located in material conditions, but materiality is often more or less absent
in research related to learning, education, and socialization. In this symposium, we focus on different types of
relationships between body and materiality in a broad sense. Informal socialization, workplace learning,
education, and formal pedagogical situations are increasingly mediated by and related to materiality (including
technology, physical space, and designs), and the interface between formal and