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Learning and education – material conditions and
consequences
23 - 25 March 2017Copenhagen · Denmark
NERA 2017 Abstracts
www.nera2017.org
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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
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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
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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
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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
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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
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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
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Network 1
Adult learning – at work, in education and everyday life
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[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.
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[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
Black, P., & William, D.
(1998). Inside the black box:
raising standards through classroom
assessment. London:
GL Assessment.
fylkeskommune, B. (2016). Plan for
skolering av prøvenemnder i Buskerud.
Hentet fra
http://www.bfk.no/Documents/BFK/Utdanning/Fagoppl%C3%A6ring/Pr%C3%B8venemnd/Tiltaksplan
skolering pr%C3%B8venemnder 2016-‐2019.PDF
Hagen, A., & Skule, S. (2008).
Kompetansereformen og livslang læring:
status 2008 (Vol. 2008:07). Oslo:
Forskningsstiftelsen FAFO.
Harlen, W., & Winter, J.
(2004). The development of assessment
for learning: Learning from the
case of science
and mathemathics. Language Testing. 21,
3, 390-‐408.
Kunnskapsdepartementet. (2015). Yrkesfaglærerløftet
– for fremtidens fagarbeidere.
Oslo. Hentet fra
https://www.regjeringen.no/contentassets/a196e650447d459faa1b1e1879216f3e/kd_yrkesfaglarerlo
ftet_web_01.10.pdf
Utdanningsdirektoratet. (2008). En lærende
skole. Å utvikle en organisasjon
er en læringsprosess
Men det er ikke så lett som
det høres ut til, for det
er så mye det kommer an
på. Artikkel 5
Aamodt, P., Olof, Carlsten, T.,
Cecilie , Caspersen, J., Gøgaard,
B., Jens, & Røsdal, T.
(2016). Kompetanseutvikling
blant yrkesfaglærere. NIFu. Hentet fra
http://www.udir.no/globalassets/filer/tall-‐og-‐
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
