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  • 1.
    Bergmark, Ulrika
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Erixon, Per-Olof
    Department of Creative Studies, Umeå.
    Professional and academic knowledge in teachers’ research: An empowering oscillation2019In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041Article in journal (Refereed)
    Abstract [en]

    In this article, we study the academisation of the teaching profession in Sweden, which follows contemporary trends in other Nordic and European countries. The specific aim was to analyse 14 reports written by researching teachers enrolled in a master’s programme to investigate how they perceive, interpret and value academic and professional knowledge. The conceptual framework comprises theories concerning academic literacies and knowledge structures. The report analysis focussed on scope, aims and research questions, and how the researching teachers related to teacher knowledge and academic knowledge, normativity and a critical approach. After a preliminary analysis, the researching teachers were invited to participate in the analysis, giving their contextual understanding. The study indicates that the reports were based on empirical data and situated in a professional context, with the aim of exploring and understanding professional issues in relation to research, national policies and professional teacher experience. Report orientation was deeply nourished by teacher knowledge. The researching teachers’ contextual knowledge both benefitted and challenged academic knowledge and vice versa, with the ambition to improve practice. Accordingly, the teachers’ contextual knowledge can deepen the understanding of a research phenomenon. There was an empowering oscillation between teacher knowledge and academic knowledge in the teachers’ research.

  • 2. Lindell, Mats
    et al.
    Johansson, Jan
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Meeting the demand? Students within Swedish advanced vocational education entering the labour market: reflections from an ongoing research project2003In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 2, no 1, p. 107-125Article in journal (Refereed)
    Abstract [en]

    This article considers an ongoing research project concerning the outcome of the Swedish reform of advanced vocational education (AVE) from a graduate perspective. Launched in 1996 as an experimental post-secondary reform meeting the advancements within working life, several new educational features were introduced. In January 2002, AVE became a regular part of the national education system with 12,500 education places per annum. From start to present, over 6,100 students have graduated from the approximately 350 different national AVE programmes available. The purpose of this article is to present results from three sets of questionnaires collected in 1999, 2000 and 2001 surveying over 5,400 of the graduates concerning their opinions and experiences on how AVE corresponds to the demands and requests made of them when entering the labour market. The aggregate results suggest that a majority of the graduates (82%) had a job 6 months after having completed their AVE programmes and that approximately 80% of them were working, with regard to their educational focus, within a ‘target' field of profession.

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