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Persson, Magnus
Publications (10 of 13) Show all publications
Persson, M. (2016). Utbildningskontraktets villkor: Utbildningsförlopp på en förändrad gymnasielärarutbildning. (Doctoral dissertation). Lund: Arkiv förlag & tidskrift
Open this publication in new window or tab >>Utbildningskontraktets villkor: Utbildningsförlopp på en förändrad gymnasielärarutbildning
2016 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

For the last decades the social position of the Swedish upper secondary schoolteacher programme has fallen dramatically in the field of higher education. The once social homogeneity among students has transformed into heterogeneity. This study investigates what educational action students take while studying, and making experiences from the programme and how this relates to their individual educational and social resources, and to the overall changes in the higher education sector.

 

A centrepiece in the study is the relation between what students expect of the programme, on the one hand, and what the programme actually delivers on the other. This is understood as an educational contract. This contract is divided into a labour-market contract and a teaching-contract where the former regulates how teaching content connects with the future labour-market expectations held by the students, and the latter how demands from the programme connect to students’ expectations of what it is to be a university student. In this case it produces educational action that can’t be understood without knowledge about the social disposition of the individual student (elaborated as habitus in this study), as well as knowledge about the social position of the educational programme. The study draws on a longitudinal series of in-depth interviews, supplemented by survey data and historical material.  

 

Three courses of education were identified. First the completed course, second the drop-out course and finally the changed course where students finished their academic degree but used it to get a higher social position in the labour-market than a position as upper secondary schoolteachers would have given them. The different courses of education exhibit a social pattern that can be understood both in relation to the expanded availability of higher education and to the social dispositions of the students; a key in the understanding of how conditions of the educational contract are formed both socially and historically. Some major findings can be formulated from this. First: Choice of courses of education mainly reproduced already existing internal social differences among the students but were revealed in new arrangements related to the altered field of higher education. Second: Expectations and choice of courses of education can in different ways, be traced to the social genealogy of teacher education. Third: Social pattern contributed to strengthen the on-going falling social position of the upper secondary schoolteacher programme.

Place, publisher, year, edition, pages
Lund: Arkiv förlag & tidskrift, 2016. p. 233
Keywords
educational resources, habitus, higher education, historical sociology, longitudinal qualitative research, teacher education, student selection, upper secondary schoolteacher, gymnasielärare, habitus, historisk sociologi, högre utbildning, longitudinell kvalitativ forskning, lärarutbildning, studentselektion, utbildningsresurser
National Category
Social Sciences
Research subject
Social Sciences, Sociology
Identifiers
urn:nbn:se:lnu:diva-57342 (URN)978-91-7924-282-4 (ISBN)
Public defence
2016-11-04, Myrdal, Hus K, Växjö, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2016-10-12 Created: 2016-10-11 Last updated: 2016-10-12Bibliographically approved
Persson, M. & Olofsson, G. (2014). Lagt kort ligger inte: En studie av studenter på gymnasielärarutbildningen som söker sig till andra yrken. In: : . Paper presented at Sociologidagarna, Göteborg, 13-15/3, 2014.
Open this publication in new window or tab >>Lagt kort ligger inte: En studie av studenter på gymnasielärarutbildningen som söker sig till andra yrken
2014 (Swedish)Conference paper, Published paper (Refereed)
Abstract [sv]

Vi har gjort upprepade intervjuer med tio blivande gymnasielärare på lärarutbildningen i Växjö som påbörjade sina studier höstterminen 2007 där vi har kartlagt hur studenternas relation till sina utbildnings- och yrkesval har förändrats under utbildningen. När studenterna vid det inledande intervjutillfället diskuterade sitt utbildningsval upplevdes det som närmast identiskt med ett yrkesval. Utbildningsvalet uttrycktes som både yrkesdestinerande, tvingande och irreversibelt. De förväntningar och krav som studenterna hade på utbildningens innehåll var praktik- och yrkesnära och när dessa inte infriades avbröt en del studenter utbildningen eller sökte nya utbildnings- och yrkesalternativ. Allteftersom utbildningen fortskred uppenbarade sig alternativa yrkesvägar eller fortsatt utbildning bortom, men samtidigt i förbindelse med, lärarutbildningens akademiska innehåll. De studenter som var övertygade om att de skulle bli gymnasielärare i utbildningens inledningsskede fick en väsentligt bredare och oförutsägbar utgång från lärarutbildningen. Kraven på utbildningen förändras inte. De var fortsatt yrkesnära, men inte nödvändigtvis i relation till gymnasieläraryrket. Studien använder begreppet utbildningskontrakt för att förstå hur studenterna uppfattade och hanterade sitt utbildningsförlopp. Innehållet i utbildningskontraktet – och då inte minst samspelet mellan undervisningskontrakt och arbetsmarknadskontrakt - förändrades i anslutning till de erfarenheter studenterna gjorde på gymnasielärarutbildningens såväl akademiska som yrkesnära moment.

Keywords
Lärarutbildning, utbildningsval, utbildningskontrakt
National Category
Sociology
Research subject
Social Sciences
Identifiers
urn:nbn:se:lnu:diva-36177 (URN)
Conference
Sociologidagarna, Göteborg, 13-15/3, 2014
Available from: 2014-07-22 Created: 2014-07-22 Last updated: 2018-05-17Bibliographically approved
Persson, M. (2014). Socio-geographic Effects on Higher Education Choices. In: : . Paper presented at XVIII ISA World Congress of Sociology 13-19/7 - 2014, Yokohama, Japan.
Open this publication in new window or tab >>Socio-geographic Effects on Higher Education Choices
2014 (English)Conference paper, Published paper (Refereed)
Abstract [en]

The main object, in this presentation, is to explore the relationship between socio-geographic background and higher educational choice. Social space can’t be isolated or ignored when it comes to understand human action. The individual socio-geographic setting permeates the way individuals understand and act in the social world. It contributes to social possibilities and constrains, often understood as habitus. This presentation put a socio-geographic focus on a special group of students in a special municipality in the south of Sweden. The municipality is characterized by low progression rate to higher education and a high, but diminishing, rate of blue-collar jobs. The educational level is below national average. Despite these traditions a minor group of pupils do attend theoretical education and receive high grades from upper secondary school. Most of these students progress to higher education. An observation made is that in this group most of the students are applying and attending low prestige higher educational programme at low prestige universities despite their actual more prestigious possibilities. This goes for students with middle-class backgrounds as for students from working class. One suspicion is the existence of a sociogeographic effect on higher educational choices that makes it possible to talk about a sociogeographic habitus, collective in the same way as class-habitus but also unique in relation to other geographic areas. In this paper this is discussed in relation to in-depth interviews with students representative to the above described group. 

Keywords
Habitus, higher educational choice, sociogeography
National Category
Sociology
Research subject
Social Sciences, Sociology Education
Identifiers
urn:nbn:se:lnu:diva-36178 (URN)
Conference
XVIII ISA World Congress of Sociology 13-19/7 - 2014, Yokohama, Japan
Available from: 2014-07-22 Created: 2014-07-22 Last updated: 2014-09-15Bibliographically approved
Persson, M. (2013). Gymnasielärarna. In: Eva Fasth & Gunnar Olofsson (Ed.), Studenterna och deras utbildningar vid ett nytt universitet: (pp. 149-172). Lund: Arkiv förlag
Open this publication in new window or tab >>Gymnasielärarna
2013 (Swedish)In: Studenterna och deras utbildningar vid ett nytt universitet / [ed] Eva Fasth & Gunnar Olofsson, Lund: Arkiv förlag , 2013, p. 149-172Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Arkiv förlag, 2013
Series
Ariadne förlag
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Research subject
Social Sciences, Sociology Education
Identifiers
urn:nbn:se:lnu:diva-28734 (URN)978-91-977986-2-4 (ISBN)
Available from: 2013-09-06 Created: 2013-09-06 Last updated: 2017-05-04Bibliographically approved
Persson, M. (2012). Seduced by Academia or Acting like a Fish in Water: Aspects on the Selection of the Swedish Upper Secondary Schoolteacher Programme. Kultura i Edukacja, 91(5), 215-234
Open this publication in new window or tab >>Seduced by Academia or Acting like a Fish in Water: Aspects on the Selection of the Swedish Upper Secondary Schoolteacher Programme
2012 (English)In: Kultura i Edukacja, ISSN 1230-266X, Vol. 91, no 5, p. 215-234Article in journal (Refereed) Published
Abstract [en]

 Th is text argue that the notion of divided habitus makes it possible to expand the understanding

of educational choices and strategies made by the upper secondary schoolteacher

students. Th e analogue of a distance, gap or tug between habitus and fi eld serve as a fruitful

illustration of how educational choices and participations can be more or less

complicated and full of confl ict, and in the end determine the presence or absence of educational

success. Th e social distance between habitus and the teacher education position

on the fi eld of higher education tend to aff ect the actual entrance and participation of the

individual student. A wide distance is more complicated and full of confl ict and failure than

a narrower one. By combining this to the individual achieved school-resources the selection

is becoming more complex but also with more consistency.

Keywords
upper-secondary schoolteacher programme, habitus, education, selection of students, lärarutbildning, habitus, selektion, gymnasielärare
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Research subject
Social Sciences, Sociology Education
Identifiers
urn:nbn:se:lnu:diva-46725 (URN)
Available from: 2015-10-12 Created: 2015-10-12 Last updated: 2015-11-26Bibliographically approved
Persson, M. (2012). Should I stay or should I go?: How Choice to Become an Upper Secondary Schoolteacher are Socially Structured. In: : . Paper presented at Second ISA Forum of Sociology in Buenos Aires, Argentina 1-4/8 2012.
Open this publication in new window or tab >>Should I stay or should I go?: How Choice to Become an Upper Secondary Schoolteacher are Socially Structured
2012 (English)Conference paper, Published paper (Other academic)
Abstract [en]

Abstract:

When choosing higher education there are several questions that the choosing individual needs to consider: What to study? Where to study? Why study? These questions include choices that are, by necessity, in the centre of attention for presumptive students. Choices are, to a large extent, structured and limited by different determinants such as social background, geographical origin, gender, former school experiences and educational skills. In this paper I investigate what the choice to become an upper secondary schoolteacher is structured by. I claim that the educational choice is an ongoing process through the whole educational programme and not just situated before and in the beginning of the education. This claim pushes for investigation of student choices from (at least) the start to the finish of their education. In this study 10 students has been interviewed for three occasions during their education with focus on their social and educational biography. By interviewing them repeatedly, it’s possible to capture and understand the very essence of their choices, what those are structured by and also track down and explain transformations in choosing. The theoretical notion of habitus is used to understand how the educational choices are structured. In this context habitus is evolved from an analysis were divided and unified habitus represent two opposing poles of different ideal options determined by choice. One option is to use education in a function of leaving the individual social and geographical background and the other is to use it to stay in that very background. The upper secondary schoolteacher vocation can actually contain both options despite background – a detail that can be explained by socially structured, more or less consecrated, images of what an upper secondary schoolteacher socially represent.

National Category
Sociology
Research subject
Social Sciences, Sociology Education
Identifiers
urn:nbn:se:lnu:diva-26953 (URN)
Conference
Second ISA Forum of Sociology in Buenos Aires, Argentina 1-4/8 2012
Available from: 2013-06-22 Created: 2013-06-22 Last updated: 2013-07-04Bibliographically approved
Persson, M. (2011). The Genealogical Ghost: An Attempt to Enlarge the Understanding of the Drifting Social Recruitment Pattern of the Swedish Upper Secondary Schoolteacher Students. In: : . Paper presented at 39th Annual Congress of the Nordic Educational Research Association (NERA), Jyväskylä 10-12/3, 2011.
Open this publication in new window or tab >>The Genealogical Ghost: An Attempt to Enlarge the Understanding of the Drifting Social Recruitment Pattern of the Swedish Upper Secondary Schoolteacher Students
2011 (English)Conference paper, Published paper (Other academic)
Abstract [en]

Research topic

The traditional explanations to the decreasing number of applicants to the teacher training programme has to do with decreasing status and stagnated wages. This is complemented with explanations linked to the expanded number of alternative and more attractive educational options. The effect becomes a shifting social recruitment pattern. The traditional applicants to upper secondary schoolteacher programme, that this paper focuses on, origin from academic and economic (upper) middleclass and are slowly abandoning the programme. In the same time the share of students from lower middleclass and working-class are increasing. These drifts create a social heterogenic group of students at the programme. In this paper an attempt to enlarge the understanding of the limitations of the widened recruitment is being made in relation to a social position that are on the relative move downward. This is being made with two genealogical perspectives as starting points: first the educational and vocational genealogy of upper secondary schoolteachers and second from an analysis of the social background (an individual genealogy) of the students. The use of divided habitus and vocational habitus is in the centre of the theoretically framework of the paper.

 

Methodology

From conducted biographically influenced semi-structured interviews with upper secondary schoolteacher students it is possible to identify the educational and vocational motives and conceptions, a relevant starting point in the attempts to understand how the students manage their academic training. The vocational and educational genealogy is carved out from a broad selection of stories collected from the history of grammar school and upper secondary school.       

 

Conclusion

Using a genealogical approach, this paper will illustrate and explain the limitations of the social heterogeneity. The distance between the individual and the vocational habitus is a crucial explanatory factor when understanding the individual success or failure at the programme. Both the vocational and individual genealogy is haunting the students like a ghost in the struggle for educational success and can therefore enlarge the understanding of drifting social recruitment to a higher education sector and a vocation under social transformation. 

National Category
Sociology
Research subject
Social Sciences, Sociology Education
Identifiers
urn:nbn:se:lnu:diva-26954 (URN)
Conference
39th Annual Congress of the Nordic Educational Research Association (NERA), Jyväskylä 10-12/3, 2011
Available from: 2013-06-22 Created: 2013-06-22 Last updated: 2013-07-04Bibliographically approved
Olofsson, G. & Persson, M. (2010). Akademiska yrkesutbildningar i Växjö: Program, studenter och arbetsmarknad. Växjö: Linneaus University Press
Open this publication in new window or tab >>Akademiska yrkesutbildningar i Växjö: Program, studenter och arbetsmarknad
2010 (Swedish)Book (Other academic)
Abstract [sv]

I denna antologi redovisas några viktiga resultat från forskningsprojektet Bakgrund, studieval och arbets-marknad för studenter i akademisk (yrkes)utbildning i Växjö 1970-2005.

Magnus Eriksson sammanfattar några huvudpoänger i sin licentiatavhandling från 2009, Studenter och utbildningar vid ett nytt universitet: Växjöstudenternas bakgrund, utbildningsval och arbetsmarknad.

På liknande sätt sammanfattar Anna Lund sin utförliga rapport Att utbildas för kultur. Om programmet för kulturledare och kultursektorns arbetsgivare (2010).

Eva Fasths, Daniel Larssons och Tony Wågmans kapitel om personalvetarna och P-programmet respektive om Coaching och sport management bygger på två större kapitel som 2011 publiceras i en större antologi från projektet.

 

Magnus Perssons arbete med gymnasielärarutbildningen och dess studenter kommer att läggas fram som en del av hans kommande doktorsavhandling och Margareta Nilsson Lindströms projekt kring grundskollärarna och deras utbildning redovisas våren 2011 i en större forskningsrapport.

 

Gunnar Olofssons inledning presenterar de begrepp som varit vägledande för projektet. Det gäller dels det överordnade begreppet utbildningskontraktet, dels dess två underbegrepp, undervisningskontraktet och arbetsmarkandskontraktet.

Place, publisher, year, edition, pages
Växjö: Linneaus University Press, 2010. p. 54
Keywords
akademiska yrkesutbilodningar, profession, Växjö, utbildningsprogram, utbildningsvetenskap, utbildningskontrakt
National Category
Sociology
Research subject
Social Sciences, Sociology Education; Social Sciences, Sociology
Identifiers
urn:nbn:se:lnu:diva-9345 (URN)978-91-86491-43-7 (ISBN)
Projects
Bakgrund, studieval ovh arbetsmarkand för studenter i akademisk (yrkes)utbildning i Växjö 1970-2005
Funder
Swedish Research Council
Available from: 2011-01-18 Created: 2010-11-14 Last updated: 2018-05-17Bibliographically approved
Persson, M. (2010). De nya gymnasielärarstudenterna. In: Gunnar Olofsson & Magnus Persson (Ed.), Akademiska yrkesutbildningar i Växjö: Program, studenter och arbetsmarknad (pp. 41-46). Växjö: Linnaeus University Press
Open this publication in new window or tab >>De nya gymnasielärarstudenterna
2010 (Swedish)In: Akademiska yrkesutbildningar i Växjö: Program, studenter och arbetsmarknad / [ed] Gunnar Olofsson & Magnus Persson, Växjö: Linnaeus University Press , 2010, p. 41-46Chapter in book (Other academic)
Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2010
Keywords
Gymnasielärarstudenter, lärarutbildning, Linnéuniversitetet
National Category
Sociology
Research subject
Social Sciences, Sociology Education
Identifiers
urn:nbn:se:lnu:diva-10141 (URN)978-91-86491-43-7 (ISBN)
Available from: 2011-01-18 Created: 2011-01-18 Last updated: 2011-01-18Bibliographically approved
Persson, M. (2010). Disposed to the Vocation of Teaching?. Paper presented at European Sociological Association (ESA) Network Sociology of Education Midterm Conference.
Open this publication in new window or tab >>Disposed to the Vocation of Teaching?
2010 (English)Conference paper, Published paper (Other academic)
Abstract [en]

 

The same 10 upper secondary school teacher students were interviewed twice. The first occasion was when they were beginners at the teacher education programme at Linnaeus University, Sweden. The second interview was conducted when they were supposed to be halfway through their education. In the first interview their motives to become, and conceptions of what it means to be a teacher were mapped out and different individual pictures and stories were found. In the second interview the choice of education and vocation was either strengthened or weakened. This text is trying to give examples of individual changes in vocational orientation and security of choice and link them to the social environment the individual are disposed by. This is done in the light of more heterogenic social and meritocratic structure among upper secondary schoolteachers, a traditional academic middle-class vocation. Using the concept of a divided habitus the text is trying to illustrate the limitations in this social and meritocratic heterogeneity. From this perspective it becomes partly explainable why some students can be claimed being disposed to the vocation of teaching and some are not. This is conceptualized and expressed in terms of an academic or a vocational orientation.

 

Keywords
Teacher education, divided habitus, Linnaeus University, educational choice, higher education
National Category
Sociology
Research subject
Social Sciences, Sociology
Identifiers
urn:nbn:se:lnu:diva-8874 (URN)
Conference
European Sociological Association (ESA) Network Sociology of Education Midterm Conference
Available from: 2010-10-08 Created: 2010-10-08 Last updated: 2011-01-04Bibliographically approved
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