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Johansson, Maria
Publications (5 of 5) Show all publications
Johansson, M. (2019). Bedömning av lämplighet inför antagning till yrkeslärarprogrammet. In: Lars Fonseca, Per Gerrevall & Barbro Gustafsson (Ed.), Lämplighetsbedömning inför antagning till lärarutbildningen: erfarenheter från Linnéuniversitetets försöksverksamhet (pp. 195-204). Linnaeus University Press
Open this publication in new window or tab >>Bedömning av lämplighet inför antagning till yrkeslärarprogrammet
2019 (Swedish)In: Lämplighetsbedömning inför antagning till lärarutbildningen: erfarenheter från Linnéuniversitetets försöksverksamhet / [ed] Lars Fonseca, Per Gerrevall & Barbro Gustafsson, Linnaeus University Press, 2019, p. 195-204Chapter in book (Other academic)
Place, publisher, year, edition, pages
Linnaeus University Press, 2019
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-85185 (URN)978-91-88898-37-1 (ISBN)978-91-88898-38-8 (ISBN)
Available from: 2019-06-12 Created: 2019-06-12 Last updated: 2019-10-18Bibliographically approved
Schubert, P. & Johansson, M. (2019). Geografiska informationssystem som en integrerad del av lärarutbildningen och skolundervisningen: [Geographic information systems as an integral part of the teacher and school education]. NorDiNa: Nordic Studies in Science Education, 15(1), 67-78
Open this publication in new window or tab >>Geografiska informationssystem som en integrerad del av lärarutbildningen och skolundervisningen: [Geographic information systems as an integral part of the teacher and school education]
2019 (English)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 15, no 1, p. 67-78Article in journal (Refereed) Published
Abstract [en]

The Swedish school education in geography has developed slowly and still focuses on names of, for example, countries and capitals, rather than geographical concepts and processes. To implement the secondary and upper secondary school curricula, teachers need both broad and deep geographical knowledge. For example, teachers need knowledge of geographic information systems (GIS), which are computerised information systems for analysis and presentation of geographical data. This literature-based discussion article aims to analyse opportunities and difficulties with using GIS programs in the teacher and school education. In summary, the preconditions are good, with few technical barriers, for developing GIS-based teaching in the teacher and school education that promotes active, inquiry-based, cooperative, and problem-based learning. This would make the school education more problem-oriented and interdisciplinary so that it promotes pupils' opportunities to achieve the competencies stipulated in the curricula. Such development requires that teacher educators and school teachers get the time and resources needed to develop technological pedagogical content knowledge. However, it is probably enough for educators and teachers to get started with simpler internet- and web-based GIS and then develop their knowledge at an appropriate pace. © 2019 Routledge.

Place, publisher, year, edition, pages
Oslo, Norway: University of Oslo, Norwegian Centre for Science Education, 2019
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-82797 (URN)10.5617/nordina.4448 (DOI)2-s2.0-85061043815 (Scopus ID)
Available from: 2019-05-23 Created: 2019-05-23 Last updated: 2019-10-11Bibliographically approved
Johansson, M. C. (2019). The institutionalisation of validation and the transformation of vocational knowledge: The case of admission into Vocational Teacher Education in Sweden. (Doctoral dissertation). Växjö: Linnaeus University Press
Open this publication in new window or tab >>The institutionalisation of validation and the transformation of vocational knowledge: The case of admission into Vocational Teacher Education in Sweden
2019 (English)Doctoral thesis, monograph (Other academic)
Abstract [en]

The aim of this thesis was to understand the validation of vocational knowledge prior to entry into vocational teacher education in Sweden with regard to conceptions and understandings of vocational knowledge, and also to understand how institutional conditions, such as ideas of how to organise validation, influence the content and form of the validation practice. From this aim the following research questions were developed: What ideas about the organisation of validation stand out in the policy and practice of validation? What conceptions and understandings of vocational knowledge is the organisation of validation built on and what do they entail? Who has the agency to describe and decide upon vocational knowledge in the policy and practice of validation? What institutional arrangements appear in the practice of validation?

To conduct the studies in the thesis a multimethods approach was adopted, combining policy analysis and interviews. For theoretical support, new institutional theories were used and also theories of knowledge. The results revealed that the regulative elements of validation have transformed vocational knowledge to fit a frame similar to formal education. In terms of norms and values, it appears as if validation is more of a social and economic project than one of accounting for vocational knowledge and vocational pride. Cultural/cognitive matters that are taken for granted when considering vocational knowledge differ quite significantly between agents involved in validation. Validation of vocational knowledge exhibits a conceptual confusion having different conceptions of knowledge simultaneously at play. This confusion blurs the boundaries between concepts of knowledge, learning, and the learning context. In the complexity of ideas of how to organise validation and different knowledge conceptions, institutional arrangements appear to be based on a sense of belonging, either to academia or to the trade. The agency of those with vocational knowledge is limited in several ways within validation.

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2019. p. 266
Series
Linnaeus University Dissertations ; 350
Keywords
agency, competence, institutional arrangements, institutional conditions, institutionalisation, validation, vocational knowledge, qualification framework
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-82641 (URN)978-91-88898-55-5 (ISBN)978-91-88898-56-2 (ISBN)
Public defence
2019-05-17, Magna B117, Kalmar, 10:15 (English)
Opponent
Supervisors
Available from: 2019-05-22 Created: 2019-05-22 Last updated: 2019-08-30Bibliographically approved
Johansson, M. & Klope, E. (2018). Validation and its potential for including or excluding vocational knowledge: The case of hairdressers.. In: Presented at ECER 2018: . Paper presented at ECER 2018: Inclusion and Exclusion, Resources for Educational Research? 3-7 September, Bolzano.
Open this publication in new window or tab >>Validation and its potential for including or excluding vocational knowledge: The case of hairdressers.
2018 (English)In: Presented at ECER 2018, 2018Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-85180 (URN)
Conference
ECER 2018: Inclusion and Exclusion, Resources for Educational Research? 3-7 September, Bolzano
Available from: 2019-06-12 Created: 2019-06-12 Last updated: 2019-09-25Bibliographically approved
Alvunger, D. & Johansson, M. (2017). Transnational policy and the recognition of vocational knowledge: A device for understanding transformations in policy and practice. In: Presented at: International VET-Conference 2017: . Paper presented at International VET-Conference 2017. Crossing Boundaries in Vocational Education and Training: Social Dimensions and Participation, Rostock Aug 16-18.
Open this publication in new window or tab >>Transnational policy and the recognition of vocational knowledge: A device for understanding transformations in policy and practice
2017 (Swedish)In: Presented at: International VET-Conference 2017, 2017Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-69466 (URN)
Conference
International VET-Conference 2017. Crossing Boundaries in Vocational Education and Training: Social Dimensions and Participation, Rostock Aug 16-18
Available from: 2017-12-21 Created: 2017-12-21 Last updated: 2018-01-09Bibliographically approved
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