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  • 1.
    Alvunger, Daniel
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Johansson, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Transnational policy and the recognition of vocational knowledge: A device for understanding transformations in policy and practice2017In: Presented at: International VET-Conference 2017, 2017Conference paper (Refereed)
  • 2.
    Johansson, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Bedömning av lämplighet inför antagning till yrkeslärarprogrammet2019In: Lämplighetsbedömning inför antagning till lärarutbildning: erfarenheter från Linnéuniversitetets försöksverksamhet / [ed] Lars Fonseca, Per Gerrevall & Barbro Gustafsson, Linnaeus University Press , 2019, p. 195-204Chapter in book (Other academic)
  • 3.
    Johansson, Maria C.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    The institutionalisation of validation and the transformation of vocational knowledge: The case of admission into Vocational Teacher Education in Sweden2019Doctoral 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.

  • 4.
    Johansson, Maria
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Klope, Eva
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Validation and its potential for including or excluding vocational knowledge: The case of hairdressers.2018In: Presented at ECER 2018, 2018Conference paper (Refereed)
  • 5.
    Schubert, Per
    et al.
    Malmö University, Sweden.
    Johansson, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Geografiska informationssystem som en integrerad del av lärarutbildningen och skolundervisningen: [Geographic information systems as an integral part of the teacher and school education]2019In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 15, no 1, p. 67-78Article in journal (Refereed)
    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.

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