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Rantatalo, O., Sjöberg, D. & Karp, S. (2019). Supporting roles in live simulations: how observers and confederates can facilitate learning. Journal of Vocational Education and Training, 71(3), 482-499
Open this publication in new window or tab >>Supporting roles in live simulations: how observers and confederates can facilitate learning
2019 (English)In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 71, no 3, p. 482-499Article in journal (Refereed) Published
Abstract [en]

Live simulations in which students perform the roles of future professionals or act as confederates (i.e. student actors) are important training activities in different types of vocational education. While previous research has focused on the learning of students who enact a professional, secondary roles in scenario training, such as student observers and confederates, have received inadequate attention. The present study focuses on student observers and confederates in order to examine how these roles can support the learning of other participants in live simulations and to determine how the experience of performing these roles can become a learning experience for the performers. A total of 15 individual interviews and 1 group interview of students attending Swedish police training were conducted. The study findings indicated that the observer role is characterised by distance and detachment, and the confederate role by directness and sensory involvement. Both roles can support as well as inhibit intentional learning for primary participants and offer learning experiences for those playing the roles. The study theorises these roles and lists practical implications for planning live simulations in vocational education and training.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
live simulation, scenario training, observer, confederate, learning
National Category
Pedagogy
Research subject
education
Identifiers
urn:nbn:se:umu:diva-152316 (URN)10.1080/13636820.2018.1522364 (DOI)000479042900009 ()2-s2.0-85054296042 (Scopus ID)
Note

First published online: 01 Oct 2018

Available from: 2018-10-02 Created: 2018-10-02 Last updated: 2019-08-30Bibliographically approved
Sjöberg, D., Karp, S. & Rantatalo, O. (2019). What students who perform in "secondary roles" can learn from scenario training in vocational education. International Journal for Research in Vocational Education and Training, 6(1), 46-67
Open this publication in new window or tab >>What students who perform in "secondary roles" can learn from scenario training in vocational education
2019 (English)In: International Journal for Research in Vocational Education and Training, ISSN 2197-8638, E-ISSN 2197-8646, Vol. 6, no 1, p. 46-67Article in journal (Refereed) Published
Abstract [en]

Context: Learning through scenario training and live simulation in vocational education is generally regarded as an effective tool for developing professional knowledge. However, previous research has largely overlooked the learning of students in secondary roles in scenario training. The objective of this study is to explore learning for students who act in secondary roles during scenario training in vocational educational settings. 

Method: The studied case entails scenario training for police students in a Swedish police education programme. A case study design, which included both participant observation and a questionnaire, was used. The analytic lens applied was inspired by practice theory and focused on how structural and situational arrangements of the training activity affect learning. 

Results: Our findings show that students who act in secondary roles learn from their scenario training experiences, but this learning often is overlooked in the design of training activities. Due to the structural arrangements of training activities, learning emerged as students in secondary roles were tasked to support the primary participants in relation to their learning objectives. In addition, it emerged in how students in secondary roles used previous scenario training experiences in relation to the current scenario and its learning objectives. Examples of learning from situational arrangements emerged as students in secondary roles formulated and provided feedback to primary participants and through informal discussions and reflection processes. Learning also emerged as students in secondary roles embodied the “other” during scenario training, something that provided the students with new perspectives on police encounters. 

Conclusions: We theorize and extract three dimensions for how learning emerges in this case for secondary participants. It emerges through embodying the “other”, in students’ sensory experiences, and through reconstruction of knowledge through repetition. However, our findings also show that learning for students in secondary roles can be improved through mindful set-up and design. Based on the findings, our article provides a discussion and suggestions on how scenario training can be planned and set-up to develop professional knowledge for students in secondary roles.

Place, publisher, year, edition, pages
University of Bremen, 2019
Keywords
Scenario Training, Simulation, Vocational Education and Training, VET, Learning, Police Education, Practice
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-158405 (URN)10.13152/IJRVET.6.1.3 (DOI)
Available from: 2019-04-26 Created: 2019-04-26 Last updated: 2019-04-29Bibliographically approved
Bergman, B., Karp, S. & Widding, U. (2018). Educating Police Officers in Sweden: All about Making Meaning. European Journal of Policing Studies
Open this publication in new window or tab >>Educating Police Officers in Sweden: All about Making Meaning
2018 (English)In: European Journal of Policing Studies, ISSN 2034-760X, E-ISSN 2295-3523Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article discusses the rarely investigated learning processes of Swedish intra-professional police educators: police teachers, police supervisors and police field training officers. Through the interpretation of three interview studies conducted from a theoretical perspective of experiential learning, reflection and meaning-making, a new understanding of professional development as viewed through the eyes of an educator emerges. The findings exemplify how the empowerment of positive, reflexive and creative intentions amongst intra-professional police educators can be seen as an important component of preparing new police officers as well as developing the Swedish police force. Moreover, it will be implied that this particular process is driven by both intrinsic (the internal drive of the educators) and extrinsic (the educational context of the Swedish police) forces.

Place, publisher, year, edition, pages
Maklu-Online, 2018
Keywords
police education, meaning-making, police educators, Reflexivity, professional development
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-146861 (URN)
Available from: 2018-04-20 Created: 2018-04-20 Last updated: 2019-06-13
Renström, A. & Karp, S. (2018). Sport for adults: Using frame factor theory to investigate the significance of local sports instructors for a new Sport for All programme in Sweden. Scandinavian Sport Studies Forum, 9, 87-109
Open this publication in new window or tab >>Sport for adults: Using frame factor theory to investigate the significance of local sports instructors for a new Sport for All programme in Sweden
2018 (English)In: Scandinavian Sport Studies Forum, ISSN 2000-088X, E-ISSN 2000-088X, Vol. 9, p. 87-109Article in journal (Refereed) Published
Abstract [en]

In Europe, Sport for All includes increasing adults’ physical activity levels. Drawing on frame factor theory, this article examined the establishment of a sports programme offering recreational and fitness activities for adults within the Swedish Sports Confederation. Data from eight interviews with local sports instructors were analysed to investigate the content of activities for adults and how and why the instructors carried out these activities. The main finding is that sports as fitness and recreation activities for adults are carried out by the instructors within three patterns: participatory, mediation, and continuous. There is a ‘logic of enabling’ that emerges from these patterns: the instructors strive to make it possible for adults to practise sport for fitness and recreational purposes through a range of adjustments. However, the cues for the instructors regarding how to carry out a practice for adults are vague. The results also show that these groups for adults will only be offered as long as the resources for the traditional elite groups and groups for children and youth are not at risk.

Keywords
fitness, sport for adults, sport for all, sports instructors, policy implementation
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-153463 (URN)
Available from: 2018-11-21 Created: 2018-11-21 Last updated: 2018-12-12Bibliographically approved
Rantatalo, O. & Karp, S. (2018). Stories of policing: the role of storytelling in police students' sensemaking of early work-based experiences. Vocations and Learning, 11(1), 161-177
Open this publication in new window or tab >>Stories of policing: the role of storytelling in police students' sensemaking of early work-based experiences
2018 (English)In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 11, no 1, p. 161-177Article in journal (Refereed) Published
Abstract [en]

Storytelling has been shown to play a key role in transferring work experience from more experienced towards novices in a number of vocational educational practices, however previous studies have not to the same extent dealt with the role of students’ own storytelling practices for sensemaking of work experience. This study set out to examine police students’ storytelling of their first occupational experiences from a sensemaking perspective, with an analysis drawing on the concepts of enactment, selection, and retention. The study is based on participant observations of field training follow up sessions’ in the context of police education. Findings indicated that student storytelling of work experience tended to be geared towards action, extremeness and the telling of ‘war stories’. Furthermore, these type of stories functioned to enable student identification, self-enhancement and emotion management. These findings contribute to our current understanding of how students engage in sensemaking of work-based experiences and in extension how knowledge integration and learning from work placements can be structured pedagogically.

Place, publisher, year, edition, pages
Dordrecht: Springer, 2018
Keywords
storytelling, policing, sensemaking, knowledge integration
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-139514 (URN)10.1007/s12186-017-9184-9 (DOI)000426597000009 ()
Available from: 2017-09-15 Created: 2017-09-15 Last updated: 2018-06-09Bibliographically approved
Eliasson, I., Karp, S. & Wickman, K. (2017). Developing sports with a children’s rights perspective?: Intentions, methods, and priorities of development projects in local Swedish sports clubs. European Journal for Sport and Society, 14(3), 244-264
Open this publication in new window or tab >>Developing sports with a children’s rights perspective?: Intentions, methods, and priorities of development projects in local Swedish sports clubs
2017 (English)In: European Journal for Sport and Society, ISSN 1613-8171, Vol. 14, no 3, p. 244-264Article in journal (Refereed) Published
Abstract [en]

The purpose of this study is to analyze the planned development of sport practice regarding children’s rights through project applications from Swedish sports clubs within the Lift for Sport programme. The study on which this paper reports uses data from a large-scale research project that evaluated this sport-for-all programme and is based on an analysis of 2563 applications within five different national sports organizations. Theoretically, the evaluation study draws on programme theories and analyses financially funded development applications made by the sports clubs. The proportion of applications concerning aspects of children’s rights was 2.4% within the following categories: children’s safety in sports, young people’s views, ethics of children’s sports, and prevention of exclusion and dropout from sport. Those applications were further examined regarding which intentions, methods, and priorities sports clubs were aiming to develop children’s sport to be in line with a children’s rights perspective. The methods used to reach the goals were sometimes the same regardless of intention, and, despite the good intentions and some creative methods used for development, applicants seemed to be uncertain about and searching for which relevant methods to use. The findings can be used to inform the discussion on the design of development programmes, policies, and practices to change children’s sport in the framework of children’s rights.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
children’s rights, development, human rights, sport policy, UNCRC
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-138933 (URN)10.1080/16138171.2017.1349056 (DOI)000442108400005 ()
Available from: 2017-09-04 Created: 2017-09-04 Last updated: 2018-09-06Bibliographically approved
Wickman, K. & Karp, S. (2017). Idrott och hälsa: hur genus och funktionalitet görs i den specialpedagogiska undervisningspraktiken. In: Charlotta Pettersson, Kim Wickman och Marjatta Takala (Ed.), Genus och specialpedagogik – praktiknära perspektiv: en vetenskaplig antologi från Specialpedagogiska skolmyndigheten (pp. 99-135). Specialpedagogiska skolmyndigheten
Open this publication in new window or tab >>Idrott och hälsa: hur genus och funktionalitet görs i den specialpedagogiska undervisningspraktiken
2017 (Swedish)In: Genus och specialpedagogik – praktiknära perspektiv: en vetenskaplig antologi från Specialpedagogiska skolmyndigheten / [ed] Charlotta Pettersson, Kim Wickman och Marjatta Takala, Specialpedagogiska skolmyndigheten , 2017, p. 99-135Chapter in book (Other academic)
Place, publisher, year, edition, pages
Specialpedagogiska skolmyndigheten, 2017
Series
FoU-skrift ; 7
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-141509 (URN)978-91-28-00056-7 (ISBN)978-91-28-00057-4 (ISBN)
Available from: 2017-11-06 Created: 2017-11-06 Last updated: 2018-06-09Bibliographically approved
Kohlström, K., Rantatalo, O., Karp, S. & Padyab, M. (2017). Policy ideals for a reformed education: How police students value new and enduring content in a time of change. Journal of Workplace Learning, 29(7/8), 524-536
Open this publication in new window or tab >>Policy ideals for a reformed education: How police students value new and enduring content in a time of change
2017 (English)In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 29, no 7/8, p. 524-536Article in journal (Refereed) Published
Abstract [en]

Purpose This study aims to examine how subgroups within a cohort of Swedish police students value different types of curricula content (i.e. new competencies versus enduring ones) in the context of the currently transforming landscape of basic police training.

Design/methodology/approach Drawing on a Swedish national survey (N = 369), the study examined variations in how students value new versus enduring police curricula content based on sociodemographic factors. Specifically, factors such as student age and gender and the institutional arrangements of education were tested using an independent t test.

Findings The study identified differences in values based on gender. Female students valued competencies such as communication, flexibility, diversity and decisiveness as more important in an educational setting than did males. Fewer differences were found in relation to institutional arrangement, and in-house students valued flexibility and communication skill as more important for educational curricula compared to university-based students. No differences were found in relation to age.

Originality/value This study adds knowledge to the question of how changes in occupational education policy develop in practice. More specifically, the study explored how students in educational programmes value new versus enduring competencies and whether differences can be identified based on sociodemographic factors. These questions are important because they expose sociodemographic conditions that influence how students value policy-driven skills versus enduring ones.

Place, publisher, year, edition, pages
Bingley: Emerald Group Publishing Limited, 2017
Keywords
Gender, Skills, Vocational education, Competencies, Police education, Police student
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-131712 (URN)10.1108/JWL-09-2016-0082 (DOI)000416659800003 ()
Available from: 2017-02-19 Created: 2017-02-19 Last updated: 2018-06-09Bibliographically approved
Sjöberg, D., Karp, S. & Rantatalo, O. (2016). Acting in scenario training as a tool for developing professional knowing in police education. In: : . Paper presented at Nordic Police Research Seminar 2016 - (Police) Reforms and Changes in the Police, Oslo, 8-9 September 2016. Linnéuniversitetet
Open this publication in new window or tab >>Acting in scenario training as a tool for developing professional knowing in police education
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Scenario training is a common and integral part of police education, where students act as police officers in a variety of situations.  When conducting scenario training and in the research on learning via scenario training, a predominant focus has been on the students acting as police officers. However, students may also partake as actors with more periphery tasks as for instance crowd following a scene, but they can also take direct action towards the police for instance as rioters or as perpetrators of violence.  In the research literature, the learning potential of these secondary roles of students in scenario training has been largely overlooked. In this paper we report on a study of police students experiences of acting in scenario training in other roles than as police officers. The approach of the study was explorative using observations of scenario training, a questionnaire and semi structured interviews with police students at Umeå University. Overall the results show that the students value acting in scenarios in other roles than as police officers as an important tool for developing professional knowing. Hence the results have implications both for educational practitioners and for further research on learning in scenario training.

Place, publisher, year, edition, pages
Linnéuniversitetet, 2016
Series
Nordiska polisforskningsnätverkets nyhetsbrev
Keywords
learning, police, vocational education, simulation, scenario
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-125826 (URN)
Conference
Nordic Police Research Seminar 2016 - (Police) Reforms and Changes in the Police, Oslo, 8-9 September 2016
Available from: 2016-09-19 Created: 2016-09-19 Last updated: 2018-06-07Bibliographically approved
Söderström, T., Ferry, M. & Karp, S. (2016). Blir det någon förändring på planen?: utvärdering av implementeringen av Svenska Fotbollförbundets spelarutbildningsplan. Umeå universitet
Open this publication in new window or tab >>Blir det någon förändring på planen?: utvärdering av implementeringen av Svenska Fotbollförbundets spelarutbildningsplan
2016 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Umeå universitet, 2016. p. 39
Series
Pedagogiska rapporter från Pedagogiska institutionen, ISSN 1403-6169 ; 96
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-128597 (URN)978-91-7601-636-7 (ISBN)
Available from: 2016-12-07 Created: 2016-12-07 Last updated: 2018-06-09Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6080-173x

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