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Erixon Arreman, IngerORCID iD iconorcid.org/0000-0002-9240-3565
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Publications (10 of 45) Show all publications
Erixon, P.-O. & Erixon Arreman, I. (2018). ECEC students’ writing trajectories: academic discourse and "Professional Habitus". Scandinavian Journal of Educational Research
Open this publication in new window or tab >>ECEC students’ writing trajectories: academic discourse and "Professional Habitus"
2018 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) Published
Abstract [en]

In Sweden and many other countries, the academisation of teacher education goes along with increased emphasis on a student thesis, in Sweden formally entitled the final degree project. This study deals with students’ writing trajectories in Early Childhood Education and Care aimed at work in the preschool or the recreation centre. The study indicates that student writing, shaped by a variety of academic literacies, is primarily based on values of the vocational field, parallel to an emerging critical academic approach. The study suggests that academic writing is largely perceived among the students as a means to underpin the vocational field with theory, and see critical thinking and reflective practice as relevant to their future career.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Academic literacies, early childhood education and care, final degree project Sweden, teacher education, writing trajectory
National Category
Languages and Literature
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-149644 (URN)10.1080/00313831.2018.1476403 (DOI):000479216200010 ()
Funder
Swedish Research Council, 721-2011-4752
Available from: 2018-06-25 Created: 2018-06-25 Last updated: 2019-10-09Bibliographically approved
Erixon Arreman, I. (2018). Extern utvärdering av pilotprojekt i specialistsjuksköterskeutbildning med inriktning mot anestesisjukvård samt operationssjukvård.
Open this publication in new window or tab >>Extern utvärdering av pilotprojekt i specialistsjuksköterskeutbildning med inriktning mot anestesisjukvård samt operationssjukvård
2018 (Swedish)Report (Other academic)
Abstract [sv]

Den här rapporten redovisar en extern utvärdering om hur specialistsjuksköterskeutbildning i ett pilotprojekt med enbart yrkesexamen och utökad klinisk träning värderades av studenter. Pilotprojektet innefattade de två inriktningarna anestesi och operation och genomfördes läsåret 2016/2017 vid Umeå universitet. När det gäller området specialistsjuksköterskeutbildning tycks dubbelexamen inom ett 60hp program, enligt vad som kan utläsas av Programrådet för sjuksköterskeprogram (2015), ha kunnat leda till sämre förutsättning att uppnå alla mål. PRS föreslår i pilotprojektet istället en yrkesexamen (60hp) följt av masterexamen (60hp).

Pilotprojektets upplägg skiljde sig från de ordinarie specialistsjuksköterskeutbildningarna genom utökad verksamhetsförlagd utbildning och mindre omfattande vetenskapligt fördjupningsarbete. Utvärderingens empiriska underlag insamlades både i en webbenkät och kvalitativa gruppintervjuer, så kallade fokusgrupper. Enkät- och intervjufrågor rörde i huvudsak studenternas motiv för valet av aktuell pilotutbildning och reflektioner kring pilotprojektets examensmål i förhållande till yrkesutövning, framtida fördjupningsstudier och forskning. Enkätsvar lämnades av samtliga 23 registrerade studenter i pilotprojektets utbildningar. I intervjuerna deltog samtliga 20 studenter som slutförde utbildningarna inom ramen för pilotprojektet.

Det empiriska underlaget ger en tämligen entydig bild av att studenterna såg utökad klinisk träning som en plattform för vidareutveckling i yrkesverksamheten, förbättrade arbetsvillkor och förbättrad löneutveckling mm. I intervjuerna betonade flertalet att upplägget för enbart yrkesexamen utgjorde en grundläggande ekonomisk, social och tidsmässig förutsättning för att kunna genomföra och slutföra respektive specialistsjuksköterskeutbildning inom givna ramar. Enbart yrkesexamen uppfattades av flertalet inte som en begränsning i kommande yrkesliv eller hinder för ev. fortsatta studier på högre nivå, med undantag av ett fåtal och företrädesvis manliga studenter.

Med beaktande av pilotprojektets begränsade omfattning till ett läsår och med drygt ett 20-tal studenter som kursdeltagare, tyder enkätsvar och resonemang i fokusgrupper på stort intresse för en renodlad yrkesexamen bland flertalet deltagande sjuksköterskor, av båda könen och i olika åldrar. En renodlad yrkesexamen skulle kunna utgöra en förutsättning för andra verk-samma sjuksköterskor som tvekar att ta steget till specialistsjuksköterskeutbildning. En renodlad yrkesexamen skulle samtidigt kunna begränsa framtida karriärvägar, gällande både yrkesverksamhet i mer praktisk bemärkelse och fortsatt högre utbildning. När det gäller frågan dubbelexamina och dubbla examensmål i specialistsjuksköterskeutbildning som uppstått som ett "fenomen" i efterdyningarna av 2007 års Bolognareformen, vore det på sin plats att ytterligare problematisera fenomenet dubbelexamen på nationell nivå och ifrågasätta högskolesystemets åtskillnad mellan yrkesutbildningar och mer renodlade traditionella "akademiska" utbildningar, i linje med förslag av utredaren Lars Haikola.

Publisher
p. 43
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-145411 (URN)
Available from: 2018-03-02 Created: 2018-03-02 Last updated: 2018-06-09Bibliographically approved
Erixon Arreman, I. & Dovemark, M. (2018). Social justice in Swedish post-16 education?: New preparatory programmes. Scandinavian Journal of Educational Research, 62(4), 570-585
Open this publication in new window or tab >>Social justice in Swedish post-16 education?: New preparatory programmes
2018 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 4, p. 570-585Article in journal (Refereed) Published
Abstract [en]

Under a recent national curriculum reform in Sweden within a highly decentralised, competitive, and marketised education system, access to post-16 education is restricted. In this study, we map and analyse the early onset of new preparatory programmes. We draw on interviews with local politicians and school staff in six different municipalities, along with documents and statistics. The study is positioned within a framework of analysis of policy ideas and theoretical perspectives on inclusive education, equal education opportunities, and marketisation. Bernstein’s theoretical concept of “pedagogic rights” serves as a lens for the interpretation of the findings. The study suggests that the preparatory programmes tend to have marginalising effects for vast numbers of 16 plus students, in contrast to wider policy aims of social and economic inclusion and employability.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2018
Keywords
Sweden, post-16 education, preparatory programmes, segregating policies
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-130575 (URN)10.1080/00313831.2016.1258672 (DOI)000435015900006 ()2-s2.0-85009292248 (Scopus ID)
Projects
Inclusive and competitive? Changing understandings and practices of social inclusion in upper secondary school
Funder
Swedish Research Council
Available from: 2017-01-24 Created: 2017-01-24 Last updated: 2018-09-14Bibliographically approved
Inger, E. A. & Erixon, P.-O. (2017). En gränsöverskridare på väg mot ett professionellt habitus. In: Per-Olof Erixon & Olle Josephson (Ed.), Kampen om texten: examensarbetet i lärarutbildningen (pp. 79-96). Lund: Studentlitteratur AB
Open this publication in new window or tab >>En gränsöverskridare på väg mot ett professionellt habitus
2017 (Swedish)In: Kampen om texten: examensarbetet i lärarutbildningen / [ed] Per-Olof Erixon & Olle Josephson, Lund: Studentlitteratur AB, 2017, p. 79-96Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-140435 (URN)978-91-44-11930-4 (ISBN)
Projects
Kampen om texten
Funder
Swedish Research Council
Available from: 2017-10-11 Created: 2017-10-11 Last updated: 2018-06-09Bibliographically approved
Erixon Arreman, I. & Erixon, P.-O. (2017). Examensarbetet och lärarutbildningens akademisering. In: Per-Olof Erixon & Olle Josephson (Ed.), Kampen om texten: examensarbetet i lärarutbildningen (pp. 19-29). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Examensarbetet och lärarutbildningens akademisering
2017 (Swedish)In: Kampen om texten: examensarbetet i lärarutbildningen / [ed] Per-Olof Erixon & Olle Josephson, Lund: Studentlitteratur AB, 2017, p. 19-29Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-140434 (URN)978-91-44-11930-4 (ISBN)
Projects
Kampen om texten
Funder
Swedish Research Council
Available from: 2017-10-11 Created: 2017-10-11 Last updated: 2018-06-09Bibliographically approved
Erixon, P.-O. & Erixon Arreman, I. (2017). Extended writing demands: a tool för 'academic drift' and the professionalisation of early childhood profession?. Education Inquiry, 8(4), 337-357
Open this publication in new window or tab >>Extended writing demands: a tool för 'academic drift' and the professionalisation of early childhood profession?
2017 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, no 4, p. 337-357Article in journal (Refereed) Published
Abstract [en]

This study explores the extended demands for writing in the Swedish public service sector of early childhood and how academic writing in the higher education programmes aimed at professional work in that sector is perceived to be of value for early childhood practice among practitioners. Empirical data was collected in individual interviews and focus groups among 69 early childhood staff in two different communities. The study points to an overall focus on assessments and evaluation in professional writing which tends to challenge everyday communication, i.e. everyday discourse for an internal audience (staff, parents and children). The study further indicates that professional writing holds implications for social relations and contributes to strengthened hierarchies among early childhood staff; younger generations more trained in academic writing tend to be ‘ranked’ higher than staff more experienced in practice. Whether the twin demands for ‘professional’ and ‘academic’ writing will contribute to a ‘professional’ early childhood staff community, as suggested in policy and teacher union rhetoric, remains an open question. 

Place, publisher, year, edition, pages
Taylor & Francis Group, 2017
Keywords
academic writing, academisation, early childhood education and care, professional writing
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-140414 (URN)10.1080/20004508.2017.1380488 (DOI)
Projects
Kampen om texten
Funder
Swedish Research Council
Available from: 2017-10-10 Created: 2017-10-10 Last updated: 2018-11-16Bibliographically approved
Erixon Arreman, I. & Erixon, P.-O. (2017). Institutioner, discipliner och lärarutbildning. In: Per-Olof Erixon & Olle Josephson (Ed.), Kampen om texten: examensarbetet i lärarutbildnignen (pp. 155-170). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Institutioner, discipliner och lärarutbildning
2017 (Swedish)In: Kampen om texten: examensarbetet i lärarutbildnignen / [ed] Per-Olof Erixon & Olle Josephson, Lund: Studentlitteratur AB, 2017, p. 155-170Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-140436 (URN)978-91-44-11930-4 (ISBN)
Projects
Kampen om texten
Funder
Swedish Research Council
Available from: 2017-10-11 Created: 2017-10-11 Last updated: 2018-06-09Bibliographically approved
Erixon Arreman, I. & Erixon, P.-O. (2017). Professional and academic discourse: Swedish student teachers' final degree project in Early Childhood Education and Care. Linguistics and Education, 37, 52-62
Open this publication in new window or tab >>Professional and academic discourse: Swedish student teachers' final degree project in Early Childhood Education and Care
2017 (English)In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 37, p. 52-62Article in journal (Refereed) Published
Abstract [en]

In this article, we explore the scope and orientation of students' final degree projects in the Swedish field of Early Childhood Education and Care in relation to discourses on academic writing and national higher education policies, including the national curriculum and guidelines for professional work in the early childhood sector. Titles and abstracts of 75 final degree projects were analysed with a focus on their scope, aims and research questions. The conceptual framework encompasses theories and concepts on academic literacies, knowledge structures and the linguistic tools of rhetorical 'moves'. This study shows that the typical final degree project was based on empirical data and situated in a professional context, with the aim to explore and understand professional issues in relation to national policies and practical professional experience. We conclude that the final degree project's orientation in the field is deeply nourished by professional discourse, underpinned by national policies on early childhood education 

Place, publisher, year, edition, pages
Elsevier, 2017
Keywords
Academic literacies, Early Childhood Education and Care, Final degree project, Professional discourse, Sweden
National Category
Languages and Literature
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-127532 (URN)10.1016/j.linged.2016.10.001 (DOI)000394633000006 ()
Projects
Kampen om texten
Funder
Swedish Research Council
Available from: 2016-11-15 Created: 2016-11-15 Last updated: 2018-06-09Bibliographically approved
Lundström, U., Holm, A.-S. & Erixon Arreman, I. (2017). Rektor i skärningspunkten mellan likvärdighet och skolmarknad. Utbildning och Demokrati, 26(1), 19-41
Open this publication in new window or tab >>Rektor i skärningspunkten mellan likvärdighet och skolmarknad
2017 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 1, p. 19-41Article in journal (Refereed) Published
Abstract [en]

In a global education policy context, school leadership is increasingly regarded as crucial for improving school outcomes as well as equity in education. The purpose of this article is to analyze Swedish upper secondary school principals’ perceptions of the impact of school reforms in relation to equity.  Empirical datawas collected in an online survey distributed to all upper secondary principalsaffiliated to the national Association of School Principals. The results of the survey are discussed in relation to governance and previous research. The study indicates that a majority of the principals related equity in education to state governance, while reforms counteracting equity were connected tomarketization/New Public Management reforms. The findings also indicate variations between groups of principals employed in the public or private school sector, including differing local (school market) conditions. Further,irrespective of sector, teachers were considered as the main resource for realizing equity in school.

Place, publisher, year, edition, pages
örebro: , 2017
Keywords
rektor, likvärdighet, marknad, reformer, skolledare
National Category
Social Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-135234 (URN)
Projects
Inkluderande och konkurrerande? Gymnasieskolan i skärningspunkten
Funder
Swedish Research Council
Available from: 2017-05-22 Created: 2017-05-22 Last updated: 2018-06-09Bibliographically approved
Dovemark, M. & Erixon Arreman, I. (2017). The implications of school marketisation for students enrolled on introductory programmes in Swedish upper secondary education. Education, Citizenship and Social Justice, 12(1), 49-62
Open this publication in new window or tab >>The implications of school marketisation for students enrolled on introductory programmes in Swedish upper secondary education
2017 (English)In: Education, Citizenship and Social Justice, ISSN 1746-1979, E-ISSN 1746-1987, Vol. 12, no 1, p. 49-62Article in journal (Refereed) Published
Abstract [en]

Sweden has, like most countries, transformed its educational system with the aim of increasing the economic productivity of its citizens. Nowadays, it has one of the world’s most market-oriented school systems, including few hindrances for new free-school actors. Swedish students have thus become commodities in a competitive school market. The aim of the article is to study students’ exchange value in relation to choice of different schools and study paths with a special focus on the introductory programmes within the Swedish upper secondary school. Traditionally, Swedish upper secondary schools offered vocational and academic programmes, channelling young people into skilled jobs or higher education. Introductory programmes are recent innovations, aimed at the 13% of young people who do not qualify for vocational or academic programmes. This group includes those who have failed to complete compulsory school for a variety of reasons, including those who are recent arrivals in the country. Through observations, formal and informal interviews as well as reading of national and local documents and marketing material, we conclude that introductory programme students do not seem to be sufficiently ‘profitable’ to warrant investment by free schools. Public schools are obliged to help this group of students attain additional qualifications, investing heavily in their education so that they may become part of the mainstream school market.

Place, publisher, year, edition, pages
Sage Publications, 2017
Keywords
exchange value, introductory programmes, profit, school market, upper secondary school
National Category
Social Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-130634 (URN)10.1177/1746197916683466 (DOI)000410666700005 ()
Projects
Inclusive and competitive? Changing understandings and practices of social inclusion in upper secondary school.
Funder
Swedish Research Council
Available from: 2017-01-26 Created: 2017-01-26 Last updated: 2018-06-09Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9240-3565

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