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  • 1.
    Broman, Maria
    et al.
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Nilimaa, Mattias
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Formativ undervisning: ett möjligt arbetssätt i specialpedagogisk verksamhet?2009Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med vår studie var att beskriva och analysera hur en grupp specialpedagoger arbetar med formativ undervisning. Formativ undervisning kan enligt aktuella forskningsresultat ha positiva effekter på svagpresterande elevers lärande. Vi har observerat sex specialpedagoger i deras verksamhet. Dessa sex har också sedan intervjuats. Samtliga informanter arbetar med elever i skolåren 6-9. Det är den empiri samt relevant litteratur som examensarbetet bygger på. Resultatet visade att formativ undervisning förekom i väldigt liten utsträckning. Det visade också att de specialpedagoger som ingick i vår studie inte var förtrogna med begreppet formativ undervisning. Den pedagogiska forskning som finns i ämnet är utförd i olika klassrumssituationer. Vår undersökning visar på svårigheter att överföra den till den typ av undervisningssituation som specialpedagogerna i vår studie arbetar i.

  • 2.
    Bygdeson-Larsson, Kerstin
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Educational Process Reflection (EPR): a professional development model aimed at creating a reflective space in Swedish pre-school practice2005Licentiate thesis, monograph (Other academic)
  • 3.
    Eriksson, Linnéa
    et al.
    UMPE Studentförening.
    Gruffman Cruse, Ewa
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Sundbaum, Kia
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Rum för lärande: lärarstudenters idéer och tankar om fysisk lärandemiljö2007In: Utsikter, insikter, avsikter: universitetspedagogisk konferens i Umeå 27 – 28 februari 2007 / [ed] Mohammad Fazlhashemi och Thomas Fritz, Umeå: Universitetspedagogiskt Centrum, Umeå universitet , 2007, p. 79-79Conference paper (Other academic)
    Abstract [sv]

    Att som universitetslärare/forskare uppmanas till eller för övrigtreflektera över den fysiska miljöns betydelse för undervisning ochlärande är inte något vanligt inslag i universitetspedagogiskasammanhang. Som ett led i ett påbörjat utvecklingsprojekt ville viundersöka hur lärarstudenter ser på den fysiska miljöns betydelse iundervisning vid lärarutbildning. Vi ville även få ta del av studenterserfarenheter av hur undervisande lärare i lärarutbildningen använder sigav den fysiska miljön i pedagogiskt syfte. Hur skulle miljön kunnautformas för att bidra till studenters utveckling och lärande? Vid enverkstad arbetade studenterna med att skapa en i deras ögon önskvärdfysisk miljö och presenterade intresseväckande tankar och idéer påutformning av ett rum för lärande. Studenternas presentation visar attde finner den fysiska miljön betydelsefull i relation till deras egetlärande och att det kan berika om lärare vid lärarutbildningenreflekterar över och lägger vikt vid det fysiska rummet i pedagogisktsyfte i sin undervisning. Att öka medvetenheten bland såväl studentersom lärare kan bidra till att utveckla undervisning och lärande vidUmeå universitet.

  • 4.
    Erixon Arreman, Inger
    et al.
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Strömgren, Magnus
    Umeå University, Faculty of Social Sciences, Department of Social and Economic Geography.
    Projektet lärares anställningsbarhet: Slutrapport2009Report (Other academic)
  • 5.
    Erixon, Per-Olof
    et al.
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    Frånberg, Gun-MarieUmeå University, Faculty of Social Sciences, Department of applied educational science.Kallós, DanielUmeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Postgraduate studies and research in teacher education within European Union: Conference on the Role of Graduate and Postgraduate Studies and Research in Teacher Education Reform Policies in the European Union (2001 : Umeå)2001Conference proceedings (editor) (Other academic)
  • 6.
    Fällgren, Marlene
    et al.
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Lindström, Sara
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Vägledningens nödvändigheter: En undersökning om studie- och yrkesvägledares kunskaper i vägledning.2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 7.
    Gomez, Kristian
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Asperger syndrom: undervisningsmetoder och strategier i gymnasieskolan2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to examine teaching methods and strategies that are used in some Asperger groups in secondary school. The examination focuses on concrete teaching strategies, the pupil’s basic needs, which has to be considered in a school situation, obstacles and possibilities of the diagnosis and how teachers experience their work. In this study six people are interviewed, all of them with a connection to an Asperger group. Except a comprehensive interview chapter there is a general report about the concept of the diagnosis and some earlier studies about the school situation of pupil’s with Asperger syndrome. Some of the conclusions in the study are the importance of individualized education, basic adaptability of textbooks, courses and exercises. It also shows the importance of preparations before a pupil with Asperger syndrome begins. Other questions that are being illustrated are conceivable locations and group compositions which are suitable in these sorts of schools.

  • 8.
    Jonsson, Erika
    Umeå University, Umeå School of Education (USE). Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Speciallärarens yrkesroll: Handledare eller samarbetspartner?2010Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    From autumn 2008 Sweden has reinstalled the Special Education Needs teacher education. For future special education teachers and active teachers in the field, it is important to know the history and be aware of future visions to create a good role for the Special Education Needs teachers. This study examines attitudes towards special education and Special Education Needs teachers amongst school principals and classroom teachers at seven schools in Umeå municipality. School principals were interviewed, and a survey was handed out amongst the selected General Education teachers. From this it appears that school principals have a picture of special needs education and Special Education Needs teachers' work that corresponds well with the objectives of the school's governing documents. The study shows that General Education teachers' expectations of Special Education Needs teachers are to work with single students or small groups of students. The Special Education Needs teachers who are now examined can easily be trapped working with these small groups or single students and must ensure that they work according to the guidelines of governing documents. The study also shows that school principals support inclusive methods.

  • 9.
    Lidström, Lena
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    En resa med osäkra mål: Unga vuxnas övergångar från skola till arbete i ett biografiskt perspektiv2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    School-to-work (STW) transitions have become more protracted over recent decades, with increased risks of unemployment and social exclusion for young people. Moreover, young people are expected to plan their own career and enhance their employa­bility, although gender and social and cultural background still significantly influence employment prospects. Policies have been developed in an attempt to facilitate young people’s pathways into work. However, STW-transitions are one of the weakest poin­ts in Swedish welfare system; in addition the quality of career guidance has been questioned.

    This dissertation aims to describe and analyse young adults STW-transitions from a biographical perspective. It is based around life story interviews with 52 unem­ployed young adults’, 25-29 years old, including men and women with varying educa­tional backgrounds, living in three different Swedish local contexts. Four research questions are examined: How do the young adults’ describe their STW-transitions in retrospect? What characterized their horizons of actions at the time of the interview? What is the impact of public career guidance? How did ethnicity, gender and locality affect answers to the above questions - and how may such differences be interpreted? The analysis of the young adults’ narratives was based on the careership theory devel­oped by Hodkinson and Sparkes.

    In retrospect the young adults described their STW-transitions as an attempt to find and achieve personal goals. They emphasized turning points, i.e. when educa­tion or a job begins or ends, but also highlighted experiences when studying or working that make them realize what they wanted or what they would not accept. Four transition patterns, partly connected to gender and locality, were identified among the respondents: yo-yoing between workplaces, education and unemploy­ment; mainly working; mainly in education; or mainly excluded from work and education. These patterns involved varying experiences, current situations and future expectations. At the time of the interview the young adults’ horizon of action involved interrelated aspects of life, but getting a stable job and settling down was pivotal to most of them. The strategies of the interviewees for navigating between dreams and reality diverged. However, they shared an ambition “to put one’s talents to good use” and feared not being able to do so. Experiences of career guidance were generally reported to have been sporadic and meaningless. However, in some cases, inter­ventions are influential for example, when choosing an upper secondary school or during times of unemployment. The young adults’ employed various strategies when interventions adversely affected their goals; of these “to managing by one’s self” was the most common. In addition, guidance varied according to ethnicity and local structures. It is concluded that STW-transitions are challenging journeys, mainly undertaken without professional support, which the young adults perceived as uncertain.

  • 10.
    Liukkonen, Ulle
    et al.
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Larsson, Susanne
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    "Vareviga en, vad du än har för problem eller lyten...": En intervjustudie av uppfattningar om en skola för alla2009Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med föreliggande studie har varit att ur ett specialpedagogiskt perspektiv beskriva, analysera och jämföra olika personalkategoriers uppfattning om arbetet för att nå en skola för alla. De personalkategorier som deltagit i undersökningen är personal i en förskola, klasslärare och specialundervisande lärare i en låg- och mellanstadieskola, totalt 10 personer. Studien är kvalitativ med en fenomenografisk forskningsansats och intervjuer har använts för datainsamlingen. Teoretisk utgångspunkt har varit socialkonstruktivismen där förskola och skola ses som två olika sociala konstruktioner skapade av människor utifrån behov i samhället. I undersökningen har framkommit många likheter men också vissa skillnader i hur de olika personalkategorierna ser på en skola för alla. Gemensamt för alla informanter är grundsynen att alla ska ha en plats i förskola/skola samtidigt som de upplever resursbrist som ett hinder för att nå målet med en skola för alla. De största skillnaderna finns i synen på barn och kunskap.

  • 11.
    Lundahl, Lisbeth
    et al.
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Nyroos, Mikaela
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University, Faculty of Social Sciences, Department of Education.
    Rönnberg, Linda
    Umeå University, Faculty of Social Sciences, Department of Political Science.
    A matter of timing: time use, freedom and influence in school from a student perspective2003In: the 9th European Conference on Educational Research, Hamburg, Germany, 2003Conference paper (Refereed)
  • 12.
    Lundahl, Lisbeth
    et al.
    Umeå University, Faculty of Teacher Education, Department of Child and Youth education, Special Education and Counselling.
    Nyroos, Mikaela
    Umeå University, Faculty of Teacher Education, Department of Child and Youth education, Special Education and Counselling. Umeå University, Faculty of Social Sciences, Department of Education.
    Rönnberg, Linda
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Skolans frihet och ansvar att styra sin tid: Delrapport från SKUT-projektet till Regeringens timplanedelegation2003Report (Other academic)
  • 13.
    Marklund, Christina
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    När läs- och skrivsvårigheter sätter gränser för studierna: En intervjustudie av hur gymnasieelever i läs- och skrivsvårigheter upplever sin studiesituation och skolans stöd2010Independent thesis Basic level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka vad läs- och skrivsvårigheter innebär för gymnasieelevers studiesituation, självbild och motivation. Studien vill också beslysa skolans ansvar för studieinsatser, vad stödet innehåller och om det upplevs meningsfullt. En mer övergripande fråga har varit skolans och elevens ansvar för studiesituation och måluppfyllelse. En analys har gjorts med utgångspunkt från intervjuer med gymnasieelever, specialpedagoger och en utvecklingschef i en kommun.

    Resultaten bekräftar skolverkets rapport (2010) om att gymnasieskolan måste ta ansvar och erbjuda gymnasieelever det stöd de har rätt till. En förutsättning är, enligt denna studie, att kartlägga och erbjuda gymnasieelever i specifika läs- och skrivsvårigheter relevanta insatser inom ett åtgärdsprogram. Vidare visar studien att stödets utformning, skolpersonalens bemötande och lärares kompetens att undervisa elever i läs- och skrivsvårigheter kan ha avgörande betydelse för gymnasieelevers självbild och motivation att ta del av skolans insatser. Det framgår av studien att gymnasieelevers grundförutsättningar att läsa och skriva kan påverka valet av program, studieintresse, självbild och måluppfyllelse. Studien gör även gällande att läs- och skrivsvårigheter inverkar på gymnasieelevers möjlighet att studera självständigt, att tillägna sig kunskap och redovisa denna. Gymnasieskolan har därmed ett viktigt uppdrag i att bedriva en verksamhet som tar hänsyn till elevers läs- och skrivsvårigheter, men också utvecklar elevers läs- och skrivkompetens för att stimulera lusten att lära - inte minst ur samhällsperspektivet - ett livslångt lärande.

  • 14.
    Neldemo, Jenny
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Statsbidrag för läsa, skriva och räkna på Gotland: En undersökning av de insatser som gjorts inom ramen för statsbidraget för läsa, skriva, räkna år 2009 vid fyra gotländska skolor.2009Independent thesis Advanced level (professional degree), 30 credits / 45 HE creditsStudent thesis
    Abstract [sv]

    Syftet med uppsatsen var att kartlägga och granska olika insatser som gjorts inom ramen för statsbidraget för ”läsa, skriva, räkna” år 2009, vid fyra gotländska skolor.  Fokus var på hur elever i skolår 1-3 och i behov av särskilt stöd kan bli hjälpta av dessa insatser. Empirimaterialet samlades in med hjälp av kvalitativa intervjuer med åtta pedagoger och rektorer samt analys av åtgärdsprogram upprättade för elever i behov av stöd i svenska eller matematik på skolorna.  Resultaten visade att informanterna välkomnade denna satsning på de yngre barnen. Vidare framkom att skolorna bland annat använt pengarna på olika sätt; till intensivt individuellt stöd, till undervisning i små grupper och till kompensatoriska hjälpmedel.  En slutsats som dragits av detta är att dessa riktade pengar har bidragit till att höja kvaliteten på undervisningen av barn i skolår 1-3 med behov av extra stöd i svenska eller matematik.

  • 15.
    Nyroos, Mikaela
    et al.
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV). Umeå University, Faculty of Social Sciences, Department of Education.
    Broman, Daniel A
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Nordin, Steven
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Is there a relation between, and a gender difference in, food aversions, food neophobia, and disgust?2001Conference paper (Refereed)
  • 16.
    Nyroos, Mikaela
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Broman, Daniel S.
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Nordin, Steven
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Is there a relation between, and a gender difference in, food aversions, food neophobia, and disgust?2001Conference paper (Refereed)
  • 17.
    Rännar, Eva
    et al.
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Edström, Kattis
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Matematiksvårigheter - sen då?: En analys av åtgärdsprogram för elever som inte uppnått god-känt i matematik enligt nationella proven i år fem.2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med vårt arbete var att undersöka vad den allmänna handlingen, åtgärdsprogrammet, visar händer när elever i år fem inte når målen i matematik. Genom en dokumentanalys av de åtgärdsprogram som upprättats efter nationella proven i år fem, i en svensk glesbygdskom-mun, för de elever som ej nått målen i matematik undersökte vi vilka matematiksvårigheter som kan urskiljas. Vi undersökte också hur åtgärderna ser ut och vem som ges ansvaret för dessa, på vilken nivå, individ/grupp/organisation, åtgärderna sätts in och vilka specialpedago-giska perspektiv som kan urskiljas. Åtgärdsprogrammen visade en begränsad bild av verklig-heten och ger utomstående små möjligheter att urskilja de exakta matematiksvårigheterna. Vi kom fram till att skolan tar ansvaret och de ger eleverna undervisning i liten grupp under spe-cialpedagog/speciallärares ansvar. Föräldrar och elever verkar komma undan, eller fråntas, stor del av ansvaret och på så vis delaktigheten i sin egen/sitt barns utveckling och utbildning. Både behovsbeskrivningar och åtgärder visade på ett kategoriskt perspektiv då eleven ses som ägare av problematiken och åtgärderna är exkluderande.

  • 18.
    Sandström, Marita
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Grundläggande läs- och skrivinlärning: Är stavelsen en gynnsam arbetseneht?2010Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to contribute to a better understanding of the syllable as an alternative to the phoneme at the basic reading and writing. This report is based on a qualitative analysis of Håkanstorp school´s approach to the basic reading and writing in class. Their approach to reading and writing is controversial, as it is based on the syllable instead of the phoneme, as usual in the traditional reading and writing. The education result, I have found, is that the syllable leads to a very clear and structured working procedure, which ultimately leads to class teachers being able to work from a diagnostic approach. This structure, with many parts of the course helps educators to clearly follow what level students are at. From this teachers clearly see the differences that should be acknowledged and steps that may need to be taken to move on, educators say themselves that this approach provides an educational security. From my theoretical studies, I have concluded, that the syllable is a natural entity included in the spoken language. At student level, recognition of the syllable unit leads to a natural link from the spoken language to the written language - in which students themselves are developing their phonological awareness.

  • 19.
    Öhman, Ann
    et al.
    Umeå University, Faculty of Medicine, Department of Community Medicine and Rehabilitation, Rehabilitation Medicine.
    Hägg, Kerstin
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Attitudes of novice physiotherapists to their professional role: A gender perspective1998In: Physiotherapy Theory and Practice, ISSN 0959-3985, E-ISSN 1532-5040, Vol. 14, no 1, p. 23-32Article in journal (Refereed)
    Abstract [en]

    Most Swedish physiotherapists are women, but an increasing number of men are entering the profession. The aim of this qualitative study was to examine the experience of eight novice physiotherapists. In-depth interviews with four female and four male novice physiotherapists were conducted. The analyses used Grounded Theory and ideal model. Gender, context and time were identified as important analytical categories. Four ideal types, which reflect the attitudes of the novices to the profession, were constructed. The attitudes of the female physiotherapists were used to construct the ideal types called the 'Supervisor' and the 'Treater'. They were patient-oriented and experienced great job satisfaction in their close relationship with patients. They had an open mind as to their future professional activities. The attitudes of the male physiotherapists were used to construct the ideal types called the 'Coach' and the 'Entrepreneur'. They were team-oriented and unsatisfied with team leaders, salaries and organisation. They were choice-decided as to their future professional activities. In the primary health care setting, the physiotherapists wished to cooperate upwards with others in the organisational hierarchy as well as outside the health care organisation. In hospitals, the physiotherapists wished to cooperate horizontally or downwards with others in the hierarchy.

  • 20.
    Öhman, Ann
    et al.
    Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine, Epidemiology and Public Health Sciences.
    Hägg, Kerstin
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Dahlgren, Lars
    Umeå University, Faculty of Social Sciences, Department of Sociology.
    A stimulating, practice-based job facing increased stress: Clinical supervisors’ perceptions of professional role, physiotherapy education and the status of the profession2005In: Advances in Physiotherapy, ISSN 1403-8196, E-ISSN 1651-1948, Vol. 7, no 3, p. 114-122Article in journal (Refereed)
    Abstract [en]

    The aim was to study perceptions of professional role, education and the status of the profession among clinical physiotherapy supervisors. Five focus group discussions were conducted with 15 supervisors attached to four universities in Sweden. Qualitative analyses were carried out using constant comparisons. Triangulation of researchers was used to increase trustworthiness. The supervisors experienced themselves as being in the centre of two competing and changing fields - the academic setting and the clinic in healthcare organization. The contact with students and their updated knowledge base were the most positive aspects of being clinical supervisors. To create a good learning environment for the students was considered important, but lack of time in all aspects of the work created stress and dissatisfaction. Students’ hands-on skills and treatment techniques were regarded to be rather poor and there is too much emphasis on theoretical knowledge and research methods in the curriculum. The physiotherapy profession has potentials to develop in innovative fields such as health promotion and disease prevention outside the hospitals, but healthcare with its hierarchical organization is a hindrance for this development. Collaborative efforts to bridge the gap between university and clinical setting are needed.

  • 21.
    Öhman, Ann
    et al.
    Umeå University, Faculty of Medicine, Department of Community Medicine and Rehabilitation, Physiotherapy.
    Hägg, Kerstin
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Dahlgren, Lars
    Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine, Epidemiology and Public Health Sciences.
    Competent women and competing professions: Physiotherapy educators' perceptions of the field1999In: Advances in Physiotherapy, ISSN 1403-8196, E-ISSN 1651-1948, Vol. 1, no 2, p. 59-72Article in journal (Refereed)
    Abstract [en]

    Career choices are still strongly gendered in health care professions. In Sweden, physiotherapy is a middle-class women's profession that nowadays also attracts men. Career strategies and professional development in physiotherapy are sparsely studied from a gender perspective. The purpose of this qualitative study was to describe and analyse perceptions of individual professional development, physiotherapy education and the profession in general, among a group of women educators in physiotherapy, using a gender theoretical framework and some of Bourdieu's theoretical concepts in the analysis. Thematized in-depth interviews with fourteen educators in physiotherapy were performed. The analysis used the Grounded Theory method of constant comparison. To increase credibility, the study design used triangulation in interviewers and investigators, member checking and reference group checking. Three core categories were identified. The Competent Woman category involves the professional development of the educators, including aspects of competence, success, efficiency and flexibility. Perceptions of femininity and masculinity reflect the symbolic dimension of gender. Femininity is regarded as symbolic capital for empathy and care, while masculinity represents status and power. The core category Theory-Practice Gap describes the isolated position of physiotherapy education in relation to the field of health care. The fragmented and disintegrated professional knowledge base does not facilitate the development of the profession. The core category Profession under Change reflects ideas about physiotherapy in society. Other female health care professions, ongoing societal change and conservative physiotherapy practices constitute a threat to the future development of the field. Visions for future development of the field emphasized the importance of professional competence and engagement in innovative activities in new arenas and new professional roles. The results shed light on the symbolic dimension of gender in a professional field where femininity is connected with academic success, empathy and care, while masculinity is related to business mentality, status and power. Notions of competition include both internal and external factors affecting the field of physiotherapy.

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