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Erixon Arreman, IngerORCID iD iconorcid.org/0000-0002-9240-3565
Alternative names
Publications (10 of 47) Show all publications
Erixon Arreman, I. (2021). Akademisering som policyfråga nationellt och internationellt (1ed.). In: Ulrika Bergmark & Kristina Hansson (Ed.), Skola på vetenskaplig grund i praktiken: Akademisering av lärares arbete (pp. 55-86). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Akademisering som policyfråga nationellt och internationellt
2021 (Swedish)In: Skola på vetenskaplig grund i praktiken: Akademisering av lärares arbete / [ed] Ulrika Bergmark & Kristina Hansson, Lund: Studentlitteratur AB, 2021, 1, p. 55-86Chapter in book (Other academic)
Abstract [sv]

I det här kapitlet belyses och diskuteras reformer på skolans och lärarutbildningens område i förhållande till internationella och nationella policyidéer. Det handlar bland annat om skollagens krav på att all undervisning ska vila på vetenskaplig grund, motsvarande evidens, i ett marknadiserat skolsystem.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2021 Edition: 1
Keywords
utbildningsreformer, internationellt utbildningssamarbete, EU, OECD, lärarutbildning på vetenskaplig grund, akademisk yrkesexamen, professionsutbildning, mål- och resultatstyrning, valfrihet, friskolor, skolmarknad, PISA, 2010 års skollag, evidens, utvärderingssystem, politisk symbolik
National Category
Social Sciences Educational Sciences
Identifiers
urn:nbn:se:umu:diva-186395 (URN)978-91-44-13898-5 (ISBN)
Projects
Kampen för läraryrkets kunskap – möjliga vägar för lärares professionalism?
Note

Finansiering av Umeå universitet, Lärarhögskolan.

Available from: 2021-07-28 Created: 2021-07-28 Last updated: 2021-08-11Bibliographically approved
Lindblom, C., Erixon Arreman, I., Olsson, C., Landfors, H., Waling, M. & Hörnell, A. (2020). Challenges to Interdisciplinary teaching for nutrition and health in Swedish compulsory schools. International Journal of Home Economics, 13(1), 15-29
Open this publication in new window or tab >>Challenges to Interdisciplinary teaching for nutrition and health in Swedish compulsory schools
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2020 (English)In: International Journal of Home Economics, E-ISSN 1999-561X, Vol. 13, no 1, p. 15-29Article in journal (Refereed) Published
Abstract [en]

The Swedish National Agency for Education states that educational provision should involve pupil opportunities for interdisciplinary work and the experience of learning in different ways. In this context, the current study aimed to explore the actual operation of interdisciplinary teaching (IDT) in Swedish compulsory schools, i.e. from preschool (6 years) to grade 9 (16 years) regarding nutrition and health. To investigate this, two web-based nationwide questionnaires were sent out in 2014 to compulsory schools in Sweden. One questionnaire was aimed at teachers in five subjects: Home and Consumer Studies (HCS), Natural Science Subjects (NSS) (Biology, Chemistry, Physics), and Physical Education and Health (PEH). The second questionnaire was for school principals. A total of 388 teachers and 216 principals answered the respective questionnaire. The study showed that 40% of the teachers and 59% of the principals reported that their school worked in an interdisciplinary way regarding nutrition and health education. Practical scheduling problems and a lack of time for planning were seen as the main barriers by both teachers and principals, but to a much larger extent by teachers. A prerequisite for successful IDT is that teachers have a chance to meet and plan, and this study indicates that frame factors have a critical impact on what is possible regarding IDT in Swedish schools. It is crucial that principals appreciate their part in facilitating IDT. Increased interdisciplinary teaching for nutrition and health (IDT-NH) might increase school potential for the better integration of knowledge and understanding about the importance of lifestyle for health, the environment and society.

Place, publisher, year, edition, pages
Bonn: International Federation for Home Economics, 2020
Keywords
Home and Consumer Studies, Interdiciplinary Teaching, Nutrition and Health, Education, Compulsory schools
National Category
Educational Sciences
Research subject
Food and Nutrition
Identifiers
urn:nbn:se:umu:diva-175496 (URN)
Available from: 2020-09-30 Created: 2020-09-30 Last updated: 2024-03-13Bibliographically approved
Erixon, P.-O. & Erixon Arreman, I. (2019). ECEC students’ writing trajectories: academic discourse and "Professional Habitus". Scandinavian Journal of Educational Research, 63(6), 968-983
Open this publication in new window or tab >>ECEC students’ writing trajectories: academic discourse and "Professional Habitus"
2019 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 6, p. 968-983Article 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, 2019
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 ()2-s2.0-85048366144 (Scopus ID)
Funder
Swedish Research Council, 721-2011-4752
Available from: 2018-06-25 Created: 2018-06-25 Last updated: 2023-09-05Bibliographically 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, 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)2-s2.0-85057197783 (Scopus ID)
Projects
Kampen om texten
Funder
Swedish Research Council
Available from: 2017-10-10 Created: 2017-10-10 Last updated: 2023-03-24Bibliographically 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 ()2-s2.0-85006036414 (Scopus ID)
Projects
Kampen om texten
Funder
Swedish Research Council
Available from: 2016-11-15 Created: 2016-11-15 Last updated: 2023-03-24Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9240-3565

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