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Publications (10 of 43) Show all publications
Eliasson, E., Osman, A. & Teräs, M. (2024). Concluding remarks. In: Marianne Teräs; Ali Osman; Eva Eliasson (Ed.), Migration, Education and Employment: Pathways to Successful Integration (pp. 201-203). Cham: Springer
Open this publication in new window or tab >>Concluding remarks
2024 (English)In: Migration, Education and Employment: Pathways to Successful Integration / [ed] Marianne Teräs; Ali Osman; Eva Eliasson, Cham: Springer, 2024, p. 201-203Chapter in book (Refereed)
Place, publisher, year, edition, pages
Cham: Springer, 2024
Series
Education, Equity, Economy, ISSN 2364-835X, E-ISSN 2364-8368 ; 10
National Category
Pedagogical Work
Identifiers
urn:nbn:se:su:diva-226370 (URN)10.1007/978-3-031-41919-5_12 (DOI)978-3-031-41917-1 (ISBN)978-3-031-41919-5 (ISBN)
Available from: 2024-02-07 Created: 2024-02-07 Last updated: 2024-02-19Bibliographically approved
Antera, S. & Teräs, M. (2024). Discovering and developing the vocational teacher identity. Education + Training
Open this publication in new window or tab >>Discovering and developing the vocational teacher identity
2024 (English)In: Education + Training, ISSN 0040-0912, E-ISSN 1758-6127Article in journal (Refereed) Epub ahead of print
Abstract [en]

Purpose - This study explores the role of previous occupational identity in the formation of the (new) teacher identity of vocational teachers. The focus is on how vocational teachers discover their teaching identity, how they describe the connection between their previous occupation and teacher identity and how they describe a competent member of the teaching community.

Design/methodology/approach - The theoretical approach is inspired by Communities of Practice (CoP) theory. More specifically, the realignment between socially demanded competence in the profession and personal experience as well as identification with the teaching community are discussed. The research material comes from 14 interviews with vocational teachers in different disciplines.

Findings - Findings indicate first that the process of professional identity (trans)formation was initiated by finding one's teaching self when the individuals became aware of their interest in teaching by discovering that they had already achieved some sort of teaching-related competence. Second, individuals had been connecting their professional identities – finding common competence between their previous occupation and the teaching role. Third, vocational teachers experienced legitimising their competence and their new identity with reference to what their new CoP instructed as important competence (regime of competence).

Originality/value - While teachers' vocational competence is not scrutinised, their teaching competence needs to be constantly proved. This imbalance often leads to teachers returning to an aspect of their identity that is well established – their vocational competence. Looking back to their occupational competences constitutes a realignment backwards, when teachers attempt to serve their new professional goal by drawing on old competence.

Keywords
Vocational teachers, Professional identity, Communities of practice, VET in Sweden, Teaching competence, Vocational competence, Thematic analysis
National Category
Didactics Pedagogical Work
Identifiers
urn:nbn:se:su:diva-226366 (URN)10.1108/et-09-2023-0363 (DOI)001156571300001 ()2-s2.0-85183734830 (Scopus ID)
Available from: 2024-02-07 Created: 2024-02-07 Last updated: 2024-02-26
Teräs, M. (2024). Integration as a Conceptual Resource When Studying Skilled Migrants in the Workplace. In: Marianne Teräs, Ali Osman, Eva Eliasson (Ed.), Migration, Education and Employment: Pathways to Successful Integration (pp. 99-112). Cham: Springer
Open this publication in new window or tab >>Integration as a Conceptual Resource When Studying Skilled Migrants in the Workplace
2024 (English)In: Migration, Education and Employment: Pathways to Successful Integration / [ed] Marianne Teräs, Ali Osman, Eva Eliasson, Cham: Springer, 2024, p. 99-112Chapter in book (Refereed)
Abstract [en]

This chapter focuses on the concept of integration, which is used in everyday political and academic discussions and has its opponents and defenders. The aim is to explore how it is defined, described and used in studies focusing on skilled immigrants’ integration into the workplace. The chapter is inspired by conceptual analysis and uses conceptual approaches such as everyday, scientific, formal and functional concepts to reflect on the results of the analysis. The results show that integration is not clearly defined in the studies, but assumed that readers know what is meant by it. The process nature of integration is highlighted in the studies, and its many uses such as integration to work community, vocational practices and society. It is concluded that researchers need to be more conscious of their use of the concept of integration and be transparent what do they mean by it.

Place, publisher, year, edition, pages
Cham: Springer, 2024
Series
Education, Equity, Economy, ISSN 2364-835X, E-ISSN 2364-8368 ; 10
Keywords
Conceptual analysis, Concept of Integration
National Category
Political Science (excluding Public Administration Studies and Globalisation Studies) Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
urn:nbn:se:su:diva-226368 (URN)10.1007/978-3-031-41919-5_7 (DOI)978-3-031-41917-1 (ISBN)978-3-031-41919-5 (ISBN)
Available from: 2024-02-07 Created: 2024-02-07 Last updated: 2024-02-19Bibliographically approved
Teräs, M., Osman, A. & Eliasson, E. (2024). Introduction: Integration in and Through Education and Employment. In: Marianne Teräs; Ali Osman; Eva Eliasson (Ed.), Migration, Education and Employment: Pathways to Successful Integration (pp. 1-7). Cham: Springer
Open this publication in new window or tab >>Introduction: Integration in and Through Education and Employment
2024 (English)In: Migration, Education and Employment: Pathways to Successful Integration / [ed] Marianne Teräs; Ali Osman; Eva Eliasson, Cham: Springer, 2024, p. 1-7Chapter in book (Refereed)
Place, publisher, year, edition, pages
Cham: Springer, 2024
Series
Education, Equity, Economy, ISSN 2364-835X, E-ISSN 2364-8368 ; 10
National Category
Pedagogical Work Political Science (excluding Public Administration Studies and Globalisation Studies) Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
urn:nbn:se:su:diva-226369 (URN)10.1007/978-3-031-41919-5_1 (DOI)978-3-031-41917-1 (ISBN)978-3-031-41919-5 (ISBN)
Available from: 2024-02-07 Created: 2024-02-07 Last updated: 2024-02-19Bibliographically approved
Teräs, M., Osman, A. & Eliasson, E. (Eds.). (2024). Migration, Education and Employment: Pathways to Successful Integration. Cham: Springer
Open this publication in new window or tab >>Migration, Education and Employment: Pathways to Successful Integration
2024 (English)Collection (editor) (Refereed)
Abstract [en]

This is an open access book which focuses on different aspects of education, employment, and successful integration of migrants in three countries: Norway, Sweden, and Switzerland. The chapters in this book reflect on these issues from micro, meso and macro perspectives; some are based on interviews with migrants and people who work with them, others on documents and literature about migration. There are different pathways for skilled migrants to vocations. Some start working in their previous vocations after arriving in the new environment. Some re-enter their professions but on a lower level. Some can re-train themselves in a new vocation, and some will go to further education, as studies in different chapters of this book suggest. Common for successful integration seems to be several intertwined factors: the target language competence, strong motivation and agency, supporting networks and supporting persons, as well as structural opportunities of the new environment. The book’s editorial board takes an eclectic view, hoping to start an academic debate about what ‘successful integration’ means. While discussions about the integration of migrants tend to focus on integration failures, there are millions of migrants, in different countries, who have successfully integrated into their new societies. 

Place, publisher, year, edition, pages
Cham: Springer, 2024. p. 203
Series
Education, Equity, Economy, ISSN 2364-835X, E-ISSN 2364-8368 ; 10
Keywords
Competence of immigrants, Democratic social party, Discounting immigrants’ education, Ethnic penalty, European economy, Evaluation of immigrants’ skills, Female immigrants, First and second generation immigrants, Global migration and integration, Highly-skilled immigrants, Immigrants culture and values, Social justice, Socio-economic inequality, Theory of cultural justice
National Category
Political Science (excluding Public Administration Studies and Globalisation Studies) Sociology (excluding Social Work, Social Psychology and Social Anthropology) International Migration and Ethnic Relations
Identifiers
urn:nbn:se:su:diva-226367 (URN)10.1007/978-3-031-41919-5 (DOI)978-3-031-41917-1 (ISBN)978-3-031-41919-5 (ISBN)
Available from: 2024-02-07 Created: 2024-02-07 Last updated: 2024-02-19Bibliographically approved
Wibaeus, Y., Teräs, M. & Mattsson, J. (2023). Casemetodik som undervisningsform. In: Maria Christidis; Nikolaos Christidis (Ed.), Ämnesintegrerad undervisning inom professionsutbildningar: (pp. 97-124). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Casemetodik som undervisningsform
2023 (Swedish)In: Ämnesintegrerad undervisning inom professionsutbildningar / [ed] Maria Christidis; Nikolaos Christidis, Malmö: Gleerups Utbildning AB, 2023, p. 97-124Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2023
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:su:diva-229389 (URN)9789151109466 (ISBN)
Available from: 2024-05-22 Created: 2024-05-22 Last updated: 2024-05-22Bibliographically approved
Henttonen, A., Westerbotn, M., Scheja, M., Fossum, B. & Teräs, M. (2023). Exploring writing a bachelor's thesis as a tool for students’ learning in nursing: A qualitative interview study from an activity theoretical perspective. Nordic journal of nursing research, 43(2)
Open this publication in new window or tab >>Exploring writing a bachelor's thesis as a tool for students’ learning in nursing: A qualitative interview study from an activity theoretical perspective
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2023 (English)In: Nordic journal of nursing research, ISSN 2057-1585, E-ISSN 2057-1593, Vol. 43, no 2Article in journal (Refereed) Published
Abstract [en]

Nursing education prepares students for both academia and practice; however, the contribution of writing a bachelor's thesis in learning nursing is overlooked. The aim of the present study was to explore the role of a bachelor thesis as a learning tool in nursing. A total of 15 nursing students were individually interviewed using semi-structured questions. The data were analyzed using thematic analysis, and the activity theoretical concept of a tool was subsequently applied. The results were reported in accordance with COREQ for qualitative research. The findings identified writing a bachelor's thesis as a ‘Personal tool’ and a ‘Systemic tool for learning nursing’. The personal tool was related to ‘Preparation for patient encounters in working life’ and ‘Discovering bodily mechanisms of disease or health’. The systemic tool was related to ‘Enabling to impact on the organization of work and stakeholders’ and ‘Facilitating knowledge of the links between patient groups and common diseases’. The study discusses and concludes that a bachelor's thesis represents both a personal and a systemic tool that embodies nursing knowledge, preparing students for their future work as registered nurses. An implication for contemporary nursing is that a bachelor's thesis may serve as a boundary-crossing tool that transcends the school, workplace, and even society.

Keywords
nursing education, personal knowledge, systemic knowledge, thematic analysis
National Category
Pedagogical Work
Identifiers
urn:nbn:se:su:diva-216953 (URN)10.1177/20571585231167656 (DOI)2-s2.0-85153612584 (Scopus ID)
Available from: 2023-05-08 Created: 2023-05-08 Last updated: 2023-10-16Bibliographically approved
Teräs, M. (2023). Kotoutuminen, integraatio, etablering – millaisia mahdollisuuksia toiminnan teoria tarjoaa integraation tutkimukseen?. Kasvatus, 54(3), 283-287
Open this publication in new window or tab >>Kotoutuminen, integraatio, etablering – millaisia mahdollisuuksia toiminnan teoria tarjoaa integraation tutkimukseen?
2023 (Finnish)In: Kasvatus, ISSN 0022-927X, Vol. 54, no 3, p. 283-287Article in journal (Other (popular science, discussion, etc.)) Published
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:su:diva-218994 (URN)
Available from: 2023-06-30 Created: 2023-06-30 Last updated: 2023-07-24Bibliographically approved
Moreno Herrera, L., Teräs, M., Gougoulakis, P. & Kontio, J. (Eds.). (2023). Learning, teaching and policy making in VET: Emerging issues in research on vocational education & training, vol. 8. Stockholm: Bokförlaget Atlas
Open this publication in new window or tab >>Learning, teaching and policy making in VET: Emerging issues in research on vocational education & training, vol. 8
2023 (English)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Stockholm: Bokförlaget Atlas, 2023. p. 589
Series
Atlas akademi
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:su:diva-229390 (URN)9789174450514 (ISBN)
Available from: 2024-05-22 Created: 2024-05-22 Last updated: 2024-05-22Bibliographically approved
Eliasson, E., Teräs, M. & Osman, A. (2022). ‘Back to work’—factors facilitating migrants’ re-entry into their previous vocations. Journal of Education and Work, 35(8), 828-842
Open this publication in new window or tab >>‘Back to work’—factors facilitating migrants’ re-entry into their previous vocations
2022 (English)In: Journal of Education and Work, ISSN 1363-9080, E-ISSN 1469-9435, Vol. 35, no 8, p. 828-842Article in journal (Refereed) Published
Abstract [en]

This article focuses on ‘successful migrants’, who have succeeded in gaining employment in Sweden in their previous vocational area. The aim is to describe factors on various levels – individual, organisational and national – that have facilitated migrants’ way back to work as well as their inclusion at workplaces. Twenty migrants and five employers/mentors were interviewed. The overarching theme of facilitating factors concerns language proficiency, individual factors, enabling frameworks, and supporting persons and networks. The migrants’ own ambitions and motivations, and the support they got in interpersonal encounters were especially emphasised as important. In the migrants’ narratives, a central theme in relation to the theoretical perspective was how to deal with threats to their social and professional identity in the new country. For them, maintaining a positive self-image was key to the strength needed to fight for a return to working life. People in the environment were important in this struggle – for positioning them as competent persons and for offering support.

Keywords
Migrants, employment, facilitating factors, identity
National Category
Pedagogy
Identifiers
urn:nbn:se:su:diva-211299 (URN)10.1080/13639080.2022.2144168 (DOI)000882858100001 ()2-s2.0-85142142347 (Scopus ID)
Projects
Integration och inkludering av migranter i och genom yrke och arbete
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, Beslutnr: 310000556
Available from: 2022-11-16 Created: 2022-11-16 Last updated: 2022-12-08Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4302-3478

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