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Officersutbildningens akademisering: En studie av yrkesidentitet i förändring
Stockholm University, Faculty of Social Sciences, Department of Education.
2010 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Department of Education, University of Stockholm. Second year research project, autumn term 2009. The transformation of Swedish officer´s training into an academic professional education – a study of professional identity in alteration. The study is a part of the Research Project; Discussion for collaboration - from vocational training to academic professional education.

By Michael Larm

The purpose of this study is to analyse in what way the process of transforming Swedish officer´s training into an academic professional education are perceived in terms of professional identity, alteration and synergies. The theoretical framework is based on social constructivism from the perspective symbolic interactionism focusing on notions such as heteroglossin, dialogicality, alterity and selfidentity. The data derives from a qualitative research and the collection of data was made by inviting students and teachers from the Swedish National Defence Collage to Focus group discussions. The discussions are audio-recorded and transcribed in its entirety as close to the oral language as possible. The data is analysed with regard to heteroglossin, dialogicality, alterity and selfidentity, and with regard to professional identity, alteration and synergies based on the transformation mentioned above. The results from the Focus group discussions shows that the participants conception of the process of transforming Swedish officer’s training into an academic professional education and of the term professional identity is closely related to their own field of practice.

Abstract [sv]

Syftet med studien är att undersöka lärares och studerandes uppfattningar om officersutbild-ningens akademisering vid Försvarshögskolan, dess synergieffekter och påverkan på en yrkes-identitet i förändring. Studien utgår ifrån ett socialkonstruktivistiskt perspektiv enligt Bakhtin, Giddens och Wertsch där språket, samtalet, står i fokus för identiten. Studien tar också stöd i ett socialpsykologiskt perspektiv utgående från symbolisk interaktionism utvecklat av Mezirow där fokus ligger på att individen i samspelet med den sociala omgivningen utvecklar sin identitet. Data inhämtas från kvalitativ forskning i form av fokusgruppsamtal med studerande och lärare vid FHS. Samtalen dokumenteras genom ljudinspelning och transkriberas i sin helhet. Insamlade data analyseras med de teoretiska begreppen: Heteroglossin, Dialogicitet, Alteritet och Självidentitet kopplat till identitet, förändring och synergieffekter. Studien visar att deltagarnas uppfattning om den förändringsprocess som akademiseringen för med sig och av begreppet identitet är nära relaterad till aktörens bakgrund och roll i akademin.

 

Place, publisher, year, edition, pages
2010. , 59 p.
Keyword [en]
Academic professional education, vocational training, officer´s training, professional identity, heteroglossin, dialogicality, alterity, selfidentity, learning process, interaction.
Keyword [sv]
Akademisk professionsinriktad utbildning, yrkesutbildning, officersutbildning, yrkesidentitet, heteroglossin, alteritet, självidentitet, lärprocesser, interaktion.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:su:diva-43181OAI: oai:DiVA.org:su-43181DiVA: diva2:354551
Presentation
(Swedish)
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Projects
Samtal för samverkan - från yrkesspecifik till akademisk professionsinriktad utbildning
Available from: 2010-11-01 Created: 2010-10-03 Last updated: 2010-11-03Bibliographically approved

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