Change search
Refine search result
1 - 19 of 19
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Adamson, Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Gougoulakis, Petros
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Swedish Quality Assurance of Higher Education: From Enhancement to Results Control and Back to Enhancement?2017In: Quality Assurance in Higher Education: A Global Perspective / [ed] Stamelos Georgios, K.M. Joshi, Saeed Paivandi, Studera Press , 2017, p. 19-40Chapter in book (Refereed)
    Abstract [en]

    This article outlines the Swedish national quality assurance system of higher education institutions, placing it in a historical and international context. Currently a new system is under construction as a result of heavy criticism of the system applied since 2011. What the new system will precisely confer is too early to tell. Its ambition is to align with the principles (European Standards and Guidelines; ESG 2015) that have been developed within the frame of the Bologna Process.

  • 2.
    Gougoulakis, Petros
    Stockholm University, Faculty of Social Sciences, Department of Education.
    "Didactics" for the Socially Vulnerable: What, how and why2011Conference paper (Other academic)
    Abstract [en]

    As suggested by the title of this paper, we are attempting a reflective approach to education as a means of emancipation and disciplination, inclusion and exclusion, reproduction and development.

    What should be the content of education of people belonging to marginalized groups? Through what processes are educative goals and learning activities being formed and selected? How are the role and the discourse of this target group defined in teaching practice?

    We are identifying the didactics of the vulnerable through the prism of a theoretical model about Paideia (Culture / Education, / “Bildung”) with clear references to the values behind the Swedish tradition of Popular Education reflected on the case of contemporary Greece. The popular education tradition in Sweden is characterized by free, voluntary learning based on the principles of equality, democratic dialogue, participation and, most importantly, respect towards the dignity of others.

    Educational practices inspired by the vision for a «veritable» Education can lay the foundations upon which trust in fellow human beings and social institutions are built.

    The relation between interpersonal trust, social solidarity and social cohesion is an established one, whereas the true education remains the object of a perpetual quest.

  • 3.
    Gougoulakis, Petros
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Educación y empleabilidad: Sobre las competencias del profesor técnico- profesional desde una perspectiva sueca2014In: Paideia. Revista de educación, ISSN 0716-4815, no 55, p. 35-69Article in journal (Refereed)
    Abstract [en]

    School and education, including vocational education and training, is today a high priority policy area all over the world and a matter of positioning of dif-ferent worldviews and power claims., when the reformation of the school sys-tem was part of a political project for a better society built on democracy, social justice and individual freedom. By providing general education in the same and publicly funded school form for all children, the country would be transformed into an inclusive welfare society. In an all-embracing school would children from all social groups socialize and learn from and about each other. The goal was education for democracy, accountability, and development of each one’s abilities for active participation in society and work. Current educational research clearly suggests that teachers’ expertise is of decisive importance for the quality of edu-cation and to student learning. But what does it really mean to be a competent teacher? What is expected from such a person to cope with them? And not least, how does one become a competent teacher? In this article an attempt is made to highlight the characteristics, abilities and attitudes that vocational educatorsshould possessand make use of in the era of rapid mobility and changeability. Different discourses on the necessary skills and qualifications today and in the future constitute the present article’s theoretical and analytical basis.

  • 4.
    Gougoulakis, Petros
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Educating Scientists. Philosophy and Practice of University Pedagogy2017In: Academia, ISSN 2241-1402, no 8, p. 35-75Article in journal (Refereed)
    Abstract [en]

    A large number of people are educated every year in universities and higher education institutions allover the world to gain competencies, skills and knowledge, with a view to contributing after graduationfrom several important positions, to the proper functioning of society and the improvement of itsproduction and reproduction base. All of them come into contact with teachers in various roles; some ofthem delivering lectures or seminars, coordinating or helping them in laboratory activities, orsupervising undergraduate and graduate course work and as examiners of their performance andknowledge. It is of immense interest to probe what kind of skills and competencies a university teachershould possess. This paper focuses on the role of the University as a knowledge producer, as well as anenvironment for education and training, based on sound scientific research and reflective experience.Thereafter, a particular understanding is delineated on the academic disciplines of Pedagogy andDidactics, in an effort to draft a philosophical framework of the University Pedagogy, concluding with apresentation of specific teacher training practices of faculty members applied in Sweden.

  • 5.
    Gougoulakis, Petros
    Stockholm University, Faculty of Social Sciences, Department of Education.
    New Public Management Regime and Quality in Higher Education2015In: Science and Society: Journal of Political and Moral Theory/ΕΠΙΣΤΗΜΗ & ΚΟΙΝΩΝΙΑ, ISSN 1108-3697, no 33, p. 91-114Article in journal (Refereed)
    Abstract [en]

    A spectre has been haunting the public administration of Western countries –the spectre of New Public Management. This has been all too visible for quite a while, and it coincides with the increasing prevalence of a producing and consuming neo-liberal ideology that has profoundly pervaded all aspects of society, culture and the economy in the current information and globalization era, the dawn of which took place in the early 1970s (Borg & Mayo 2005; Castells 2000; Lengrand 1970). The education sector, and the universities in particular, were no exception. Their alleged autonomy was invaded by neo-liberal ‘forces’ and changed to the point beyond recognition, which has seriously violated the employees’ professional integrity and expertise. As the university gradually transformed into a mass educational institution, without being accompanied by a corresponding increase in resources, the academic staff was constantly reminded that the quality of their work must be raised and ultimately assured. Words and phrases as quality assurance, quality indicators, quality and accountability measures,  evaluation, learning outcomes, etc., penetrated academic life without the consent of the majority of the employees. Hence, this discursive shift was a new reality, imposed though from the outside. It is therefore not surprising that disagreement within academic circles and opposition from significant segments of the civil society was at times vehement. The introduction of the new control regime was perceived more as a threat than as a democratic development based on collegial consensus.

    In the present text, an attempt is made to approach the notion of quality in higher education through the prism of the New Public Management approach.

    The main question being addressed is: What exactly do proponents of New Public Management mean by quality in higher education, what does it entail regarding the staff’s professional integrity and development as well as the assurance of the quality of education offered?

  • 6.
    Gougoulakis, Petros
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Popular Adult and Labor Education Movement in Sweden—History, Content, Pedagogy2016In: International labor and working class history, ISSN 0147-5479, E-ISSN 1471-6445, Vol. 90, p. 12-27Article in journal (Refereed)
    Abstract [en]

    In Sweden, workers’ education—Arbetarbildning—is part of the all-embracing popular adult education movement that assumed its organizational consolidation in the late 1800s. Popular education—Folkbildning—is a culturally determined practice of social communication with roots in the Reformation and the Enlightenment, playing a decisive role in the shaping of the Swedish labor movement in the late 1800s, the history of which is intertwined with democratization and the transformation of Sweden into a highly developed welfare society. The pedagogical and ideological configuration of labor education in Sweden is surveyed from a historical perspective through the lenses of the Workers’ Educational Association (ABF) and the labor movement's most powerful branches: the Social Democratic Party (SAP) and the Swedish Trade Union Confederation (LO). Workers’ education was utilized as a political strategy for a just and equitable society, via successive reforms, based on knowledge and initiated and supported by well-informed citizens.

  • 7.
    Gougoulakis, Petros
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Popular Education Movement and Social Transformation2012In: ADULT EDUCATION / ΕΚΠΑΙΔΕΥΣΗ ΕΝΗΛΙΚΩΝ, ISSN 1109-9941, no 27, p. 41-58Article in journal (Refereed)
    Abstract [en]

    This paper attempts to outline the Swedish Popular Adult Education (hereafter Folkbildning) as a cultural movement, as it moulds and emerges from the bosom of the social movements of the 19th century in Sweden. Folkbildning is approached in the light of an evolutionary model of the social movements, under which its phases of development are outlined throughout the 20th century until today. The presentation and the analysis are focusing on the qualitative changes which take place in the pedagogical orientation, and the various organizational structures in the course of time, as an outcome of the collaboration and the power relations between (a) Folkbildning and Social Movements, and (b) Folkbildning and the State.

    Particular attention is given to the pedagogical aims of Folkbildning, as they aspire after social transformation, and the specific forms of organization and coordination of the learning processes, adopted as a means of collective action for progressive social change and cultural evolution.

    The presentation of the Swedish Folkbildning phenomenon report is completed with a presentation of some concluding remarks about its main characteristics. The question posed for discussion is whether the Swedish tradition and experience of Folkbildning encompasses universal values that may form the basis of inspiration, and even diffusion, of similar grassroots educational activities in countries with different socio-political traditions.

  • 8.
    Gougoulakis, Petros
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Studiecirkeln: Livslångt lärande - på svenska!: En icke-formell mötesplats för samtal och bildning för alla2001Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The present thesis is a study of a pedagogical phenomenon; an account of one of the flagships of Swedish popular education; an attempt to understand the study circle as a learning environment.

    Study circle work has a special place in the country’s adult education, and assumes the dimensions of a mass-phenomenon in present-daySweden. An estimated 1.2 to 1.6 million people every day take part in one of the approximately 330,000 study circles arranged by the country’s 11 study associations, where they can study any imaginable subjects and practice different skills.

    The present research approach is qualitative and based on the fundamental concept of discourse. The concept is used as an analytical instrument for delimiting, structuring and creating meaning in the phenomena studied. The phenomenon popular education in general and the study circle in particular are elucidated from three central perspectives:

    • the development of modern civil society during the twentieth century,
    • national (popular) educational policy during the same period, and
    • that of contemporary study-circle members.

    Insights gained from the first two perspectives – the ”ideal” and the ”political” – have formed an important backdrop of understanding against which it has been possible to render the third perspective - the ”experienced” – comprehensible. The study-circle-member perspective is examined using a qualitative interview survey with circle members and circle leaders from nine socially-oriented study circles.

    The results indicate that the language of popular education has remained basically unchanged since the beginning of the twentieth century. It has enjoyed a relative autonomy vis-à-vis both the organisations of civil society and the state, despite a very intimate relation with these. At the same time the state and civil society have been able to make use of popular education to fulfil their respective purposes; civil society to achieve political influence and the state to implement its educational-policy goals. The most obvious change in the discourse of popular education appears to have occurred during the latter part of the twentieth century with the focus on the private individual’s educational projects. In virtue of its time-honoured pedagogical concept there is much to indicate that popular education is establishing itself as a competitive actor on the open educational market. At the same time the popular educational institutions constitute a societal opportunity structure for the education of all, adapted to the challenges and the demands for life-long learning of the new era – the Information Age.

    The study circle can also function as a network of individuals in civil society, representing an environment for collaborative learning and democratic education for citizenship.

  • 9.
    Gougoulakis, Petros
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Teaching Didactics! - Praxis and concerns in teacher's professional training2017In: Eκπ@ιδευτικός Kύκλος [Educational Circle], ISSN 2241-4576, Vol. 5, no 1, p. 69-85Article in journal (Refereed)
    Abstract [en]

    Schooling is currently facing unprecedented challenges, requiring revision of prevailing thinking and organization of learning. The pedagogical philosophy of the school institution was of another kind, when the teacher and the 'textbook' constituted unique and authentic sources of knowledge. The conditions of the learning environment in our time are just different and challenging. Our societies are now multicultural, the knowledge diverse and new technologies of production, processing and dissemination of information overwhelming national entrenchments. Instructors might bear responsibilities and tasks for which they are not sufficiently prepared. The content of this paper is an attempt to reflect upon teaching as a concept and as a pedagogical approach with reference to the classic didactical questions, as well as knowledge profile and skills necessary to be(come) a good teacher.

  • 10.
    Gougoulakis, Petros
    Stockholm University, Faculty of Social Sciences, Department of Education.
    University Pedagogy in practice [Πανεπιστημιακή Παιδαγωγική στην πράξη]: Organization, support and development of didactic training of University teachers [Οργάνωση, στήριξη και ανάπτυξη της διδακτικής κατάρτισης των Πανεπιστημιακών δασκάλων]2017Conference proceedings (editor) (Other academic)
    Abstract [en]

    Teaching and Learning in Higher Education lie at the heart of inquiry of the academic community, constituting a serious matter for deliberation and priority of educational policy at national and European / international level. The purpose of this article is twofold: to display, on one hand, some factors that frame the complex and intricate phenomenon of teaching and learning in Higher Education Institutions and, on the other hand, the necessity to create viable pedagogical and didactic structures to supporting university teaching quality. The text is divided into two parts. In the first part the concept of University Pedagogy is theoretically approached by exploring the essence of the learning process, the characteristics of a "good teacher" and the delimitations of the disciplines Pedagogy and Didactics. The second part consists of an account of the practical and organizational dimension of University Pedagogy from the perspective of the Swedish experience, which is here used as a benchmark for continuous efforts to enhance the quality of Teaching and Learning in Higher Education and strengthen the teaching skills and competences of lecturers.

  • 11.
    Gougoulakis, Petros
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Δια βίου μάθηση: Ναι, αλλά γιατί [Lifelong learning: Yes, but What?]2018In: Η φιλοσοφία ως διάσταση και προοπτική στη δια βίου μάθηση [Philosophy as dimension and perspective in lifelong learning] / [ed] Βασιλική Καραβάκου, Thessaloniki: University of Macedonia Press / Εκδόσεις Πανεπιστημίου Μακεδονίας , 2018, p. 35-53Chapter in book (Refereed)
    Abstract [en]

    A fundamental issue that all organized societies are facing since their constitution is how to transmit to future generations what collectively important and valued have learned, invented and created, ie. their cultural heritage. From the pre-industrial era, where the process of transfer of cultural heritage was confined within the small community of rural settlement, until today where all humanity is moving into the galaxy of globalization and "social acceleration", education and learning are vital for survival, development and prosperity. The evolution of perceptions about what is knowledge, what is important to know and who should be educated, is a history of continual conflicts and struggles. Nowadays, the outcome of these processes endowed us with the ideology and practice of lifelong learning. The present analysis endeavours to approach the discourse of lifelong learning from two viewpoints. The first one refers to its philosophical set of values with regard to perceptions of man and knowledge. The second perspective focuses the policy (or policies) of lifelong learning, in relation to its contribution to the economic and cultural development of the communities where it takes place, the creation of a higher-skilled  and employable labour force and the fostering of democratic, responsible, free and active citizens.

  • 12.
    Gougoulakis, Petros
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Christie, Michael
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Popular education in times of societal transformation: A Swedish perspective2012In: Australian Journal of Adult Learning, ISSN 1443-1394, Vol. 52, no 2, p. 237-256Article in journal (Refereed)
    Abstract [en]

    The aim of this philosophical and historical position paper is to discuss the ways in which Popular Education — folkbildning — as contributed to the social transformation of Sweden through self-directed and collaborative educational practices. One of our premises is that individual transformative learning, fostered by folkbildning, has contributed to a collective transformation of Swedish society since the late 1890s and laid the ground for a modern and coherent society with a high level of trust among its citizens.

  • 13.
    Gougoulakis, Petros
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Fredriksson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Education.
    World-Leading Research and Education for All – A Swedish Challenge2018In: In Pursuit of World-Class Universities: A Global Experience / [ed] Marcelo Rabossi, K.M. Joshi, Saeed Paivandi, New Delhi: Studera Press , 2018, p. 215-238Chapter in book (Refereed)
    Abstract [en]

    This chapter highlights important features of the Swedish university system in a historical perspective, with references to world-leading research and education. In focus is the distinction between university colleges and universities, and how this is related to education and research of high quality. The notion world-leading research and education is described as a particular challenge for Sweden, as country with a knowledge-based economy dependent on a global market. Sweden has the ambitions to achieve social justice and equal opportunities. There has been an emphasis on expanding higher education not only in terms of students, and also in terms of HEIs. It can be argued that there is a need to have a broad foundation to become world-leader in higher education, but at the same time, there exists a harsh competition about funding between HEIs. This tension will be at the core of future developments of higher education and research in Sweden.

  • 14.
    Gougoulakis, Petros
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Kedraka, Katerina
    Democritus University of Thrace.
    Oikonomou, Andreas
    School of Pedagogical and Technological Education.
    Anastasiadis, Panayiotis
    University of Crete.
    Teaching in tertiary education: reflective and experiential approach of University Pedagogy2018In: "Teaching Trends and Challenges in Contemporary Learning Environments" / [ed] Spyros Kioulanis et.al., 2018, p. 656-676Conference paper (Refereed)
    Abstract [en]

    This paper presents the round table speeches and discussions on the theme "University Pedagogy: Thoughts, Proposals, Reflections", at the 2nd International Workshop on Applied Didactics: "Teaching Trends and Challenges in Contemporary Learning Environments". In order to achieve the active and experiential engagement of all participants, a process inspired by The Science Café movement has been applied. Participants were invited to send short comments and questions regarding the issue of University Pedagogy/Teaching and learning in Higher Education. These comments were collected, categorized and discussed immediately after the predetermined speeches, which are presented extensively herein with the following titles: "University Pedagogy: Tracing Teaching in Higher Education", "University Pedagogy in Practice: An Epistemological and Didactical Approach" and "University Pedagogy in Greece: findings of empirical research". The participants then participated in an open discussion based on the questions they had asked before, but also after the prepared lectures. The review of all the contributions during the conversation and the submitted proposals conclude that University Pedagogy can be a powerful means of enhancing the quality of Greek Higher Education, provided that: a) university institutions invest in the continuous improvement of the teaching skills of their staff, and (b) university professors have incentives and the readiness to engage in teaching and learning based on a scientific ground and well-tried methods.

  • 15.
    Gougoulakis, Petros
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Moreno Herrera, Lázaro
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Upper Secondary VET in Sweden with Focus on Apprenticeship and Workplace-based Education2018In: Emergent Issues in vocational Education & training: Voices from cross-national research / [ed] Lázaro Moreno Herrera, Marianne Teräs, Petros Gougoulakis, Stockholm: Premiss förlag, 2018, p. 440-475Chapter in book (Other academic)
    Abstract [en]

    The purpose of this chapter is to present the workplace-based learning that takes place within the publicly funded VET in Sweden at the upper secondary education level. More than an overall background of upper secondary vocational education particular attention is given to the relationship between school-based and work place-based training (apprenticeship), on one side, and how the cooperation between educational suppliers and working life partners is shaped, on the other. In our time of accelerated globalization, where the current and the future status of VET is a priority issue in the discussion agenda of national and international educational policy bodies, it seems that among other challenges the connection between school and working life is urgently important, and a crucial quality dimension of the provided vocational programs. The presentation ends up with some reflections on the future of VET in Sweden with tentative proposals for policy considerations and actions.

  • 16.
    Moreno Herrera, Lázaro
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Gougoulakis, Petros
    Stockholm University, Faculty of Social Sciences, Department of Education.
    The Vocational Challenge and professional training of VET-educators - An international comparison2013In: Abstracts m.m. NORDYRK 2013, 2013, p. 17-17Conference paper (Other academic)
    Abstract [en]

    Purpose: The paper attempts to map how different European countries´ VET system attempts to match the required skills and competencies by labour market, and how VET-educators (including supervisors of interns, trainees and Apprentices in workplaces) are recruited, trained and prepared for their task with a focus on core vocation-specific didactic skills in different national contexts.)

    Theoretical framework: Structural and destabilizing change in society today is maintained as establishing policy contexts, to which educational policy has to respond and adapt (Edwards, Ranson & Strain, 2010). The increasing complexity in society, culture and working life as an effect of globalization and information technology, has significantly changed the nature of knowledge, skills and competencies required from citizens. This fact along with the unprecedented speed of the changes gave impetus to continuing education or the (re)vision of lifelong learning as a policy goal. It is argued that most of the current policies for lifelong learning are a matter of accumulation of skills and qualifications to meet the demands of an increasingly uncertain and profoundly exposed to competition labour market. The challenge for the education sector and especially VET is whether learning and training for employability also embraces cultivation of reflexivity ability and “bildung” for personal fulfilment, social integration and active democratic citizenship.

    Methodology/Research design: Our empirical basis is the country-specific VET-systems presented on Cedefop's website

    A comparative exploration of 4 countries VET reports is carried out with regard to how the “Vocational Challenge” is perceived and how each country tries to meet this challenge through its VET system and education of vocational trainers and teachers.

    Preliminary results: Contributes to a better understanding of what are considered challenges for VET in different countries representing different geographical as well as socio-economic areas and how they affect the national VET system.

  • 17.
    Moreno Herrera, Lázaro
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Teräs, MarianneStockholm University, Faculty of Social Sciences, Department of Education.Gougoulakis, PetrosStockholm University, Faculty of Social Sciences, Department of Education.
    Comparative Issues and Research Concerns in the National Landscape of Vocational Education & Training: Emergent Issues in Research on Vocational Education & Training Vol. 22018Collection (editor) (Other academic)
    Abstract [sv]

    This book is the second one of the serie Emergent Issues in Research on Vocational Education & Training. It is an outcome of the international networking of the research group VETYL (Vocational Education & Training/ Yrkeskunnande och Lärande), at the Department of Education, Stockholm University, Sweden.

    In May 2012 the group organized the first Stockholm International Conference in VET, an academic event that has ever since been organized yearly following the modality of invited papers. The book contains selected papers presented in the sessions of the conference held 7 and 8, May 2018. The contributions depict research within the Vocational and Training held in different national contexts as well as cross-national issues.

    This volume illustrates well the diversity of research in the eld in a way that is not frequently available in the literature today. The content is of interest for a diversity of readers including under-graduate students, in particular students in initial and in-service teacher training programs for VET, post-graduate students, researchers and policy makers.

  • 18.
    Moreno Herrera, Lázaro
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Teräs, MarianneStockholm University, Faculty of Social Sciences, Department of Education.Gougoulakis, PetrosStockholm University, Faculty of Social Sciences, Department of Education.
    Emergent issues in vocational education & training: voices from cross-national research2018Collection (editor) (Other academic)
    Abstract [en]

    This book is an outcome of the international networking of the research group VETYL (Vocational Education & Training/Yrkeskunnande och Lärande), at the Department of Education, Stockholm University, Sweden.

    In May 2012 the group organised the first Stockholm International Conference in VET, an academic event that has ever since been organised yearly following the modality of invited papers. The book contains selected papers presented in the sessions of the conference held 8 and 9, May 2017. The contributions deal with a wide range of areas of research within the Vocational and Training field in different national contexts as well as cross-nationally.

    The book illustrates well the diversity of research in the field in a way that is not frequently available in the literature today. The content is of interest for a diversity of readers including under–graduate students, in particular students in initial and in-service teacher training programs for VET, post-graduate students, researchers and policy makers.

  • 19.
    Moreno Herrera, Lázaro
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Teräs, MarianneStockholm University, Faculty of Social Sciences, Department of Education.Gougoulakis, PetrosStockholm University, Faculty of Social Sciences, Department of Education.
    Vocational Education & Training - The World of Work and Teacher Education: Emergent Issues in Research on Vocational Education & Training Vol. 32018Collection (editor) (Other academic)
    Abstract [en]

    This is the third volume of the serie Emergent Issues in Research on Vocational Education & Training. It is an outcome of the international networking of the research group VETYL (Vocational Education & Training/ Yrkeskunnande och Lärande), at the Department of Education, Stockholm University, Sweden.

    In May 2012 the group organized the first Stockholm International Conference in VET, an academic event that has ever since been organized yearly following the modality of invited papers. The book contains selected papers presented in the sessions of the conference held 7 and 8, May 2018. The contributions depict research within the Vocational and Training held in different national contexts as well as cross-national issues.

    This volume illustrates well the diversity of research in the field in a way that is not frequently available in the literature today. The content is of interest for a diversity of readers including under-graduate students, in particular students in initial and in-service teacher training programs for VET, post-graduate students, researchers and policy makers.

1 - 19 of 19
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf