Background: Officers in the Swedish Armed Forces educates their soldiers in various skills and arenas. The Officers get their educational training in officer training courses conducted by the Swedish Armed Forces or the Swedish national defence college. The aim of this study was to find out how the cadets, belive that they are formed into educators, their views on the literature being used in the Swedish armed Forsces, and their views on leadership and educational science. Methods: The data for analysis were collected in spring 2010, by use of a questionnaire among cadets studying the tactical/operational program Ta/Op 07/10 at the Swedish national defence college. The respons rate was 69, 6 %. Results: The majority of the cadets thought that experience was the most important factor in becoming a good educator. Most of the cadets also thought that the literature being used by the Swedish armed forces was good, however, few cadets stated that they will use the material for reflection on their own teaching when working as officers. Conclusions: The Cadets had a positive attitude towards the educational philosphy and literature being used, but few will use the literature in reflecting on themselves as teachers. Cadets belive that they mainly will become good educators through experience, and that it is important that leaders and managers in Swedish armed forces have knowledge about educational science.

Am Standort August-Bebel-Straße 18 erwarten den Besucher der Zweigbibliothek Erziehungswissenschaften ausgezeichnete Benutzungsbedingungen: Ein umfangreicher Literaturbestand von ca. 125.000 Bänden, 150 Leseplätze, 10 Rechercheplätze, 5 Kopierer stehen den Benutzern zur Verfügung. Die Möglichkeit zur Internetnutzung mit eigenem Laptop über WLAN rundet das Angebot ab.

Die Dissertation leistet anhand von 144 schriftlich vorliegenden Erlebniserzählungen jüngerer Schulkinder einen Beitrag zur Erzähl- und Schreibforschung im Kontext des DDR-Schulsystems. Im Vergleich zu zwei bereits vorhandenen ontogenetisch orientierten Untersuchungen von thematisch gleichlautenden Erzähltexten älterer Schülerinnen und Schüler sowie Jugendlicher wird methodenkritisch untersucht, ob und inwieweit diese Arbeiten für die gegenwärtige Situation und in der gegenwärtigen Forschung noch relevant sein können und ob das bereits erprobte Untersuchungsinstrumentarium auch auf Texte jüngerer Schulkinder anwendbar ist. Durch Methodentriangulation und die Zusammenschau von Textanalysen, Beobachtungen und Befragungen erweiterte der Verfasser das Untersuchungsinstrumentarium und konnte so spezifische Erkenntnisse zur Erzähl-, aber auch zur Schreibforschung erbringen. Der Verfasser wies nach, dass die Methoden der Vergleichsuntersuchungen in ausgewählten Teilen auch für Texte von jüngeren Schulkindern Geltung haben können, dabei jedoch einer Adaptation und auch der Erweiterung durch spezielle, das Alter und den Entwicklungsstand der Kinder berücksichtigende Methoden bedürfen. Dies ist ein Beleg dafür, dass es sich bei den von der Linguistik und von der Deutschdidaktik in der DDR formulierten textstrukturellen, inhaltlichen und sprachlichen Charakterisierungen narrativer Texte um generelle und damit auch gegenwärtig noch gültige Merkmale handelt, die bereits in Texten jüngerer Schulkinder nachweisbar sind. Allerdings müssen sie wiederum altersspezifisch gefasst werden, sollen sie nicht zu defizittheoretischen Konsequenzen führen. Untersuchungsbezogen schließt die Arbeit mit einem Ausblick für weitere Forschungen und die Schulpraxis. / Based on the analysis of 144 written narrations of primary schoolchildren, this thesis is contributing new findings in the area of narrative and writing research within the context of the GDR school system. In comparison with two previously published ontogenetically oriented studies of narrations by secondary schoolchildren and teenage groups, research focuses on the issue whether or not, and also how, this former work is still relevant in present time and for current research. It also discusses how the in this context of older children s narrations tested research instruments can be applied to primary schoolchildren s narrations. By triangulations of methods and combining text analyses, observations, and interviews, the author has expanded existing research instruments, and has thereby reached specific perceptions regarding narrative and writing research. The author proofed that some practices used in comparative research could also be used in primary schoolchildren s narrations. They require, however, an adaptation and an extension of methods, taking the children s age and development into account. This provides evidence that the characterisations of text structure, contents, and language criteria, which had been formulated by GDR language and didactic scholars, can be seen as generally valid and still up to date. This is emphasised by existence of certain features, found in the analysed narrations. Nevertheless, these findings have to be analysed in relation to age structure to avoid deficit theoretical consequences. The thesis concludes with an outlook on future research, and implications on school practice.

<p>Följande studie syftar till att undersöka hur industriföretag på den värmländska glesbygden uppfattar pedagogikämnet vid Karlstads universitet. Studien har en tydlig inriktning mot arbetslivspedagogik, och det är framförallt arbetspedagogiska teorier som utgör studiens teoretiska grund.</p><p>Studien bygger på intervjuer med representanter från fem värmländska industriföretag.</p><p>Dessa intervjuer har sedan analyserats med avseende på respondenternas berättelser och de uttalande som kan kopplas till ämnet pedagogik, vilket är brukligt vid användandet av narrativ metod och analys.</p><p>Resultatet visar att de värmländska industriföretagen har behov av pedagogisk kunskap, men att de föredrar att anlita konsulter framför att ha någon anställd som arbetar med dessa frågor.</p> / <p>This study aims to investigate how industrial companies, situated in the sparsely populated areas of Värmland, understand the subject pedagogy at Karlstad University. The study focuses on educational science in working life.</p><p>The study is based on interviews with representatives from five industrial companies in Värmland. The interviews were analysed according to the respondents’ stories and statements which were referable to the subject pedagogy. This approach is customary when using narrative method and analysis.</p><p>The result shows that the industrial companies in Värmland have a need of educational knowledge, but that they prefer to engage consultants prior to employing someone to work continuously with these issues.</p>

<p>This thesis explores content design – an area which encompasses the practices and the conceptions of the description, organisation and manipulation of digital content. The overall aim was to identify and examine principles, methods and tools appropriate for content design within the humanities and the social sciences. Another purpose was to investigate the limitations and opportunities of the identified methods and tools by means of modelling and applications of prosopographical materials, designed for research and teaching in history of education.</p><p>The prosopographical collection consists of three different kinds of sources: transcriptions from biographical reference books, written biographical accounts and digitalised archival sources, such as enrolment registers. These resources were encoded according to the Text Encoding Initiative (TEI) guidelines with the purpose to denote specific structures and semantic features of the content. The thesis demonstrates how the prosopographical collection, stored in a master file in TEI/XML format, was encoded and organised and then further transformed, migrated and manipulated by other tools and to other platforms. This resulted in several examples of applications demonstrating a broad range of uses for research and teaching in history of education and alike.</p><p>One conclusion is that the TEI guidelines serve well as a valuable tool for the markup of rather complex historical materials designed for multiple purposes: for qualitative analyses, and as input to multivariate statistical analyses, and for migration into relational databases. Another conclusion is that such digital collections, provided with markup, could be treated as research tools themselves, because they lend themselves much more than simply access, retrieval or reading. In this prosopographical collection, the markup contributes to make explicit the underlying theories and thus provides scholars, teachers and students with tools to reuse and rearrange the content for other kinds of uses in other areas. </p>

Följande studie syftar till att undersöka hur industriföretag på den värmländska glesbygden uppfattar pedagogikämnet vid Karlstads universitet. Studien har en tydlig inriktning mot arbetslivspedagogik, och det är framförallt arbetspedagogiska teorier som utgör studiens teoretiska grund. Studien bygger på intervjuer med representanter från fem värmländska industriföretag. Dessa intervjuer har sedan analyserats med avseende på respondenternas berättelser och de uttalande som kan kopplas till ämnet pedagogik, vilket är brukligt vid användandet av narrativ metod och analys. Resultatet visar att de värmländska industriföretagen har behov av pedagogisk kunskap, men att de föredrar att anlita konsulter framför att ha någon anställd som arbetar med dessa frågor. / This study aims to investigate how industrial companies, situated in the sparsely populated areas of Värmland, understand the subject pedagogy at Karlstad University. The study focuses on educational science in working life. The study is based on interviews with representatives from five industrial companies in Värmland. The interviews were analysed according to the respondents’ stories and statements which were referable to the subject pedagogy. This approach is customary when using narrative method and analysis. The result shows that the industrial companies in Värmland have a need of educational knowledge, but that they prefer to engage consultants prior to employing someone to work continuously with these issues.

This thesis explores content design – an area which encompasses the practices and the conceptions of the description, organisation and manipulation of digital content. The overall aim was to identify and examine principles, methods and tools appropriate for content design within the humanities and the social sciences. Another purpose was to investigate the limitations and opportunities of the identified methods and tools by means of modelling and applications of prosopographical materials, designed for research and teaching in history of education. The prosopographical collection consists of three different kinds of sources: transcriptions from biographical reference books, written biographical accounts and digitalised archival sources, such as enrolment registers. These resources were encoded according to the Text Encoding Initiative (TEI) guidelines with the purpose to denote specific structures and semantic features of the content. The thesis demonstrates how the prosopographical collection, stored in a master file in TEI/XML format, was encoded and organised and then further transformed, migrated and manipulated by other tools and to other platforms. This resulted in several examples of applications demonstrating a broad range of uses for research and teaching in history of education and alike. One conclusion is that the TEI guidelines serve well as a valuable tool for the markup of rather complex historical materials designed for multiple purposes: for qualitative analyses, and as input to multivariate statistical analyses, and for migration into relational databases. Another conclusion is that such digital collections, provided with markup, could be treated as research tools themselves, because they lend themselves much more than simply access, retrieval or reading. In this prosopographical collection, the markup contributes to make explicit the underlying theories and thus provides scholars, teachers and students with tools to reuse and rearrange the content for other kinds of uses in other areas.

Die Förderung epistemischer Überzeugungen gilt als wichtige Aufgabe in der Lehrerbildung. Insbesondere im bildungswissenschaftlichen Begleitstudium tendieren Studierende jedoch zu ungünstigen Überzeugungen: Bildungswissenschaftliches Wissen wird im Vergleich zu fachwissenschaftlichem Wissen als wenig systematisiert, subjektiv und kaum praxisrelevant beurteilt. Wie Studierende dabei unterstützt werden können, angemessene Überzeugungen zum Wissen in den Bildungswissenschaften zu entwickeln, ist empirisch noch unzureichend untersucht. Aus diesem Grund wurden literaturgestützt drei Kurzinterventionen entwickelt, die auf je spezifischen Förderstrategien gründen: (1) Direkt-explizite Adressierung von epistemischen Überzeugungen, (2) indirekt-implizite Adressierung und (3) Kombination aus direkten und indirekten Förderansätzen. Die Eignung der drei Interventionen wurde in einem quasi-experimentellen Mixed-Methods-Design in zwei Teilstudien untersucht. Die quantitative Teilstudie umfasste eine Veränderungsmessung. Es konnte gezeigt werden, dass sich die Studierenden aus der direkten und der kombinierten Intervention tendenziell in Richtung reflektierter Überzeugungen weiterentwickelt haben. Die indirekte Intervention blieb dagegen wirkungslos. Die qualitative Teilstudie umfasste die Analyse von Follow-Up-Interviews, die im Nachgang der Interventionen mit teilnehmenden Studierenden geführt wurden. Die Ergebnisse stützten erstens die Befunde aus der quantitativen Teilstudie, wobei ein besonderes Veränderungspotenzial für die kombinierte Intervention deutlich wurde. Zweitens konnten die zugrunde liegenden Wirkweisen der verschiedenen Interventionen herausgearbeitet werden. Drittens konnten weiterführende Erkenntnisse zu den grundlegenden Veränderungsmechanismen epistemischer Überzeugungen erzielt werden. Das bestehende Veränderungsmodell epistemischer Überzeugungen konnte weiterentwickelt und um individuelle Faktoren ergänzt werden. / Fostering epistemic beliefs is considered an important task in teacher education. However, especially in educational science, preservice teachers tend to hold unfavorable epistemic beliefs: Compared to knowledge in other disciplines, educational knowledge is perceived to be less systematic, subjective and irrelevant for classroom practice. However, how students can be supported in developing adequate beliefs about educational knowledge has not been sufficiently explored. For this reason, three short-term interventions were designed, each based on specific approaches to elicit changes in students’ epistemic beliefs (1) direct-explicit approach, (2) indirect-implicit approach, and (3) combination of direct and indirect approaches. The effectiveness of the three interventions was investigated in a quasi-experimental mixed-methods design in two studies. In the quantitative study a measurement of change was performed. It was shown that students from the direct and combined intervention groups tended to develop more adequate beliefs. The indirect intervention, in contrast, can be considered ineffective. The qualitative study involved the analysis of follow-up interviews conducted with participating students after the interventions. First, the results supported the findings from the quantitative study, highlighting a particular potential for change in the combined intervention. Second, the underlying ways in which the interventions stimulated change were identified. Third, further insights into the underlying mechanisms of epistemic change were obtained. The existing model of epistemic change was refined and complemented by individual factors that can influence the process of epistemic change.

This dissertation contributes to the study of educational change and the conditions thereof. During the second half of the 19th and first half of the 20th centuries, Swedish early care and education (ECE) programs underwent a comprehensive transformation as formal instruction was supplanted by early childhood education. My analysis of this transformation utilizes a comparatively long time-frame, an organizational historical perspective, and archival material from 44 ECE societies. It focuses on three types of ECE programs: infant schools, day nurseries, and kindergartens. Since philanthropic societies organized such programs, this study’s results are also of interest to the history of philanthropy. Early childhood education was established through a selection and adaptation process in which existing ECE programs were closed or changed as new ones were established. My investigation demonstrates that this occurred on the basis of the conditions in which individual ECE programs operated. Factors that stand out in this regard are the debate concerning infant schools, the funding of ECE programs, and the expansion of the mandatory elementary education system, together with changes in the dissemination of ideas about education and the establishment of municipal regulations. How these conditions contributed to educational change constitutes the substance of the dissertation. The results of this dissertation deepen our knowledge of the finances of ECE programs, their organizational niche, and their relations with municipal authorities. This study questions the significance for educational change within these programs that has been attributed to the growth of a romantic conception of childhood. It provides a new picture of the role of the kindergarten movement in this regard and ascribes to day nurseries a previously unobserved role in educational change. This dissertation thereby contributes to a revision of recurrent assumptions concerning educational change and of the connection between such change and general societal or ideological structures.

This thesis presents an analysis of cadet training at the Royal War Academy between 1792 and 1866. The purposes of this study are to problematise the Academy's function and to investigate male social reproduction amongst the Swedish upper classes. Two different aspects of social reproduction are studied: the transmission of social position between generations; and the communication of ideals and lifestyle that were linked to the position that was reproduced. The former was studied with the help of Pierre Bourdieu's terminology, while the latter necessitated the use of theoretical perspectives on masculinity. This thesis demonstrates the changes in the preconditions for male social reproduction, and relates them to the transition from a late feudal to a capitalist society. At the end of the eighteenth century, the usual route to a military career was still through the family's personal contacts in the armed forces. In Bourdieu's terms, this was a very direct means of transferring symbolic capital, and one that also required social capital. With the emergence of the middle class, the Academy's recruitment patterns altered. This process coincided with the emergence of a Swedish education system, and cadet training gradually adapted to fit with other elements in the school system. The ability to transfer symbolic capital directly to the next generation crumbled in the face of a system where education was necessary for the reproduction of a social position. Unlike the shifting shape of social reproduction, masculine upbringing was central at the Academy throughout the whole period. The cadets entered as boys and left as men. In this process, relationships within the cadet corps were of crucial importance. The new cadets first had to subordinate themselves to their elders, and then in turn subordinate others. It was this social order that ensured the cadets learnt a harsh lesson in leadership.