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My scientific essay is about how I as a recreational activities teacher deals with failure in my profession and how that approach affects the students. I takes its starting point in a self-perceived tale where I act as recess monitor. Suddenly I realize that a colleague and I are the only ones outside during recess with hundreds of students. The students will meet an educator who is unconcerned, stressed and irritable instead of the engaged recess monitor they are used to. I feel like a failure in my mission as a recess monitor and begins to question my professional identity. I try to find someone to blame but realize that the feeling of failure also depends on that I have a hard time accepting my own lack of skills. My questions at issue are, how can a recreational teacher relate to failure in the profession? And, how are the students affected by the pedagogue’s approach to failure? The method I have used is scientific essay form which has given me the opportunity to deepen my reflections connected to literature by philosophers and scientists within the educational area. I also use the governing documents which decides how I should exercise my profession. These are Curriculum for the compulsory school, preschool class and the recreation centre 2011, The General advice for the recreation center and The Education Act. I have based on the reflections investigated how I could have behaved different, how my behavior affected the students and how the recreational teacher is able to develop through failure. I have examined my question at issue in dialogue with theories and reached a conclusion how to work with failure can proceed from the maturity theory, symbolic interactionism, differentiation of self and deontological ethics.

The overall aim of this thesis was to examine the development of PR practitioner professional identity. The purpose was to examine how PR practitioner reason/talks about the image of the profession and how communicators use discursive tools to create their professional identity. The primary theoretical framework of the thesis is social identity and discursive psychology to understand how the professional identity is created. The chosen method was interview method where six interviews were conducted from the private and the public sectors in Umeå. The private organizations included are Punkt PR, which is a private PR agency and Polarbröd. The public sector organizations included are Umeå Kommun, Region Västerbotten, Polisen Nord and Vakin. The result of the analysis shows that the PR practitioner perceive that the image given by their profession is incorrect and largely based on ignorance of how their work look like. PR practitioner also see their profession as important for both the organization and the community. The thesis conclusions were that the PR practitioner build their identity by focusing on how and why they are important in society and for the organization. Another opinion from the PR practitioner was that the media often producing that a large part of the PR practitioner´s work is to deal with journalists and make the journalist's work more difficult, which the PR practitioner´s think is wrong.

The historical background and previous research on my subject refers to a certain uncertainty in a professional teacher's professional identity that still remains. The difficulty is excreted in ignorance in leading fields and uninteresting colleagues in between. My aim of the study is to gain an insight into the activities at the leisure home and how teachers view their professional role as well as how they take on the dual assignments that the identification in the school subject entails. I have chosen a qualitative method for my interviews and my selection was six teachers in leisure-time centres working in schools around Stockholm. I have used Roger Saljö's interpretation of socio-cultural theory, whose basic idea is that learning takes place in interaction between a group of people and an individual. My research shows that there are external factors that govern and influence the leisure teacher's choices and conditions and that the traditional school is prioritized. Despite the teachers' uncertainty about what their professional identity should be called in the leisure home, the image education has nevertheless strengthened their self-confidence and how they today teach the students. / Den historiska bakgrunden och tidigare forskningen kring mitt ämne hänvisar till en viss osäkerhet i en fritidslärarens yrkesidentitet som ännu kvarstår. Svårigheten utsöndras i okunskap i ledande fält samt ointresse kollegor emellan. Mitt syfte med studien är att få en inblick i verksamheten på fritidshemmen och hur lärare ser på sin yrkesroll samt hur de tar sig an de dubbla uppdragen som legitimationen i skolämnet bild medför. Jag har valt en kvalitativ metod för mina intervjuer och mitt urval var sex lärare i fritidshem som arbetar på skolor runt Stockholm. Jag har använt mig av Roger Säljös tolkning av den sociokulturella teorin, vars grundtanke är att lärande sker i samspel mellan en grupp människor och individ. Min underökning visar att det är yttre faktorer som styr och påverkar fritidslärarens val och förutsättningar samt att den traditionella skolan prioriteras. Trots lärarnas osäkerhet på vad deras yrkesidentitet ska kallas på fritidshemmet, har ändå bildutbildningen stärkt deras självförtroende och hur de idag undervisar eleverna.

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I denna studie undersöks kvinnliga tatuerares uppfattningar av, och förhållning till, genus och kön inom tatueringsyrket. Studiens syfte är att undersöka hur genus görs och påverkar yrkesidentiteten, med fokus på kvinnor i ett mansdominerat yrke. Uppsatsens material bygger på intervjuer, observationer och frågesvar från en separatistisk, sluten Facebook-grupp om tatueringar för kvinnor och icke-män. Analysen bygger på diskursteori och genusforskning, där grunden lutar sig mot Chantal Mouffe och Ernesto Laclaus diskursteorier, samt Judith Butlers användning av performativitetsbegreppet och den heterosexuella tolkningsmatrisen. Studien visade på att informanternas uppfattning av genusets påverkan på yrkesidentiteten var ostabil. Genuset påverkade utrymmet som informanterna gavs i det maskulina yrkesfältet, där detta utrymme var olika beroende på om de var i sammanhang med andra inom fältet eller utomstående. Yrkesidentiteten påverkades även av hur de utövade och presenterade olika normativa kvinnoideal.

Syftet med uppsatsen är att undersöka informanternas relation till pension i förhållande till upplevd yrkesidentitet. Syftet kommer besvaras genom att vi undersöker två frågeställningar. I första hand utforskas hur informanterna uttrycker sig angående pension i förhållande till upplevd yrkesidentitet. Vår förförståelse är att de informanter som upplever stark yrkesidentitet också vill gå i sen pension. Vi utforskar även hur informanterna uttrycker sig kring pension utifrån ett intersektionellt perspektiv. Det intersektionella perspektivet bidrar med nyanseringar kring aspekter som påverkat deras förhållningssätt till pension, detta sätts sedan i kontrast till tidigare forskning och teori. Empirin samlas in genom semistrukturerade intervjuer och analys av materialet sker genom kodning. Resultatet visar på att vår ovan beskrivna förförståelse angående yrkesidentitet inte införlivas. Hög eller låg yrkesidentitet har inte en stor inverkan på informanternas tankar kring pension. Andra faktorer var mer relevanta för informanterna. Den andra frågeställningen besvaras genom att resultatet sätts i kontrast till tidigare forskning och teori. De slutsatser som vi drar utifrån den andra frågeställningen är att vår förförståelse som skapats genom tidigare forskning och teori kan delvis införlivas vid analysen. Slutligen i resultat och analys reflekterar vi över empiri som inte svarar till våra två frågor men som bidragit med intressanta forskningsmöjligheter kring ämnet, pension. / The purpose of the thesis is to examine the interviewees relationship to retirement in relation to perceived professional identity. The purpose will be answered by examining two questions. It’s explored how the interviewees express themselves regarding retirement in relation to perceived professional identity. The pre-understanding is that the interviewees who experience a strong professional identity also want to retire late. We also explore how the interviewees express themselves about retirement from an intersectional perspective. The intersectional perspective contributes with nuances around aspects that have influenced their approach to retirement, this is then contrasted with previous research and theory. The empirics are collected through semi structured interviews and analysis of the material takes place through coding and discourse analysis. The results show that our above-described pre-understanding regarding professional identity is not incorporated. High or low professional identity does not have a major impact on the interviewee's thoughts on retirement. Other factors were more relevant to the interviewees. The second question is answered by contrasting the results with previous research and theory. The conclusions we draw based on the second question are that our pre-understanding created through previous research and theory can be partially incorporated into the analysis. Finally, in the results and analysis, we reflect on empirical data that do not answer our two questions but that have contributed interesting hypotheses on the subject, retirement.

This study attempts to understand the creation of identities, especially focusing on vocational identities within the vocational education and training (VET) for hairdressers. To be trained for a vocation like hairdressing means that more has to be learnt other than to do nice haircuts or other treatments. The handicraft is one part of the vocational knowing of hairdressing, but to be a hairdresser is about something more besides handicraft. Identity in this study is understood from a sociological perspective influenced by Richard Jenkins’ (2004, 2008) theoretical model of social identities. This is used together with the Bourdieu-inspired concept of vocational habitus (Colley, James, Tedder, & Diment, 2003). The method is inspired by ethnographic research and the empirical material consists of interviews and observations. Based on this material personal portraits have been created of four students. The intention is to focus on the students’ perspective about the everyday activities in school and their experiences of being trained for a vocation in school. The analyse shows that students are trained to develop a vocational habitus, to look, move, talk and feel like a hairdresser is expected to. The students encounter these expectations differently, depending on their identities as hairdressers, students or identities established in other contexts. A main finding of the study is that student identities and vocational identities sometimes are in conflict with each other. The contribution of the study is an increased understanding of identity creation in vocational education. It also contributes to a better knowledge of young people in vocational education and their relationship with their vocational education and upcoming vocation.

Mediernas snabba utveckling skapar en oförutsägbar arbetsmarknad och den höga konkurrens som råder på området kan bidra till ohälsa och kostnader för samhället. Den ställer också krav på att utbildningar i hög grad måste hålla sig uppdaterade för att matcha den föränderliga omvärlden. Syftet med studien är att undersöka medie- och kommunikationsvetares karriärskapande inför, under och efter examen mot de kulturella näringarna. Utifrån The Chaos Theory of Careers används begreppen strange attractor, point attractor, locus of control och phase shift som analysverktyg. Vidare används begreppen Yrkesidentitet och Socialt Kapital. Studien utgår från intervjuer med sju medie- och kommunikationsvetare.Resultatet visar att det krävs särskilda färdigheter för att konstruktivt förhålla sig till en osäker och rörlig framtid. Flera sådana används redan i olika grad omedvetet i studenternas karriärskapande. Vid sidan av att lära sig nya färdigheter behöver medvetenhet om de färdigheter som redan används utvecklas. Undersökningen visar att studenter är beredda att genom ideellt arbete ”köpa” socialt kapital för att göra sig anställningsbara. Det sociala kapitalet riskerar att gå förlorat vid en flytt, vilket talar för att fler globala samarbeten behövs. Ett större fokus på mentorskap och handledning från näringslivet är gynnsamt för både utbildning och näringsliv. Två sammanvävda faktorer är avgörande i karriärskapandet; yrkesidentitet och socialt kapital. Samarbeten mellan studievägledarstudenter och studenter inom medie- och kommunikation kan bidra till båda gruppernas utveckling. Berättande i sig kan också användas för att få syn på karriärskapande färdigheter som redan används. / Media's rapid development creates an unpredictable labour market for media and communication scientists. The competition within the work area can lead to stress and illness, which in turn leads to high costs for society. The aim of this survey is to investigate media- and communication scientists’ creation of a career before, during and after graduation. The survey is based on the following question: How have media and communication scientists created their career before, during and after a general bachelor of media and communication studies? The concepts of strange attractor, point attractor, locus of control and phase shift (from The Chaos Theory of Careers) have been used as analytic tools. Along with this, the concepts of career identity and social capital have been used. The survey is based on interviews with seven media and communication scientists.The result shows that it requires special skills to respond constructively to an uncertain future. Some of these skills are apparent, however, without the students being aware of the influence the skills have in their career building. Besides learning new skills, awareness of the skills individuals already have, is needed. The survey also shows that students work for free to gain social capital. Therefore, a greater focus from the labour market on mentoring and coaching is desirable. The social capital, connected to the original region of education, is likely to be lost for students who move to a different location. Consequently, the development of a more global cooperation between education and labour market is needed. Two interacting factors are decisive in the career creation. These are career identity and social capital. Collaborations between career counsellor students and media and communication students, may also contribute to the development of both groups. The survey has also revealed that students describing their process of creating a career can be used as a tool to help students discover career creation skills that they already use.

I det här arbetet har vi undersökt hur studie- och yrkesvägledare i grundskolan ser på sin yrkesroll, hur de arbetar och vilka skärningspunkter det finns mellan detta och skollagen. Vi är speciellt intresserade av hur de tänker kring och hur de arbetar med elevernas genus, sociala och kulturella bakgrund. Vi har genomfört djupintervjuer med sex studie- och yrkesvägledare som arbetar inom grundskolan och har använt oss av en innehållsanalys. Vårt resultat visar att det finns flera skärningspunkter mellan skollagen, skolan och studie- och yrkesvägledarnas perspektiv på studie- och yrkesvägledning och vad det innebär och hur studie- och yrkesvägledarnas arbete faktiskt ser ut. Dessa dilemman uppstår, bland annat, när det handlar om ansvaret för studie- och yrkesvägledningen och vad som är studie- och yrkesvägledarens roll. Vi ser flera områden som kräver en djupare diskussion då det finns underliggande dilemman som förhindrar att bristerna i studie- och yrkesvägledningen försvinner. / In this essay we have looked in to how study and career counselors in primary school view their profession, how they work, the school law and if there is any discrepancy between these three. We are especially focused on how they think and work with gender, social and cultural background. We have conducted six interviews with study and career counselors in primary school and used content analysis. Our results show that there are several discrepancies between the schools’, the school law and the study and career counselors view on what study and career counselling means and what a study and career counselor should do and what study and career counselors actually do. These discrepancies emerge mostly when you talk about the responsibility for the study and career counselling and what the study and career counselors’ role is. We can see several areas where a deeper discussion is needed since there are underlying dilemmas which prevents the flaws with study and career counselling in primary school from disappearing.