Ansvar, tolkning och transformation – validering av kunskaper under ett arbetsplatsbyte inom ett förskollärarprogram för barnskötare
DOI:
https://doi.org/10.63310/edu.2025.3.58547Keywords:
arbetsplatsbyte, barnskötare, högre utbildning, valideringAbstract
Validation of prior learning is increasingly important in higher education particularly in professional programs. This study explores students’ experiences of validation of prior learning during an eight-week workplace change in a preschool education program for active child minders. The research questions are: (1) What positionings do students describe they take in relation to academia and professional practice during a workplace change? (2) How is knowledge acquired in a professional internship transformed in relation to the knowledge culture of academia? The study draws on interviews with three students in the program. The interviews were conducted before, during and after the change of workplace. The analysis is based on Wenger’s concept of communities of practice and Carlgren’s notion of cultures of knowledge. Findings show how students often act as intermediaries between academic and professional contexts, assuming significant responsibility for practical arrangements. Validation processes tend to highlight tensions and polarization between academic and practical cultures of knowledge rather than integration. The study concludes that clearer structures, improved collaboration between higher education and professional practice and explicit support for interpreting academic expectations are needed to strengthen validation practices.
References
Andersson, P., & Fejes, A. (2023). Kunskapers värde: validering i teori och praktik (3e uppl). Studentlitteratur.
Andersson, P., & Hellberg, K. (2009). Trajectories in teacher education: Recognizing prior learning in practice. Asia-Pacific Journal of Teacher Education, 37(3), 271–282. doi: 10.1080/13598660903052274 DOI: https://doi.org/10.1080/13598660903052274
Anderstaf, S., Mrak, L., & Öhman, C. (2021). Vingar som bär – En utbildningsresa från barnskötare till Förskollärare. Rapport. Jönköping: Enheten för Samverkan, Högskolan för lärande och kommunikation. https://ju.se/download/18.430c0ed417c9a05b22ed18c/1634894308086/Vingar%20som%20b%C3%A4r%20inlaga.pdf
Björck, V. (2020). Learning ‘theory’ at university and ‘practice’ in the workplace. A problematisation of the theory-practice terminology that the dualistic design of Work-integrated Learning institutionalizes. [Doktorsavhandling, Högskolan Väst].
Browning, K. F. (2020). A case study on the recognition of prior learning (rpl): perceptions of university faculty. The Canadian Journal for the Study of Adult Education/ La revue canadienne pour l’étude de l’éducation des adultes, 32(1),15–40. ISSN1925-993X (online) DOI: https://doi.org/10.56105/cjsae.v32i1.5499
Carlgren, I. (2015). Kunskapskulturer och undervisningspraktiker. Daidalos.
Ds 2003:23. Validering m. m. – fortsatt utveckling av vuxnas lärande. https://www.regeringen.se/contentassets/cf04af7359434a07a09ed8385f2c0619/validering-m.m.---fortsatt-utveckling-av-vuxnas-larande
Eliasson, E. (2009). Metod, personlighet och forskning: Kontinuitet och förändring i vårdlärarutbildarnas kunskapskultur 1958–1999. [Doktorsavhandling, Stockholms universitet].
Falkner, K., & Dahlberg Larsson, J. (2020). Professional formation of Swedish special education teachers in the tension between formal education at university and informal learning in practice. Nordic Journal of Studies in Educational Policy, 6(1), 79–87. doi: 10.1080/20020317.2020.1736870 DOI: https://doi.org/10.1080/20020317.2020.1736870
Harris, J., & Wihak, C. (2017). To what extent do discipline, knowledge domain and curriculum affect the feasibility of the Recognition of Prior Learning (RPL) in higher education? International Journal of Lifelong Education, 36(6), 696–712. doi: 10.1080/02601370.2017.1379564 DOI: https://doi.org/10.1080/02601370.2017.1379564
Henriksson, K. (2019). Skolbesökets osynliga bedömningsprocesser – en studie av hur lärarstudenters yrkeskunnande bedöms under verksamhetsförlagd utbildning. [Doktorsavhandling, Linnéuniversitetet].
Johansson, M. C. (2019). The institutionalization of validation and the transformation of vocational knowledge. The case of admission into Vocational Teacher Education in Sweden. [Doktorsavhandling, Linnéuniversitetet].
Jonsson, L. (2007). Interaktiv forskning och kunskapskultur. Paper presenterat vid HSS, Högskolor och Samhälle i Samverkan. Rev version, augusti 2007. Jönköping University. https://www.diva-portal.org/smash/get/diva2:4671/FULLTEXT01.pdf
Mothokoa, N. B., & Maritz, J. (2018). ‘Recognition of prior learning candidates’ experiences in a nurse training program’. Health SA Gesondheid, 23(0), 100–115. doi: 10.4102/hsag.v23i0.1080 DOI: https://doi.org/10.4102/hsag.v23i0.1080
Pokorny, H. (2023). Recognition of prior learning translation and transfer (RPLTT): using Actor-Network-Theory to develop a specialized pedagogy. Assessment & Evaluation in Higher Education, 49(1), 13–25. doi: 10.1080/02602938.2023.2166015 DOI: https://doi.org/10.1080/02602938.2023.2166015
Sandberg, F., & Andersson, P. (2011). RPL for accreditation in higher education: as a process of mutual understanding or merely lifeworld colonization? Assessment & Evaluation in Higher Education, 36(7), 767–780. doi: 10.1080/02602938.2010.488793 DOI: https://doi.org/10.1080/02602938.2010.488793
Sjöström, J. (2013). Det komplexa deltagandet. Praktikgemenskaper, kunskapsprocesser och arbetsmiljöarbete vid ett pappersbruk. [Doktorsavhandling, Linköpings Universitet]. DOI: https://doi.org/10.3384/diss.diva-100656
Stenlund, T. (2011). As valid as it can be?: the assessment of prior learning in higher education. [Doktorsavhandling, Umeå universitet].
Stephens, S. (2022). Recognition of prior learning: implications for quality assurance in higher education. Quality Assurance in Education, 30(4), 495–50. DOI: https://doi.org/10.1108/QAE-03-2022-0054
Strand, P. (2021). En bra lektion är rätt mycket jazz: Villkor och förutsättningar för ämneslärarstudenters lärande av praktiska yrkeskunskaper i verksamhetsförlagd utbildning. [Doktorsavhandling, Lunds universitet].
Tellgren, B. (2008). Från samhällsmoder till forskarbehörig lärare – kontinuitet och förändring i en lokal förskollärarutbildning. [Doktorsavhandling, Örebro universitet].
Valideringsdelegationen 2015–2019. (2017). En nationell strategi för validering. Delbetänkande av valideringsdelegationen 2015–2019 (SOU 2017:18). https://www.regeringen.se/contentassets/010e0c77c0fc421b83f329a2a6206606/en-nationell-strategi-for-validering-sou-201718.pdf
Valideringsdelegationen 2015–2019. (2018). Validering i högskolan – för tillgodoräknande och livslångt lärande. Delbetänkande av valideringsdelegationen 2015–2019 (SOU 2018:29). https://www.regeringen.se/contentassets/1d1527350efd47f992fb690abb72e84f/summary-in-english-validation-in-higher-education--for-credit-award-and-life-long-learning/
Wenger, E. (1998). Communities of practice: learning, meaning and identity. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511803932
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Carina Peterson
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
