Profiles

Eva Eliasson

Eva Eliasson

Universitetslektor

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Arbetar vid Institutionen för pedagogik och didaktik
Telefon 08-120 765 16
E-post eva.eliasson@edu.su.se
Besöksadress Frescativägen 54
Rum 2603
Postadress Institutionen för pedagogik och didaktik 106 91 Stockholm

Om mig

Eva Eliasson, lektor i utbildningsvetenskap med inriktning mot vård och lärande, disputerade 2009 i pedagogik vid Stockholms universitet. I sin avhandling fokuserar hon på föreställningar om vad som över tid ansetts vara viktigt att kunna för blivande vårdlärare i en lokal kunskapskultur i relation till statlig styrning.

För närvarande är forskningsintresset riktat mot en yrkesdidaktisk studie där verksamma vårdlärares uppfattningar om gymnasieskolans undervisningsämne Vård och omsorg kartläggs och analyseras. Ytterligare ett intresse är utbildningshistoria.

Eva undervisar främst vid yrkeslärarprogrammet med inriktning mot vård och omsorg i kurser som berör utbildningshistoria, lärandeteorier, ämnesdidaktik, genusteori och praktiska kunskapstraditioner. I funktionen som Vfu-ansvarig har kontakter med olika skolor och handledare för lärarstuderande utvecklats.

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • 2017. Eva Eliasson, Helena Rehn. Nordic Journal of Vocational Education and Training 7 (1), 42-63

    Since vocational teachers not only mediate theoretical and practical knowledge, but also ideals concerning the professionals’ personalities and actions, the aim of this study is to analyse if and how these ideals influence the highlighted challenges of teaching. The study is drawing on a social constructionist perspective; the method used involves 17 qualitative interviews. The challenges mentioned were as follows: lack of motivation, language and cultural factors, low status of the occupation and plagiarism. Underlying ideals rooted in the health care sector were that students should become a carer because of an inner desire. Moral and ethical values were other ideals that underpinned themes such as dealing with plagiarism and the problems experienced with non-native Swedes. An underlying fact is also the low traditional status of the nursing assistants, a challenge the teachers try to handle without effective tools. In the order to understand the challenges and handle them, the teachers construct categories of differences. This is visible when the categorisation of students is made based on motivation and ethnicity. The findings highlight the importance of courses

  • 2015. Helena Rehn, Eva Eliasson. Journal of Vocational Education and Training 67 (4), 558-577

    Based on the increasing demands for vocational training in upper secondary school to adapt to workplace conditions, the aim of this article is to explore vocational teachers’ conceptions regarding vocational knowledge. Drawing on a social constructionist perspective, this study analysed data from 17 interviews. The study showed how power dynamics, such as gender and class, affect the teachers’ conceptions. The most important expertise, according to the teachers, was related to a feminine caring disposition in which empathy and communication were identified as core abilities. However, these abilities needed to be balanced in order to avoid becoming too emotional. There was a strong link to class, for example, the hierarchical structure was revealed when the teachers spoke of a nursing assistant having to know when to call a nurse rather than a doctor or an ambulance. The findings raise questions concerning what it means for the construction of vocational habitus when a superordinate group trains a subordinate group.

  • 2013. Eva Eliasson. Nordic Studies in Education 32 (1), 14-30

    The aim of this article is to illuminate and discuss the relationship between state governance and local Swedish knowledge culture from 1958 to 1999. The main questions are: How do conceptions of knowledge and learning in a local teacher education culture relate to state governance, and how can adaptation and resistance be understood? The overall perspective is one of curriculum theory and the methods used are archival studies and interviews. The concepts of strategy and ideology are used and found helpful for understanding adaptation and resistance in the knowledge culture under study. Adaptation occurred when local ideological standpoints were in harmony with state governance and there were no strategic losses for the culture as a whole.

Visa alla publikationer av Eva Eliasson vid Stockholms universitet

Senast uppdaterad: 13 september 2017

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