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New PhD student at the graduate School in Educational Science

News: Sep 15, 2017

Since the start in 2005, the graduate school at the Centre for Education Science and Teacher Research at the University of Gothenburg has graduated 63 doctoral students. In late August, nine new PhD candidates, who had been selected among 83 applicants, commenced their studies.

The graduate school in educational science has a strategy to encourages interdisciplinary meeting places. This promotes collaboration between disciplines to establish multidisciplinary research environments dealing with issues of relevance to teacher education and professional teaching practice. The PhD students at the Centre for Education Science and Teacher Research can be admitted to one of ten PhD subject areas.

Creative Research Environment

At the introductory meeting for the new PhD students, Director of Studies Henrik Friberg-Fernros asked them to sign up for one of the graduate school’s five research domains – education, teaching and learning with a focus on: culture and aesthetics; text and language; mathematics and the natural sciences; the teaching profession, school development and democracy; information technology.
‘Within each research domain, researchers and PhD students jointly develop a creative research environment that may encompass several disciplines at one or several faculties,’ he said.
The directors of the five domains paid a visit to the meeting to talk about their respective fields.

Caroline Önnebro is one of the new PhD students and will specialise in children and youth studies. She is currently a Spanish and religion teacher at Mikael Elias upper-secondary school in Gothenburg.
‘I became interested in doing research already as an undergraduate student. I decided I would work for two years and then begin my journey as a researcher,’ she said.

Differing Views of Student Influence

So, after a few years, she enrolled in the Master’s programme in educational science.
‘At that time, I wasn’t aware of the Centre for Education Science and Teacher Research. It was the boss at the school where I work who told me about it and that the school could pay for two teachers to get their PhDs if anybody was interested,’ she says.
This makes her one of three externally funded PhD students in the new group.
In her application for PhD studies, Önnebro enclosed her degree project from the teacher education programme. In the project, she explored teachers’ and students’ view of student influence, whether there are any differences and if so in what way.
In the next eight years, she will teach at her school half time and work on her PhD half time.

Parents without Post-Secondary Education

According to the project draft she has submitted to the University, she wants to focus her PhD studies on young people from homes where the parents lack post-secondary education.
‘What makes children in this group decide to pursue upper-secondary programmes that will prepare them and make them eligible for university studies? That’s what I want to find out,’ she says.

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Page Manager: Torsten Arpi|Last update: 8/6/2018
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