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  • Wyszynska Johansson, Martina, 1964- (författare)
  • Student experience of vocational becoming in upper secondary vocational education and training. Navigating by feedback.
  • 2018
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • This doctoral thesis explores student experience of vocational becoming, particularly the navigational role of feedback in the process for Swedish upper secondary vocational students. Vocational becoming is explored as conflating the development of vocational knowing and formation of a vocational identity. The interest is in the experienced curriculum as emergent and thus unpredictable, fragile and dependent on feedback in interaction. This unpredictability is juxtaposed with tensions involved in standardised outcome-based assessment of vocational knowing and assessment for learning. The thesis focuses primarily on students attending the Swedish Child and Recreation Programme, which is chiefly school-based and intended to prepare young students (16 to 20 years old) for a range of interaction-intensive and people-centred occupations, e.g., nursery nurse, gym instructor and security officer. It is based on empirical material consisting of transcripts of focus group interviews and participant observations of classroom instruction. Four appended articles illuminate students’ collective vocational becoming in this context, two of them specifically addressing students’ experience of becoming prospective security officers. The analysis reveals difficulties for students to interpret the progression of their vocational becoming in the framework of standardised outcome-based assessment and indicates that their experience of vocational becoming for service work centres on attunement to others, referred to as pedagogising encountering (i.e., readiness to learn from encounters and subsequently adjusting to service recipients). Students halfway through their education showed reluctance to participate in feedback, which is presumed to reflect their incomplete progression towards becoming a service provider who pedagogises encountering. Students’ experienced curriculum of becoming security officers is investigated in terms of their meaning-making of central concepts (e.g., surveillance law), called here vocationalising concepts. Vocational becoming, based on students managing discontinuities, is investigated as generalising knowing horizontally between vocational courses in both school- and workplace-based parts of education. It is suggested that young students develop a vocational stance, orienting themselves towards occupation-specific values, e.g., child care and customer care. Teacher-led and structured feedback that orchestrates self-assessment and peer feedback with regard to students’ readiness appears beneficial for vocationalising concepts whereas loosely structured group work mostly offers opportunities for staging pedagogised encounters in peer groups. In addition to contributing to a nuanced understanding of the role of feedback-making in vocational becoming for service work, this thesis contributes to theorisation of vocational becoming in institutionalised settings.
  • Åberg, Mikaela (författare)
  • Doing project work: The interactional organization of tasks, resources, and instructions
  • 2015
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • In the Swedish educational system, there is a strong emphasis on student autonomy, active knowledge seeking, and critical reflection. Students regularly work individually or in groups with projects that are organized around problems that do not have a straightforward solution. This thesis investigates how such projects are interactionally and practically accomplished. Through detailed analyses of video recorded material of classroom interaction, and within an approach informed by ethnomethodology and conversation analysis, the thesis examines the interactional organization of tasks, resources, and instructions in project work. In the investigated setting, the students are asked to address whether the greenhouse effect is a natural phenomenon or caused by humans, how the environmental policies of different countries change the local and global ecosystems, whether they as individuals can help prevent future environmental damage, etc. A central idea of the project work is that the students should produce texts ‘on their own’ based on information they have found in sources they have selected. Although the students are supposed to work independently with these issues, they clearly rely on the instructional and organizational work of teachers. Teachers set the agenda, plan assignments, formulate instructions, give introductions, and provide guidance. Teachers also evaluate the quality of what the students produce, which means that the students continuously need to address normative issues about what they have done and what they are about to do. Given that students often lack the resources for assessing a chosen course of action, this also means students routinely encounter issues that they themselves find difficult to handle. The three empirical studies of the thesis investigate how instructions are given and received, how students and teachers are dealing with the inherent and designed openness of the tasks, and how the encounters between teachers and students are materially, bodily, and interactionally organized. Study 1 shows how the students interpret a task and how they position themselves in relation to the expectations of this task. Study 2 examines student-initiated instructional interaction and shows some systematic ways in which the actions of students and teachers are contingent on, shaped by, and oriented to these tasks and the associated texts. Study 3 addresses how talk and bodily conduct are coordinated and sequentially organized in the closing of encounters and how teachers and students negotiate the transition from instruction to the closing phase.
  • Ärlemalm-Hagsér, Eva, 1958- (författare)
  • Engagerade i världens bästa? Lärande för hållbarhet i förskolan
  • 2013
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • In this thesis the aim is to acquire knowledge about and to scrutinise the ambiguity, complexity and contradictions within education for sustainability in the Swedish preschool, as well as analysing children’s agency and meaningmaking and how they are manifested in relation to education for sustainability. In this qualitative research, the theoretical framework is guided by a critical theory approach as well as an ecofeministic perspective. The empirical material was obtained in four studies, which are presented in four articles focusing on different levels in the educational system, i.e. the national preschool curriculum, the envisioned curriculum and the enacted curriculum. Owing to the complexity of the objects of inquiry a bricolage methodological approach is used. The first article focuses on day care attendants’ comprehension of the concept of sustainable development and the pedagogical practices at their place of work in preschools. The second article scrutinises education for sustainable development in the Swedish preschool and the ways that young children are described as active participants and agents of change. The third article analyses the ways that young children were described and supported as active participants for change in the Australian and Swedish national steering documents for early childhood education. In the fourth article the dialogues between preschool children and preschool teachers are analysed in a theme about Earth Hour. In the final analysis all four articles are analysed as a whole to synthesise the findings and acquire knowledge about education for sustainability in the Swedish preschool. The findings show that education for sustainability is seen as an important task in the preschool educational activities and that preschool children participate in various activities (knowledge contents) dealing with sustainability issues. Children are also described as important actors in relation to their own lives in the present and in the future. Themes that become visible are related to: the present as an ongoing relation with the past and the future, places of agency, preschool children and nature, and preschool as an affirmative sustainability practice. In these themes hidden structures appear with unreflected and takenfor- granted assumptions: in relation to the knowledge contents, places for children’s agency and in children's relationship to nature. On the other hand, education for sustainability in the Swedish preschool can also be interpreted as a place where a transformative opportunity sometimes occurs. This is evident in the rhetoric of children’s rights and skills, a rights logic, as well as in the logic of care, which manifests itself in the respect for the child and respect for nature. The findings point to a complex web in which the present-day educational activities still contain notions and ideas from the early preschool days, along with more contemporary understanding of children, childhood and the preschool as a place where different political and practical agenda are expressed.
  • Erikson, Robert, 1938-, et al. (författare)
  • Social snedrekrytering till teoretisk gymnasieutbildning
  • 2011
  • Ingår i: Utvärdering Genom Uppföljning. :  Longitudinell individforskning under ett halvt sekel. - Göteborg : Acta Universitatis Gothoburgensis. - ISBN 978-91-7346-699-8 ; s. 205-225
  • Bokkapitel (övrigt vetenskapligt)
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