| 44901. |
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| 44902. |
- Lindberg, Viveca, 1954-
(author)
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Textile literacy - tradition and transfer
- 2011
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Conference paper (peer-reviewed)abstract
- This paper focuses vocational literacy in Swedish upper secondary education within two programmes, both focusing textile materials: a vocational programme, and a hybrid of a general and vocational programme. The issue for this paper is to illuminate what students in these two programmes were expected to read and write in two textile related upper secondary school programmes. Further, conditions for transfer from the comprehensive school sloyd subject to vocational textile literacy are illuminated. Theoretical resources are New literacy Studies (mapping literacy events), socio-cultural theories of learning, specifically focusing the literacy related classroom communication, and CHAT, in relating the classroom data to societal issues (changes in education and in vocational demands). Literacy events related to reading, school texts (textbooks, teacher produced material) were used in combination with vocational texts (texts used within the vocation). During the initial semester, school texts dominated but were used in various ways – for learning but also as tools during textile work. During the final semester, vocational texts dominate, however school texts are used when needed: school texts interact with vocational texts. The interaction between texts used and produced within the field of textile education and work contributes to supporting transfer from school to work.
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| 44903. |
- Lindberg, Viveca, 1954-
(author)
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Textilt kunnande inom gymnasieskolan : - för yrkesområdet eller för personlig utveckling?
- 2007
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In: Locus. - 1100-3197. ; :3, s. 43-54
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Journal article (pop. science, debate, etc.)abstract
- Dagens gymnasieskola är flexibel både för lärare och för elever. Program kan utformas med starkt lokal prägel. Hur programmen är upplagda och vad de innehåller har stor betydelse för vilka lärandekulturer som etableras. Artikelförfattaren Viveca Lindberg har jämfört två program med textil inriktning, och undersökt vilka förutsättningar lärarna har att skapa kurser och vilket innehåll dessa kurser ges.
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| 44904. |
- Lindberg, Viveca, 1954-
(author)
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Traditional assignments in Swedish vocational carpentry education of today but changed vocational knowing
- 2019
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In: Facets and aspects of research on vocationale education and training at Stockholm University. - Stockholm : Premiss förlag. - 9789189077010 ; , s. 24-49
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Book chapter (other academic/artistic)abstract
- Te aim of this chapter is to investigate what emerges as vocational knowing based on the main assignments students in a Swedish upper secondary vocational Craf programme are expected to produce. Assignments were chosen as the main focus since they determine what materials and tools are to be used and how they are to be used. In this way they are understood as the core of a learning practice. Methods: three audio-recorded group-interviews and videorecorded sequences of teaching/learning in the school workshop as well as digital photos for the data for the study. Result: Te roots of the assignments were traced to 1920s, while interviews and video-recordings revealed that several changes in tools, materials and safety regulations had occurred over the decades. A conclusion is that although the assignments could be considered old, they still crystallize vocational knowing that is central for carpenters. However, the content of vocational knowing of the 21st century has changed as tools and materials no longer are the same.
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| 44905. |
- Lindberg, Viveca, 1954-, et al.
(author)
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Uppgifter inom apl och skolförlagd gymnasial yrkesutbildning : Vad framstår som centralt yrkeskunnande för floristelever inom gymnasieskolans hantverksprogram?
- 2023
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In: Book of abstracts. - Bergen : Western Norway University of Applied Sciences (HVL). ; , s. 61-61
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Conference paper (peer-reviewed)abstract
- Forskningen om skräddarlärningar i Liberia (Lave & Wenger 1991) ökade intresset för vad yrkeselever/lärlingar får tillgång avseende yrkeskunnande under lärlingstiden. Begreppet legitimt perifert deltagande (LPD) initierades för att beskriva processen från de enkla arbetsuppgifter nybörjare börjar med till för yrket krävande arbetsuppgifter. Nielsen och Kvale(1999; 2003) genomförde ett projekt inom flera yrkesområden baserat på Laves och Wengers forskning, där de visade liknande resultat, medan Musæus (2002) studie, om danska lärlingars uppfattningar om arbetsuppgifterna under utbildningens tidiga skeden, visade att lärlingarna inte såg meningen med dem. Även en studie om svenska yrkeselevers val och bortval av arbetsplatser för apl visar att en del elever väljer bort arbetsplatser där de uppfattar att uppgifterna de förväntas utföra inte lär dem något. Utifrån 1) Volanens (2006) yrkesbildningsbegrepp, omfattade det enskilda yrkesområdets sammantagna koppling till inter/nationell ekonomi och arbetets utveckling över tid och 2) Tysons (2016) arbete med erfarenheter som grund för yrkesbildning samt 3) uppgifter som drivande i utbildningsverksamhet (Lindberg 2003) är syftet för detta bidrag att undersöka dels vilka uppgifter elever utför inom skolans yrkesämnen respektive inom ramen för deras apl, dels vilka föreställningar om floristers yrkeskunnande de kan bidrar med. Gåfvels (t.ex. 2016) tidigare studier av uppgifter inom floristutbildningen används som bas.Metoder: Telefonintervjuer genomfördes med representanter för 17 av de 25 vanligast förekommande apl-platserna inom regionen, kompletterat med elevers digitala fotografier av ett urval uppgifter på sina respektive aplplatser under vt 2023. Vidare genomfördes en kollegial kartläggning av de vanligast förkommande uppgifterna eleverna utförden inom yrkesämnena på skolan. Uppgifterna analyserades och kategoriserades utifrån likhet och komplexitet. Under våren 2023 ordnas en gemensam workshop för yrkeslärare och representanter för de arbetsplatser som används för apl där resultaten av kartläggning diskuteras som grund för att identifiera utvecklingsbehov.Resultat / Expected outcomes: Preliminära resultat av de båda kartläggningarna visade dels att floristers arbete innehåller såväl återkommande rutinarbete hantverkskunnande av olika svårighetsgrad, men även ekonomiska och servicemässiga aspekter är betydelsefulla. En fördjupad och jämförande analys förväntas ligga till grund för utvecklingen av integreringen mellan skola och arbetsplats för ökad yrkesbildning.transformation.ReferencesAndersson, I., & Lindberg, V. (2022). Elevers formande av arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning. Nordic Journal of Vocational Education and Training, 12(1), 1–24.Gåfvels, C. (2016). Skolad blick på blommor Formandet av yrkeskunnande i floristutbildning. [doktorsavhandling] Stockholms universitet.Høst, H., Reegård, K., Borgan Reiling, R. Skålholt, A. & Hagen Tønder, A. (2015). Yrkesutdanninger med svak forankring i arbeidslivet: En kunnskapsoppsummering. Nordisk institutt for studier av innovasjon, forskning og utdanning (NIFU).Musæus, P. (2002). Klædt på till læring. I R. Hansen, P. Musaeus & M. Thomsen Langagergaard (red.). Fra bjælker of spær – til butik of salg: Tre casestudier af læring i vekseluddannelser. (s. 82–171). Aalborg Universitet.Nielsen, K. & Kvale, S. (red.) (1999). Mesterlære: læring som social praksis. Reitzel. Nielsen, K. & Kvale, S. (red.) (2003). Praktikkens læringslandskab: at lære gennem arbejde. Akademisk Forlag.Tyson, R. (2016). Yrkesutbildning eller yrkesbildning: vad lär vi oss egentligen? En introduktion till empirisk yrkesbildningsdidaktik. Nordic Journal of Vocational Education and Training, 6(2), 1–16. https://doi.org/10.3384/njvet.2242-458X.16621Volanen, M. V. (2006). Filoteknia ja kysymys sivistävästä työstä. Jyväskylän yliopisto
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| 44906. |
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| 44907. |
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| 44908. |
- Lindberg, Viveca, 1954-, et al.
(author)
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Vocational education for the future – contradictions in policy and practice
- 2015
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Conference paper (peer-reviewed)abstract
- Swedish initial vocational education and training (VET) has mainly been school-based since the 1940s. Since 1970, VET programmes have been integrated into upper secondary school (16+). VET is and has been an area with tensions, in Sweden these tensions are related firstly to the public picture of who these students (‘practical’ individuals, less motivated for schooling), quite often also associated with special needs (Hill 2007). Thus a dominating idea in Sweden for several decades has been (Lundahl 1989, 1998; Arnesen & Lundahl 2006) that less should be demanded of them in terms of general subjects (Berglund & Lindberg 2009; Korp 2012). Similar conceptions are found also other countries (cf. Agodini et al. 2004). For instance, Swedish future-oriented strategies in policy documents (SOU 2008:27) display such conceptions. Simultaneously, the skilled craftsman is a (public and political) romantic ideal in today’s society. Furthermore, it is expected that vocational education contribute with basics for a skilled workforce to Swedish companies for competition on a (contemporary as well as future) global market. How and when the transformation of VET students, considered less motivated and cognitively less able, to the skilled craftspeople/car-mechanics or waiters takes place therefore seems a magic process. We raise questions like: What kind of vocational knowing is made available for VET students in order for making it possible for them to become skilled representatives of their vocations? What situations, assignments and experiences contribute to such future-oriented images as well as to vocational knowing? What characterizes the kind of vocational knowing that is assumed to qualify for both contemporary and future work? The basis for this paper is a review of mainly Swedish research related to policy and practice; complemented with international studies in order to contrast the Swedish case. The review forms the basis of a research project with participators from two fields of research: VET and work-based learning. Findings from the review show contradictory political motives for upper secondary (initial) VET, uncontested ideas of VET as social practice. Main findings show that there are few Swedish practice-based studies and tensions also related to what students/which programmes national and local investments that confirm or deny these ideas. International studies, although based in various organisations of initial VET, indicate similar patterns.
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| 44909. |
- Lindberg, Viveca, et al.
(author)
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Vocational education for the future? Contradictions in Swedish policy and practice.
- 2016
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In: NERA 44th congress in Helsinki, 9-11 Marsch 2016.
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Conference paper (other academic/artistic)abstract
- Swedish initial vocational education and training (VET) has mainly been schoolbased since the 1940s. Since 1970, VET programmes have been integrated into upper secondary school (16+). VET is and has been an area with tensions, in Sweden these tensions are related firstly to the public picture of who these students (‘practical’ individuals, less motivated for schooling), quite often also associated with special needs (Hill 2007). Thus a dominating idea in Sweden for several decades has been (Lundahl 1989, 1998; Arnesen & Lundahl 2006) that less should be demanded of them in terms of general subjects (Berglund & Lindberg 2009; Korp 2012).Similar conceptions are found also other countries (cf. Agodini et al. 2004). For instance, Swedish future-oriented strategies in policy documents (SOU 2008:27) display such conceptions. Simultaneously, the skilled craftsman is a (public and political) romantic ideal in today’s society. Furthermore, it is expected that vocational education contribute with basics for a skilled workforce to Swedish companies for competition on a (contemporary as well as future) global market. How and when the transformation of VET students, considered less motivated and cognitively less able, to the skilled craftspeople/car-mechanics or waiters takes place therefore seems a magic process. We raise questions like: What kind of vocational knowing is made available for VET students in order for making it possible for them to become skilled representatives of their vocations? What situations, assignments and experiences contribute to such future-oriented images as well as to vocational knowing? What characterizes the kind of vocational knowing that is assumed to qualify for both contemporary and future work? The basis for this paper is a review of mainly Swedish research related to policy and practice; complemented with international studies in order to contrast the Swedish case. The review forms the basis of a research project with participators from two fields of research: VET and work-based learning. Findings from the review show contradictory political motives for upper secondary (initial) VET, uncontested ideas of VET as social practice. Main findings show that there are few Swedish practice-based studies and tensions also related to what students/which programmes national and local investments that confirm or deny these ideas. International studies, although based in various organisations of initial VET, indicate similar patterns.
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| 44910. |
- Lindberg, Viveca, 1954-
(author)
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Vocational knowing and the content in vocational education
- 2003
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In: International Journal of Training Research. - 1448-0220. ; 1:2, s. 40-61
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Journal article (peer-reviewed)abstract
- What is the object of activity for teachers in vocational education, i.e. whatis the content that vocational teachers want their students to learn? Whatcan the answer indicate about vocational education as a social practice,compared to the social practice of apprenticeship? The article is based onsequential interviews with twelve teachers from five vocational programs.In the interviews, the teachers relate the content of vocational education tovocational knowing, but vocational knowing and knowing in school are notthe same thing. Vocational knowing is described as a situated judgement,consisting of a vocational language for the content of the vocation (tools,materials, methods, techniques, planning and ethics) and experience ofworking with these. Tacit knowing is essential in the interaction betweenthese two aspects. Knowing in school can be described as having developedthe abilities for further learning in different contexts. The main areaconcerns preparation for the vocation, whereas the others concern furtherlearning more specifically (in the vocation, in higher education and inretraining) and citizenship. The results are discussed in relation to learningand knowing in learning vs. in producing practices.
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