| 1. |
- Kilbrink, Nina, 1974-, et al.
(författare)
-
Introducing the object of learning in interaction : Vocational teaching and learning in a plumbing workshop session
- 2023
-
Ingår i: Journal of Vocational Education and Training. - : Taylor & Francis. - 1363-6820 .- 1747-5090. ; 75:2, s. 323-348
-
Tidskriftsartikel (refereegranskat)abstract
- In vocational education, the learning content is often considered as concrete and specific, and the vocational learning involves physical work and interactions between participants and artefacts. Furthermore, one teacher has the overall responsibility for several students during classes in the vocational workshop at school, which means that the teacher has limited time for every single student and that the few minutes they meet become very important. However, the documented knowledge about how vocational learning is constituted in the vocational classroom and what learning content is focused on in the interaction between teachers and students is very sparse. In this study, we focus on how the enacted object of learning and its critical aspects are made relevant, when a student and teacher in a plumbing workshop session negotiate the conducting of a task in Swedish vocational education. This will be done by using CAVTA (Conversation Analysis and Variation Theory Approach) to make a close and detailed analysis of video recordings of the interaction between the student and teacher when a task is introduced in the workshop session. The results show a complex process, where the teacher alternates between parts and wholeness, using several semiotic resources at hand when highlighting the learning content.
|
|
| 2. |
- Fredholm, Kent
(författare)
-
Genvägar, omvägar och irrvägar : Gymnasieelevers användning av maskinöversättning under uppsatsskrivande på spanska
- 2021
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Based on four published articles on Swedish upper secondary school pupils’ use of online resources during essay writing in Spanish L3, this thesis in educational work and Romance languages focuses, from a language education perspective, on the use of machine translation. Two of the articles observe pupils’ use of online resources in general, and of Google Translate in particular, revealing a complex weave of strategies where Swedish, Spanish, and English are used to search, change and control word sequences, simultaneously including lexical, morphological, and syntactic aspects of the languages. The other articles study the effects of machine translation on text length and on lexical, morphological, and syntactic accuracy and complexity, as compared to texts written with printed dictionaries as the only translation tool. The results point to small but statistically significant positive and negative effects on complexity and accuracy. As for effects on vocabulary, the use of machine translation is shown to increase lexical diversity as long as it remains in use, the effect, however, vanishing when the tool is no longer utilised.In the introductory chapters of the thesis, the results from the articles are re-analysed from a Gibsonian ecological affordance perspective, focusing on the pupils’ explorative and performative interactions with the affordances of machine translation, and on the pupils’ strengths and challenges when handling the Spanish language.The thesis contributes to a deepened understanding of the complexity of foreign language learners’ interactions with machine translation, and further points to the importance of strengthening (meta-)linguistic awareness, linguistic self-confidence, and technological know-how in foreign language education. The thesis also underscores the importance of language teachers’ taking an active part in reinforcing the above-mentioned areas, and raises key questions about the future of writing in foreign language education.
|
|
| 3. |
- Arvidsson, Minna, 1981-, et al.
(författare)
-
Spegeln som resurs i hår- och makeupstylistklassrummet : Yrkesämnesundervisning på hantverksprogrammet
- 2024
-
Ingår i: Nordic Journal of Vocational Education and Training. - : Linköping University Electronic Press. - 2242-458X. ; 14:2, s. 30-54
-
Tidskriftsartikel (refereegranskat)abstract
- This study explores the interaction between students and teachers in subject-specificvocational education, specifically focusing on the hair and make-up stylist classroomwithin the handicraft programme in Swedish upper secondary school. The aim is tounderstand the role and significance of the mirror in enabling teacher-studentinteraction and mutual understanding. By integrating Conversation Analysis andVariation Theory into a unified approach (CAVTA), the study seeks to providecomprehensive insights into the ‘what’ and ‘how’ aspects of learning. CAVTA enablesthe identification of the visible content in teaching and how it manifests in the stagedvocational education setting. The findings reveal the teacher’s strategic use of the mirrorto emphasise critical aspects of the Object of learning, in this study referring to theapplication of eye shadow. This utilisation of the mirror serves as a valuable teachingtool in the interaction between the teacher and student.
|
|
| 4. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
-
Teaching about reader identities. Stories from a reading project : [Undervisning om läsaridentiteter. Berättelser från ett läsprojekt]
- 2024
-
Ingår i: Acta Didactica Norden. - : Universitetet i Oslo. - 2535-8219. ; 18:1
-
Tidskriftsartikel (refereegranskat)abstract
- This article reports on findings from a reading project about reader identities carried out in collaboration with a teacher in the school subject Swedish in two classes in traditionally male dominated vocational programmes at an upper secondary school in Sweden. The study is based on the narrative research tradition where narratives and narration are important resources in the work of developing teaching, and on ecological literacy theories that emphasize the mutual interaction between the individual, the context, and reading as a social practice. Life story interviews have been conducted with four students in each class where the focus has been on rural boys’ narrated experiences of the reading instruction provided in the context of their vocational education. The study shows that the reading instruction has initiated a process among the boys of reevaluating what reading can be and themselves as readers. Further, some of the boys position themselves against the dominant discourse about boys and their problematic relationship to reading that they have encountered in various contexts. Through these counter-narratives, the boys also construct alternative narratives about themselves and other boys as readers where they are given space to talk about themselves as readers of different types of texts. The study shows that it is possible to set into play a reading instruction with quite limited efforts through which a group of students who are often described as reluctant readers show agency in their storytelling and both reconstruct and reclaim their reader identities.
|
|
| 5. |
- Axelsson, Jan, 1969-
(författare)
-
Hur allt smälter samman i handlingens centrum : En yrkesämnesdidaktisk studie av transformation, variation och interaktion i svetsundervisning
- 2023
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Föreliggande licentiatuppsats är en yrkesämnesdidaktisk studie som behandlar praktiska lärandemoment på det industritekniska programmet, med inriktning svetsteknik.Det övergripande syftet med licentiatuppsatsen är att bidra med kunskap om undervisnings- och lärandeprocesser när lärare systematiskt transformerar ämnesinnehåll och yrkeskunnande till svetsundervisning. Faktorer som påverkar undervisning av praktiska moment i svetsteknik behandlas med stöd av begreppet transformation och i studien utforskas hur svetslärare kan synliggöra lärandeobjekt och stimulera elevers uppvisande av förståelse och färdigheter i undervisningssituationer av praktiska moment. Studien har samlat empiri från ett praktiknära forskningsprojekt som har vilat på det teoretiska ramverket CAVTA, en kombination av samtalsanalys och variationsteori. Projektet har designats med inspiration av learning study. Olika perspektiv av det övergripande syftet behandlas i de två delstudier som innefattas i licentiatuppsatsen. Delstudie 1 utforskar undervisnings- och lärandeprocessen när svetslärare dels transformerar ämnesinnehåll och yrkeskunnande genom synliggörande av ljud och hörselintryck i förhållande till lärandeobjektet, inställningar av utrustningen i svetsmetoden MIG/MAG, dels stimulerar elever att uppvisa förståelse och färdigheter av undervisningsinnehållet i undervisningspassens interaktion. Delstudie 2 behandlar synliggörande av ett lärandeobjekt och elevers uppvisande av förståelse och färdigheter i svetsmetoden TIG. Denna delstudie fokuserar användandet av CAVTA och modellen learning study i teknisk yrkesutbildning. I resultaten framträder hur ett ämnesinnehåll, som är vagt definierat i kursplaner, bland annat genom svetslärares yrkeskunnande transformeras till undervisning av praktiska moment i svetsteknik. Studien visar hur undervisningen systematiskt utvecklas med stöd i det teoretiska ramverket CAVTA och ansatsen learning study. Ett snävt urval av lärandeobjekt och ett tydligt avgränsat fokus ger den undervisande läraren möjlighet att i variation synliggöra aspekter i undervisningssituationer och samtidigt stimulera den enskilde eleven att på olika sätt uppvisa sin förståelse och sina färdigheter i undervisningspassens interaktion. Förslag över hur modellen learning study kan utvecklas för användning i studier rörande praktiska moment i svetsundervisning förs fram. Implikationer från studien rör framför allt undervisning av praktiska moment i svetsning där resultaten av systematisk integrering av variation i interaktion verkar lovande, även om vissa utmaningar lyfts fram. I ett större perspektiv kan resultaten vara intressanta för utveckling av lärandeobjekt av praktiska moment inom annan teknisk yrkesutbildning.
|
|
| 6. |
|
|
| 7. |
- Asplund, Stig-Börje, 1973-
(författare)
-
Läsning som identitetsskapande handling. : Gemenskapande och utbrytningsförsök i fordonspojkars litteratursamtal.
- 2010
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this dissertation literature discussions which include students of Vehicle Engineering at a Swedish upper secondary school will be discussed. The students are all boys. The study is focused on these boys’ small-group literature discussions, and the aim of the study is to describe what happens when they discuss four of the novels that form an integral part in the context of their Swedish studies. Principal fields of interest are the readings and the reception that the boys give utterance to in the literature discussions, as well as the identity-constructing processes which set in when they interact in the light of what they have read.The empirical material consists of eleven video recorded small-group discussions, and a conversational analytic perspective is combined with a reception theory perspective in the dissertation.The study shows that a sense of community is vital to the core of the boys’ literature discussions, and this has an influence on the reception and the readings that come up in the discussions. The boys are anxious to come to an agreement and voices which threaten to shatter the sense of community that has been constructed in the discussions are opposed in different ways. The literature discussions are not only arenas where the boys construct themselves as readers but are also considered as a forum where various identity-constructing practices take place.As readers these boys are bound to what can be read, and what cannot be read, in literary texts, but it is possible to see a certain development in their readings towards a more complex attitude, such as they find expression in the discussions. The boys also carry out the literature discussions, and the constructed sense of community is based on the reading of the novel to be discussed in a small-group discussion. Thus the boys take on the responsibility for their own learning as well.Many of the processes in which the boys are involved during the literature discussions could be described as processes of social reproduction, but various dividing lines which could be identified in the study also show that there are openings for other directions of the discussions.
|
|
| 8. |
- Arvidsson, Minna, 1981-, et al.
(författare)
-
Step by step - moving forward : Different resources for learning at vocational education on the handicraft programme
- 2023
-
Ingår i: Book of abstracts.
-
Konferensbidrag (refereegranskat)abstract
- In the vocational education classroom settings, teaching and learning are done in interaction between teacher and students. This study is a part of a larger VR-funded project (dnr 2017-03552) which explores vocational learning in technical upper secondary vocational education. In our study we aim to shed light on how learning takes place in a vocational classroom at the handicraft programme (hair- and makeup stylist) in actual teaching situations. When studying how learning takes place in a vocational and educational training classroom, we can reach more in-depth knowledge about the teacher-student interaction in a narrower scale. The purpose is to contribute with knowledge regarding how learning takes place and can be made visible with support of the concepts critical aspects features within variation theory (cf. Marton, 2015) and how learning is done in interaction (Sahlström, 2012) between the teacher and the student(s) in the learning settings. Methods/Methodology Our empirical data consists of video material of lessons in the Handicraft programme. Conversation Analysis and Variation Theory (CAVTA) are the basis of this study described by Kilbrink and Asplund (2020). To reach a more comprehensive knowledge of the what- and the how-aspects of learning, Conversation analysis and Variation Theory are merged into one common approach (cf. Emanuelsson & Sahlström, 2008). CAVTA is used as the analytical tool when analyzing the video material. Expected outcomes In the data we can see that it takes about 3-7 rounds of interactions where the student gets guidance step by step, before the student reach the learning content regarding the whole makeup procedure. The teacher comes back to the students learning process and negotiates continuously during the lesson. Learning occurs through negotiating when using artefacts, embodied movements, mirrors and tools. References Emanuelsson, J., & Sahlström, F. (2008). The price of participation: Teacher control versus student participation in classroom interaction. Scandinavian Journal of Educational Research, 52(2), 205-223. https://doi.org/10.1080/00313830801915853Kilbrink, N., &Asplund, S.-B. (2020). “This angle that we talked about”: learning how to weld in interaction. International Journal of Technology and Design Education, 30(1), 83-100. https://doi.org/10.1007/s10798-018-9490-zMarton, F. (2015). Necessary conditions of learning. Routledge. Sahlström, F. (2012). "The truth lies in the detail": On student and teacher epistemic-stance displays in classroom interaction. In B. Kaur (Ed.), Understanding teaching and learning: Classroom research revisited. (pp. 79-90). Sense publishers.
|
|
| 9. |
- Arvidsson, Minna, 1981-, et al.
(författare)
-
Using the Mirror as a Working Tool in Handicraft Education
- 2023
-
Ingår i: The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023, 1(October). - Liverpool.
-
Konferensbidrag (refereegranskat)abstract
- In interaction between students and vocational teachers, technical artefacts constitute an essential part for the development of vocational students’ future professional knowledge. Although vocational learning has been an under-researched area, there has been an increased interest within the vocational education research to examine the teaching and learning processes that take place when vocational students and teachers interact in vocational school settings. The presence of physical objects such as tools, machines and material in the teaching and learning processes within vocational education, which encompass a central aspect of a vocational subjects’ specific characteristics, is a dimension which is often overlooked. In the Handicraft programme (specialization hair- and makeup stylist) at Swedish upper secondary vocational education, a large part of the practical work that students are engaged in is to view their work through the mirror. Therefore, the focus in this study is what learning content is made relevant when teacher and student(s) are interacting in front of the mirror. The data for the study consists of video recorded lessons from the Handicraft Programme, and the study is based on CAVTA (Conversation Analysis and Variation Theory). Based on CAVTA, the process of learning includes what is being learned and how learning is done in interaction between the teacher and student(s) in the authentic and enacted teaching session. At the conference, we will present results from detailed analysis of sequences when the teacher and the students interact in front of the mirror and what vocational knowledge is made possible to learn in these interactions.
|
|
| 10. |
|
|
