| 1. |
- Karlsson, Tobias Lasse, 1987-
(författare)
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Something to Do Something to Be : A study of students' vocational identity formation in adult education
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to understand how vocations are learned in adult education by exploring the vocational identity formation of students in Municipal Adult Education (MAE) in Sweden. By analysing interviews of adult students during different stages in their Vocational Education and Training (VET) through working life, this study contributes to the fields of adult education and VET. The theoretical framework centres on the concept of identity, utilising communities of practice, and is nuanced with the concepts of sense of self and vocational habitus, in order to analyse both social practices and individual aspects of the students’ vocational identity formation.The most standout finding is that VET in adult education can provide something beyond forming a vocational identity. In essence, the process of successfully completing an education can improve how students perceive themselves as adults, learners, and active members in society. The findings also show how the intersection between students’ perceptions of themselves, their education, and their vocation create barriers that they must overcome in order to progress in their identity formation. Overcoming barriers is an important part of the learning process that is towards a vocational identity, however, while some barriers are surpassed, some persist, and some are substituted by new ones.These processes in turn affect how students identify and dis-identify with educational and vocational practices, which in turn influence how they participate in these practices. To the extent that students progress in their vocational identity depends on a variety of factors, related to their ability to participate in the social practices offered by education, primarily time in school and access to workplace-based training. Furthermore, the process of learning a vocation is a complex social venture and the findings argue that there is a risk in attributing students’ struggles solely to issues pertaining to vocational learning as this may overlook underlying structural challenges faced by students.
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| 2. |
- Köpsén, Johanna, 1984-
(författare)
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Knowledge in VET curricula and power in society and labour market : Policy and practice: demands-based and employer-driven Swedish higher vocational education
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation presents a study of knowledge in vocational education and training (VET), the circumstances for its selection and transmission and how these circumstances are shaped by both national policy and local organisation.The study is set within the Swedish state-funded post-secondary VET system called Higher Vocational Education (HVE) and it entails investigations into both national policy and local practice in programme provision. It covers a variety of data, including policy documents, interviews with personnel responsible for the training and observations of meetings for cooperation between schools and local employer representatives. Based on the findings, this dissertation problematises and discusses system formation, knowledge in curricula, the organisation of programme provision, and employer involvement generally in VET and specifically in Swedish HVE. The investigations and discussions are positioned within a perspective that questions the organisation of education and knowledge in relation to the distribution of power in society and the social order of capitalism and neoliberal policies. This perspective is based on Bernsteinian theory, that also functions as the interpretative framework for the study’s theoretically guided thematic analysis.Findings showcase that the Swedish HVE system is in line with global trends of distinctive vocational pathways in higher education, marketisation of training and governments shaping systems with significant influence for employers which risks students being locked into pre-defined positions with employers in the local labour markets.
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| 3. |
- Mårtensson, Åsa, 1967-
(författare)
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Yrkesutbildning på gränsen mellan skola och arbetsliv : en intervjustudie om yrkeslärares och handledares arbete med arbetsplatsförlagt lärande
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- I denna avhandling beskrivs och analyseras det arbete som yrkeslärare och handledare beskriver att de gör under arbetet med de arbetsplatsförlagda delarna (apl) av gymnasial yrkesutbildning. Med hjälp av teorier om situerat lärande och begrepp såsom praktikgemenskap, gränser och legitimt perifert deltagande synliggörs hur utbildning och lärande för ett yrke respektive arbetsplatsen påverkar varandra. Resultaten visar att handledning i huvudsak beskrivs som avskild från arbetet och med reflektion som ett viktigt inslag. Handledning i direkt anknytning till arbetet lyfts sällan fram som en medveten del av arbetet som handledare. I yrkeslärarnas arbete med apl identifieras tre centrala uppgifter: att rekrytera handledare, att matcha dessa med yrkeseleverna, och att "släcka bränder" som uppstår under aplperioderna. Vidare gestaltar sig och hanteras skillnaderna mellan skola och arbetsplats olika på de yrkesprogram som ingår i studien. Med stora likheter mellan undervisningsmiljö och arbetsplats kan konsekvensen bli att eleverna lämnas ensamma med att koppla vad som sker i skolan till deltagande på arbetsplatsen. När lärarna däremot behöver överbrygga stora skillnader mellan skolans och arbetsplatsens praktikgemenskap behöver detta ske varsamt för att inte förändra den praktikgemenskap lärarna utbildar för.
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| 4. |
- Nyström, Sofia, 1977-
(författare)
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Becoming a professional : A longitudinal study of graduates' professional trajectories from higher education to working life
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The study has a longitudinal design where Political Science and Psychology graduates’ have been interviewed on three consecutive occasions; the last semester before graduation, the first year and then, in the third year of professional work. The theoretical frame of reference comprises a situated and social learning theory and a gender perspective. These theories were chosen since they elaborate on concepts such as identity, practice, participation and learning.The results indicate that becoming a professional is not an isolated phenomenon merely learned and nurtured in higher education and/or in working life. It is emphasised as a dynamic learning process between a reflective individual, the interaction with a professional practice as well as a relationship between other spheres of life, e.g. the personal and the private. The graduates’ professional trajectories can be characterised by a movement from appropriating new knowledge to a need to change direction, e.g. new work tasks or professional fields. This is also a process of professional identity formation. The graduates’ professional identity is emphasised as being both closely related to a gender identity and influenced by the individuals’ belonging to and participation in other practices. The results thus indicate that professional identity formation is an interplay between different spheres of life that changes over time. By using a longitudinal design, it can be claimed that becoming a professional requires balancing one’s whole life situation.
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