| 1. |
- Andersson, Ingela, 1963-, et al.
(författare)
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Elevers formande av arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning : [How students in Swedish upper secondary apprenticeship education contribute to form their education in relation to work-based learning]
- 2022
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Ingår i: Nordic Journal of Vocational Education and Training. - : Linkoping University Electronic Press. - 2242-458X. ; 12:1, s. 1-24
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Tidskriftsartikel (refereegranskat)abstract
- The article examines how students in Swedish upper secondary apprenticeship education contribute to the shaping of their education through their choices and actions in relation to work-based learning. Activity theory and the notion of interacting activity systems was used to emphasise the students’ perspective as active subjects. Data was collected through observations and interviews with 15 students in their second year of an apprenticeship. An initial qualitative content analysis revealed a pattern of actions that related to both school and work. The result of this analysis was further elaborated with activity theoretical concepts. Thereby dominating rules/norms and tools they made use of, contributed to identifying three potential objects for students’ actions: grades in vocational subjects, development of vocational skills, and inclusion in the workplace community. Depending on what objects the students held as superior and subordinate different outcomes could be achieved – an upper secondary vocational degree, development of vocational skills, and/or being employed while studying. One object did not necessarily exclude the others. It is concluded that the multiple expectations from students, school, and workplaces that coexist in relation to work-based learning need to be continuously communicated among all participants to strengthen the students’ possibility to achieve their desired educational outcome.
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| 2. |
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Att utveckla forskningsbaserad undervisning : analyser, utmaningar och exempel
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Boken handlar om forskning med och av lärare för hållbar utveckling av undervisning. Kapitlen bidrar med att lyfta fram didaktiska utmaningar och lösningar för att utveckla vetenskapliga förhållningssätt för undervisningsutvecklande forskning baserade på exempel och analyser som representerar olika skolämnen, skolformer och lärarutbildningen. Boken skiljer sig från övriga inom området genom bredden i hur detta kan göras och i relation till att flera nivåer i utbildningssystemet och ämnen är representerade.Tretton av bokens sjutton kapitel är skrivna av forskare (nuvarande eller pensionerade) från SU och de representerar fem institutioner: IPD, HSD, MND, Matematiska och SpecPed. Övriga kapitel representerar ett urval av de nätverk som byggts kring den här typen av forskningsintressen över tid.
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| 3. |
- B. Boistrup, Lisa, et al.
(författare)
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Challenging theory versus practice : Connections between mathematics and vocational education
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this paper we discuss connections between two teaching contents in Swedish upper secondary school programs in vocational education; mathematics and vocational content. Simultaneously, we challenge a dichotomous understanding of theory and practice, while paying an interest in connections between the two. We have adopted the framework of praxeology by Chevallard. Through analysis of empirical examples, we illuminate how, for example, theoretical aspects may derive from both mathematics and vocational content, challenging mathematics as mainly theoretical and vocations as only practical.
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| 4. |
- Backman-Bister, Anna, 1976-, et al.
(författare)
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Musikundervisning i grundsärskolan : en pilotstudie för att kartlägga behovet av praxisutvecklande forskning
- 2020
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Ingår i: Book of abstracts. ; , s. 77-78
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Konferensbidrag (refereegranskat)abstract
- I vårt bidrag presenterar vi ett pilotprojekt som vi genomfört med tre musiklärare i grundsärskolan inför en forskningsansökan. Projektet syftade till att undersöka förutsättningarna för ett praktikutveckande forskningsprojekt och vägleda inriktning och design av projektet. Innan pilotprojektet inleddes genomförde vi en kartläggning av tidigare forskning. Litteratursökningen gjordes dels via en internationell forskningsdatabas, dels via manuella sökningar i ett urval vetenskapliga tidskrifter inom det musikpedagogiska och det specialpedagogiska forskningsfältet. Av totalt 118 artiklar som inkluderades i ett första steg fann vi att musikämnet och musikundervisningen har hamnat i bakgrunden i tidigare forskning om musik och elever med intellektuell funktionsnedsättning. En första kategorisering av studierna visar att de har följande fokus: 1. Musik som stöd för något annat och 2. Musikterapi i syfte att utveckla kommunikativt beteende. För kategori 1 identifierade vi vidare fyra underkategorier. Ingen av artiklarna hade ett ämnesdidaktiskt fokus. De som undervisar i musik i grundsärskolan är ofta antingen musiklärare utan utbildning för grundsärskolan eller speciallärare/specialpedagoger utan utbildning i musik. Dessutom förekommer det lärare som varken är utbildade för särskolan eller för musik. Under läsåret 2019/20 uppgick andelen musiklärare med lärarlegitimation och behörighet i musik till 9,3% (https://siris.skolverket.se). Av internationell forskning framgår att lärarnas kompetens för musikundervisning för elever med IF är snarlik (Darrow 2017). Det saknas en nationell utvärdering av musikämnet i grundsärskolan – en demokratibrist jämfört med grundskolan. Att få uttrycka sig på flera olika sätt, även med olika estetiska uttrycksformer, kan idag ses som en demokratisk rättighet, Ferm Almqvist (2016) och Saether (2008) betonar behovet av en inkluderande musikundervisning där eleverna möter musikvärlden och kan erövra ett kulturellt medborgarskap (jfr FNs konventioner om barns rättigheter och konvention om rättigheter för personer med funktionsnedsättning). Carlson (2013) använder uttrycket musical becoming för att betona möjligheten att få uttrycka sig musikaliskt, särskilt för personer med komplicerad språklig kommunikation, och för att påvisa att det kan ta form på olika sätt – som musikkonsument, eller som (med)skapare av musik. Pilotstudie: Med ovan nämnda utgångspunkter kontaktades några musiklärare i grundsärskolan om medverkan i en pilotstudie inför en projektansökan. Tre musiklärare i olika delar av Sverige tackade ja. Pilotstudien planerades bestå av två delar: observation av 1-2 lektioner med efterföljande intervju. Under vt 2020 genomfördes en observation och intervju IRL medan två intervjuer genomfördes via Zoom. Resultat från pilotstudien och kartläggningen är följande: 1. Gemensamma förutsättningar för musikundervisningen var att lärarna saknade ett kollegialt sammanhang där de specifikt kunde diskutera grundsärskolans musikundervisning. 2. organisationen av undervisningen, liksom 3. lokalerna där musikundervisningen genomfördes, utgick från grundskolans snarare än grundsärskolans elever. Vi frågade även om lärarnas innehållsliga fokus utifrån de fyra teman som anges i det centrala innehållet i kursplanen, Lsär11 (Skolverket 2018). 4. Gemensamt för lärarna var att temat musicerande återkom som huvudfokus i samtliga intervjuer medan temat ämnesspecifika begrepp gavs en underordnad plats. Vår slutsats är att projektet bör inledas med en kartläggning av lärarnas nuvarande musikundervisningspraktiker som ingång till en Change Laboratory, modell för formativ studie (Virkkunen & Newnham 2013). Data analyseras tillsammans med lärarna för att ligga till underlag för design av iterativt prövande utifrån det lärarna ser som viktigt att förändra för att åstadkomma en musikundervisning som ger förutsättningar för kulturellt medborgarskap och musical becoming.
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| 5. |
- Berglund, Ingrid, 1954-, et al.
(författare)
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Assessment of vocational knowing : experiences from the Swedish pilot project with upper secondary apprenticeship 2008-2011
- 2012
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Ingår i: Bulletin of Institute of Vocational and Technical Education. - 1348-4893. ; :9, s. 24-34
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Tidskriftsartikel (refereegranskat)abstract
- In 2008, a pilot project with apprenticeship as an alternative pathway of upper secondary vocational education (USVE) started in Sweden. This paper is based on a follow-up study 2009-2011, funded by the Swedish National Agency for Education (SNAE) focusing on pedagogical aspects of apprenticeship. We interpreted ‘pedagogical aspects’ as concerning teachers’ curriculum work, i.e. the organisation and design of apprenticeship in relation to following aspects: division of labour between school and work; the content; the roles of teacher and supervisor; and follow-up and assessment of students’ development regarding vocational knowing in relation to the Swedish national curriculum for each of the programmes. In this article, we present results related to assessment in upper secondary VET apprenticeship. The issue for this article is to illuminate conditions for assessment in USVE-apprenticeship, the foci of assessment and the tools used for assessment.According to regulations of apprenticeship, trilateral assessment sessions (teacher-supervisor-apprentice) are to be held regularly for follow-up and, at the end of a course, marking students knowing. As a representative for the education authority, the teacher is responsible for marking, but the supervisor is to provide the teacher with the information needed for follow-up and marking. The assumption is that during these sessions, there will be a dialogue between supervisor, apprentice, and teacher that will contribute to both follow-up and marking.The results presented in this paper build on interviews with teachers, apprentices and supervisors, as well as some audio-recorded trilateral sessions for assessment. Our preliminary results show that these trilateral sessions are one of the critical situations in USVE-apprenticeship. A main result is that assessment was either focused on social and behavioural aspects or on vocational knowing. Which one that dominated was related to firstly, the qualifications of the teacher; secondly, to the division of labour on the workplace; and thirdly, to the local history of USVE-apprenticeship. These results and the consequences of them will be further developed in our article.
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| 6. |
- Berglund, Ingrid, 1954-
(författare)
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Byggarbetsplatsen som skola - eller skolan som byggarbetsplats? : En studie av byggnadsarbetares yrkesutbildning
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The issue of this dissertation is the relationship between Vocational Education and Training (VET) in general and VET for building and construction in particular, as well as implications of the fact that Swedish VET is carried out both in school and in working life. Vocational construction education includes a three year Construction Programme at upper secondary school followed by two to three years of on-the-job training in the construction industry. In this case study of an upper secondary Construction Programme, the school based daily instruction as well as work based training, is explored and documented. These constitute a base for descriptions and analysis of education as a whole from the perspective of Cultural Historical Activity Theory (CHAT). The aim of the analysis is to identify the main motives for vocational construction education. The case study results are further based on descriptions and CHAT-analyses of the historical development of construction work as well as of Swedish VET in general and of vocational construction area in particular. The case study illustrates that two activities form vocational construction education; the dominating activity being construction production, and school-activity. The terms of construction industry seem to greatly determine the realisation of the school based construction production activity. E.g. teamwork is emphasised in both activities. The school activity is marked by the implementation of infusion of core subjects by vocational subjects, aimed at preparing the students for continued professional development in the trade. The conclusion drawn here is that the new Swedish apprenticeship seems to contribute to a narrow professional knowledge base, whereas the use of infused core subjects seems to contribute to a broader professional knowledge base.
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| 7. |
- Berglund, Ingrid, 1954-, et al.
(författare)
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Challenges for Swedish VET-teachers in upper secondary apprenticeship.
- 2012
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Konferensbidrag (refereegranskat)abstract
- After several decades with little or no interest in apprenticeship as an alternative to upper secondary vocational education (Lundahl 1998), the first attempts to re-introduce apprenticeship were made during the 1990’s. Characteristic for these was that they were embedded in school-based VET, offering an extended period of work-based learning for potential drop-outs or as individualized programmes. The political motive relates to studies showing that youth with incomplete upper secondary education were significantly more often unemployed than was the case for those who had completed a programme (Olofsson 2008). However, an informal apprenticeship has existed for several decades, especially in vocational areas related to construction and electricity. In these cases, apprenticeship is regarded as a necessary complement to the 3-year school-based VET-programmes. The respective training boards have established these requirements. In order to become what is labelled as “fully qualified” (in terms of fully paid), apprenticeship adds another three years to upper secondary education (Berglund 2009).Apprenticeship in connection to and as an alternative track for upper secondary vocational programmes was implemented in Sweden as a 3-year probation in 2008. The schools are responsible for the designing and organisation of upper secondary apprenticeship but there are two central conditions: firstly that minimum half of the programme must be realized in a workplace, and secondly that the same objectives apply for the programmes, are they given in the form of school based VET or as apprenticeship. This paper is based on a study of pedagogical aspects of apprenticeship during the second and third year of the probation (Berglund & Lindberg 2012). Here we focus on VET-teachers’ work within the apprenticeship form of upper secondary vocational education. The main issue of our paper is to illuminate the consequences and challenges for VET-teachers’ work within upper secondary apprenticeship.
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| 8. |
- Berglund, Ingrid, 1954-, et al.
(författare)
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Försöksverksamhet med gymnasial lärlingsutbildning: utmaningar för yrkeslärarna
- 2011
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Konferensbidrag (refereegranskat)abstract
- Försöksverksamheten med en gymnasial lärlingsutbildning startade i Sverige 2008. Gymnasieskolorna ansvarar för lärlingsutbildningens utformning men hälften av utbildningen skall genomföras i arbetslivet. Lärlingsutbildningarna har samma uppdrag (mål) som de nationella programmen. På uppdrag av Skolverket genomfördes en uppföljningsstudie med särskilt fokus på pedagogiskt didaktiska aspekter av lärlingsutbildningen under våren 2010. Studien baserades på intervjuer och informella samtal med elever, lärare och handledare, på olika typer av dokument samt på foton från skolor och arbetsplatser. Tre program (bygg-, handels- och omvårdnadsprogrammen) på tre geografisk spridda orter ingår i studien. Syftet för vårt paper är att beskriva vilka arbetsuppgifter framför allt yrkeslärarna har inom gymnasial lärlingsutbildning och vilka nya kompetenskrav som därmed ställs på dem. Vilka utmaningar har yrkeslärarna att hantera i den gymnasiala lärlingsutbildningen? Vilka krav ställer dessa i sin tur på yrkeslärarutbildningen? De arbetsuppgifter vi sammantaget funnit för yrkeslärarna i den gymnasiala lärlings-utbildningen är följande: att planera utbildningen, utforma uppgifter och uppföljningsunderlag, att rekrytera arbetsplatser som kan engageras i lärlingsutbildningen, att genomföra handledarutbildning och informera handledare på arbetsplatsen, att ordna med alternativa uppgifter och projekt för elever som inte får en lärlingsplats eller befinner sig i skarven mellan två lärlingsplatser, att följa upp elevens yrkesbildningsgång i förhållande till programmets och kursplanernas mål och till arbetsinnehållet på olika arbetsplatser, att fatta beslut om byte av arbetsplats. Vi har också funnit att dessa arbetsuppgifter kan variera mellan programmen och att variationen kan ses i ljuset av programmens olika traditioner. Vidare skapar regionala skillnader i näringslivsstrukturen mellan de tre orterna och skillnader mellan skolornas resurser delvis skilda förutsättningar för genomförandet av lärlings-utbildningen. Till dessa uppgifter krävs en i många stycken annan kompetens än den som krävts tidigare. Det gäller inte minst ett ökande skriftspråkligt kunnande, som några lärare menar att de inte har kompetens för – eller att det är arbetsuppgifter de inte trivs med. Lärlingslärarens arbetsuppgifter skiljer sig från den tidigare yrkeslärarens och ställer nya krav på yrkeslärarutbildningen.
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| 9. |
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| 10. |
- Berthén, Diana, 1956-, et al.
(författare)
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In-service training as cognitive apprenticeship
- 2007
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Ingår i: Sociocultural perspectives on teacher education and development: New directions for research – SOCIOTED, 7-8 April 2008 in Oxford University, England.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The issue of this paper is to present and discuss a project for in-service training of some teachers employed within advanced vocational education (AVE), part of higher education in Finland. The political visions of an increased proportion of people with higher education, not only in Finland but in the Western world as a whole, have contributed to teachers encountering with new groups of students with non-academic backgrounds. These students have been accepted for studies but an increasing proportion fail in examinations. Especially language teachers at this specific AVE, a small polytechnic institution, were concerned about how the situation had developed. According to their understanding, an increasing amount of the students had dyslexia. Therefore the had attended courses and lectures, which however did not provide them with the tools they needed. An expert was enrolled, in order to work with the students. Instead of working with remedial programmes, her work focused on students; reading and writing strategies, which became a success. As a result, the school wanted her to work with an increasing number of students. Instead an in-service training project that would provide the teachers with the competence of the expert was initiated. The project was designed based on socio-cultural perspectives on learning, drawing on the concepts distributed expertise (Palinscar & Brown, 1984), literacy practices (Street, 1984; Gee, 1996; Lea & Street, 1998) and cognitive apprenticeship (Rogoff, 1984, 1990). As a whole, the project consisted of two parts: firstly, the experts work with the students, and secondly, the in-service training for teachers. Here, the main focus is on in-service training for the teachers but as the content of this in-service training is students' reading and writing strategies, it is necessary to describe part of the project directed towards the students as well. The aim of the work directed to students at risk was on the one hand related to trying out and developing appropriate tools for identifying students at risk, and to explore their current reading and writing strategies and making the students aware of and other, more relevant strategies as well as helping them to change their current strategies on the other. The expert's findings about students' current strategies contribute to the picture of the characteristics of readers and writers inadequate strategies for reading and writing. Her work also included identifying what kind of reading and writing was expected from the students within each of the eight programmes included in the project. In all, 112 students were tested, 57 of these were offered the programme, 41 students accepted joining the programme and 29 finished it. The aim of the in-service training was to make it possible for the teachers to appropriate the competencies of the expert. Therefore the in-service project was designed on ideas of cognitive apprenticeship and distributed expertise. In other words, the expertise was to be distributed to the teachers attending the in-service programme. The programme started with only two teachers; a year later they were expected to take over some of the work and new teachers were accepted for the programme as newcomers, and after one more year further teachers were invited. As a complement to apprenticeship, seminars related to specific texts were offered. In manual work, apprenticeship is organised in relation to a production that involves material, tools, and techniques - in a way this work is transparent. When it comes to cognitive work, the material, tools and techniques are opaque rather than transparent, therefore the design of cognitive apprenticeship must involve possibilities for making the competence underlying planning, decision-making and reflection more transparent. The text seminars mentioned were one means offered in order to make the expert's competencies visible. In the paper these ideas are further developed. The results of the project are discussed on two levels. Firstly in relation to teachers' knowledge formation - that is their struggle with their strong contemporary conception of these students' as suffering from dyslexia on the one hand and with their emerging insights of the relational and contextual aspects of what it means to become literate within a specific AVE-programme. Secondly, the results are related to organisational conditions for these teachers to use the competence they have appropriated. Finally, we discuss the relation between the practice-concept in New Literacy Studies and that used in studies based on socio-cultural and activity theoretical studies.
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