| 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. |
- 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. - 2242-458X. ; 12:1, s. 1-24
-
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 emphasize 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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| 3. |
- 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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| 4. |
- Blomqvist, Per, 1972-, et al.
(författare)
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Vad behöver eleverna undervisning i för att utveckla sitt skrivande? Förväntningsnormer och didaktiska beslut i svensklärares bedömningssamtal
- 2016
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Ingår i: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge. - : University of Oslo Library. - 1504-9922. ; 10:1
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Tidskriftsartikel (refereegranskat)abstract
- I studien samtalar tre lärargrupper om elevers skrivande och skrivundervisning i ämnet svenska på gymnasiet. Det teoretiska perspektiv som läggs på dessa samtal är didaktiskt och inriktas på hur lärare formulerar och använder bedömningsinformation om elevers skrivande för beslut om skrivundervisningens innehåll. Resultatet visar att lärares bedömningar av elevers skrivande behandlar fler och delvis andra aspekter av skrivförmåga än vad deras didaktiska beslut sedan omfattar. De kvalitetsuppfattningar och förväntningsnormer som lärarna uttrycker i sina bedömningar av elevers skrivande inriktas huvudsakligen på texters kommunikativa kvaliteter, den stilistiska utformningen och textuppbyggnaden, följt av ämnesinnehåll och källanvändning. De didaktiska beslut som fattas utifrån bedömningen av elevers texter inriktas däremot i stort sett enbart på att eleverna behöver skrivundervisning i att disponera text och att använda källor. Detta gör att överensstämmelsen är låg mellan lärarnas beslut om skrivundervisningens inriktning och deras förväntningar på vad eleverna ska kunna. De didaktiska besluten omfattar i begränsad utsträckning den bedömningsinformation som lärarna själva har formulerat.
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| 5. |
- Broberg, Åsa, et al.
(författare)
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Women’s vocational education 1890–1990 in Finland and Sweden: the example of vocational home economics education
- 2021
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Ingår i: Journal of Vocational Education and Training. - : Informa UK Limited. - 1363-6820 .- 1747-5090. ; 73:2, s. 217-233
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Tidskriftsartikel (refereegranskat)abstract
- This article argues that women’s vocational education needs to be viewed in relation to the development of vocational education and training (VET) more broadly. The history of women’s VET is also a history of the term “women’s education” itself and how, almost a century after it was introduced, this term is hardly used. Instead, we see gendered vocations and vocational programmes that predominantly recruit women. The aim of this study is to investigate and compare the rise and fall of VET specifically targeting women in Finland and Sweden, in particular the kind of VET described in educational policy during the 20th century as education that was predestined for women. What societal motives underpinned the establishment and development of domestic education as VET? How can we understand the dismantling of education targeting women? Our primary sources are government inquiries concerning VET for women and previous research in this field. We argue that the reasons for the development of women’s VET reflect not only how certain social groups understood societal needs at the time, but that developing VET was a response to the increasingly significant but complex roles women played in the public arena.
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| 6. |
- Christidis, Maria, 1982-, et al.
(författare)
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Mathematics as an aspect of vocational knowing in animal caregiving, from a student perspective
- 2024
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier. - 2210-6561 .- 2210-657X. ; 45
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to explore whether and how students experience mathematics as an aspect of vocational knowing in the Swedish upper secondary Natural Resource Programme, in the orientation of animal care, and in the vocation. Data for the study comprised teacher's documented planning, student interviews, followed by a validation of the interviews. Data were initially analysed thematically. Thereafter, the themes were analysed with theoretical concepts from the theory of practice architectures (sayings, doings, and relatings), and interpreted in terms of characteristic arrangements (cultural-discursive, material-economic, and social-political). Themes identified in the student interviews were: 1) Vocational knowing in animal caregiving 2) Mathematics as vocational knowing 3) Mathematics as part of vocational language, and 4) Mathematics as a foundation subject. Sayings were also related to doings, because of the accessibility and character of data. It was evident that students recognized mathematics as an aspect of vocational knowing, but there was also a tension between this mathematics and for the school/as a foundation subject. Relatings represented the recurrent contexts of school, animal facilities, workplace learning but also laws and regulations for contemporary animal care. Further analysis was made to historical traces of previous education within the area and to political decisions.
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| 7. |
- Christidis, Maria, et al.
(författare)
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Subject-Integrated Teaching for Expanded Vocational Knowing and Everyday Situations in a Swedish Upper Secondary Health and Social Care Program
- 2019
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Ingår i: Vocations and Learning. - : Springer Science and Business Media LLC. - 1874-785X .- 1874-7868. ; 12:3, s. 479-498
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to explore what subject-integrated teaching of vocational subjects, ethics and health care, contributed with in terms of vocational knowing. The case study was ethnographically inspired and followed a group of students (16 +) and their teachers in a Swedish Health and Social Care Program while they worked with a theme unit called Death for two weeks in autumn 2012. Data comprised observations, field notes, and audio recordings of the planning and teaching of the theme unit, informal discussions with teachers and students, handouts, a theme booklet, and student assignments. Analysis was based on concepts related to cultural historical activity theory, especially emphasizing rules, tools, actions, operations, and contradictions. Results showed three major objects emphasized in the teacher–student interaction and the tools chosen to support the subject-integrated teaching activity: vocational knowing related to vocational ethics, to everyday ethics, and argumentative skills. Manifestations of contradictions in the form of dilemmas related to the examples that teachers copied from a textbook. As these examples were mainly contextualized in everyday situations, and there are no formal ethical guidelines for nursing assistants on which teachers could rely on, teachers’ narratives were used to complement these examples. Students’ argumentative skills were emphasized and related to personal situations, in which ethical arguments for justification in vocationally relevant situations were made unclear.
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| 8. |
- Christidis, Nikolaos, et al.
(författare)
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Early steps towards professional clinical note-taking in a Swedish study programme in dentistry
- 2022
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Ingår i: BMC Medical Education. - : Springer Science and Business Media LLC. - 1472-6920. ; 22:1
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Tidskriftsartikel (refereegranskat)abstract
- Background Higher education tends to focus on academic writing only, instead of emphasizing that professional texts are also used as a basis for communication in contexts with a variety of participators. When it comes to clinical notes, research is scarce and focused on technology and informatics. Therefore, the aim was to explore dental students’ clinical notes, and specifically which aspects of the clinical notes characterizes clinical notes that are not sufficient enough for professional purposes.Methods The object of analysis was the student’s written completion of a teacher constructed protocol regarding oral mucosa, the dental apparatus including pathology on tooth level, oral hygiene, and a validated international clinical examination protocol of the temporomandibular region. The study was framed within the New Literacy Studies approach, and the clinical notes were analyzed using thematic analysis.Results Within the clinical notes three themes were identified; a) familiar content; b) familiar content in new context; and c) new content. The forms of notes could refer to either categorizational clinical notes or descriptive clinical notes. Most students were able to write acceptable clinical notes when the content was familiar, but as soon as the familiar content was in a new context the students had difficulties to write acceptable notes. When it comes to descriptive notes students suffered difficulties to write acceptable notes both when it came to familiar content, or familiar content in a new context.Conclusions Taken together, the results indicate that students have difficulties writing acceptable notes when they are novices to the content or context, making their notes either insufficient, too short or even wrong for professional purposes. With this in mind, this study suggests that there is a need to strengthen the demands on sufficient professional quality in clinical notes and focus on clinical notes already in the early stages of the different medical educations.
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| 9. |
- Christidis, Nikolaos, et al.
(författare)
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Swedish dental students’ clinical notes and reflections as part of a case-based examination – challenges for undergraduate education
- 2023
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Ingår i: Medical Research Archives. - : European Society of Medicine. - 2375-1916 .- 2375-1924. ; 11:10
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Tidskriftsartikel (refereegranskat)abstract
- Clinical records are the basis for clinical reasoning, diagnostics, treatment planning, and management as well as for management of the patient and the outcome of the treatment, and therefore an important aspect of health professionals’ work. Several articles emphasize the importance of adequate and correct content in these records. Previous research shows that even health professionals need to improve the content and structure of their clinical records, for them to give the information needed for various needs. The focus of this article are the clinical records of undergraduate dental students. The aim of the study was to explore patterns of adequate and inadequate content in clinical notes of undergraduate dental students in their final year of education. Secondly, whether these results could provide insights for development of health professions education.Data comprised of 33 cased-based examinations collected during January 2020 at the University Dental Clinic, Department of Dental Medicine, Karolinska Institutet, in Huddinge Sweden. Also, data included teachers’ assessment of these examinations. The texts were analyzed with thematic analysis.Analytical results showed three themes. The first theme, (i) Professional content knowledge, concerned information in patient history, status, diagnostics and treatment plan, and an information ambiguity. The theme also included the students' use of professional terminology and the choice of articles to support reflections. The second theme (ii) incomplete method of investigation involved the actual patient interview, but also students’ various misunderstandings of the template. The third theme was (iii) Academic formalities. This theme concerned students' understanding of the purpose of referencing and its function, but also a non-use of references, the use of irrelevant references, errors in the given citation style, and an incorrect structure of the text according to the template. In conclusion, results showed the need for continuous training in clinical note-taking and reflections during dental students' professional education. In this training, teachers’ assessment is important for students' development of professional literacy and professional judgment. Also, a continuous reminder of science and proven experience as the basis for the profession which is also made visible through academic formalities.
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| 10. |
- Eriksson, Inger, 1952-, et al.
(författare)
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Enriching ‘learning activity’ with ‘epistemic practices’ – enhancing students’ epistemic agency and authority
- 2016
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Ingår i: Nordic Journal of Studies in Educational Policy. - : Informa UK Limited. - 2002-0317. ; 2:1
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Tidskriftsartikel (refereegranskat)abstract
- This article is an unchanged, re-published version of: Inger Eriksson & Viveca Lindberg, ‘Enriching learning activities with epistemic practices – enhancing students’ epistemic agency and authority’, with Maja Elmgren, Maria Folke-Fichtelius, Stina Hallsén, Henrik Román (2016), Att ta utbildningens komplexitet på allvar. En vänskrift till Eva Forsberg, Uppsala Universitet: Uppsala Studies in Education 138.
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